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JYT2 Task 3: Curriculum Design Challenges Western Governors University JYT2 Task 3: Curriculum Design Challenges This paper demonstrates comprehension of specific content challenged within my first-grade instructional classroom. Some of the challenges that will be addressed are student motivation, achievement, and individual learning styles. A lesson plan will be attached to this paper with an explanation of how the lesson plan addresses the challenges mentioned. Curriculum design and instructional strategies used in my lesson plan will be explained in this paper. Lastly, an analysis of how the curriculum and instructional strategies account for predicted and unpredicted challenges that may occur in the daily delivery of instruction. Discussion of Student Motivation Some challenges my first-grade students may face in mathematics for motivation is the ability to stay focused while being engaged throughout the entire lesson. Some students who may struggle with math particularly may tend to give up easily and lose focus when they are not understanding the content, or we spend too long discussing the content without being active. With students who may be gifted, they may lack interest or motivation in math lessons because they think it is boring since they may already know how to do what we are working on. In this case, they may stop paying attention to the lesson and lose any motivation to work because they feel they don’t need to listen or participate. Struggling students may begin to feel upset and try to avoid those feelings when they are not comprehending the content as much as some of their peers and start to act out, be silent, or not participate instead. Discussion of Student Achievement
Student achievement can have challenges that are based on many different factors. Some factors may include motivation, their learning styles, learning needs, the difficulty of a lesson, and many more. Most lessons we work on are building off prior knowledge, so if a student does not have the prior learning experiences needed for a new lesson. Students may fall behind and lack in achievement for the current and future lessons if they do not have the prior learning experiences needed. With learning tens and ones, it may be difficult for some first-grade students to recognize still that numbers of 11- consist of one ten and a certain number of ones. They may see the 1 in the tens place and assume it is just a 1 instead of representing the number 10. This can be a concept that takes time to recognize and fully comprehend for students at this age. All students have different learning styles and how they take in information to comprehend the specific content we are learning. Sometimes though, it can be a challenge in itself to reach the needs of all students to ensure their success and achievements. Discussion of Individual Learning Styles Meeting the needs of students and trying to address the learning styles of all students in a mathematical first-grade instructional classroom can be difficult at times. Some students learn better by visually hearing material, students who learn better by auditorily hearing the lesson and processing it, then some students learn better by being hands-on and kinesthetically learning the material to fully grasp the concepts. While these are the main learning styles of students, they are many more ways and styles that students best learn. I also think the environment in which students are learning adheres to their learning styles and can be a challenge to ensure the environment is the right fit for all students to successfully learn. Some lessons may only be one or another learning style but trying to use all learning styles can be a big challenge when implementing math lesson. Student Motivation Plan
upcoming lesson. I will build upon the previously learned skills students have such as understanding the concept of what the math blocks represent and how numbers can be represented in written numeral form or with objects and they have a certain value. Reviewing information before and during the lesson plan will help students make connections from prior to new knowledge. Student Learning Styles Plan As all students tend to learn differently than one another, I plan to incorporate the most common and even less common learning styles into my first-grade mathematics lesson plan. I want to be able to address the needs of all students in my classroom and ensure their success by providing them with the best environment, resources, tools, and ways of learning. Presenting procedures for new information is done by asking a question to get the students thinking and then presenting them a visual representation with audio of the concepts we will be working on. Then, I will write the learning objectives on the board for students to visually see, I will read it and then have the students repeat for auditory learners to hear it, and having them read, listen, and say the objectives is having them be engaged with the process. Next, I have students working with an interactive lesson to get up, move, and physically interact with the board (kinesthetic with visuals) and they explain their reasoning and thought process (auditory). I also have students working with manipulatives, whiteboards, and worksheets to provide a range of learning materials to assist all students in using these learning styles and grasp a better comprehension of the content. We then use our knowledge and close the lesson with a real- world word problem to make connections and have a lasting effect on their memory of what we’ve learned to recap. Explanation of Curriculum Design Strategies The curriculum design strategies used in this lesson plan consist of mainly constructive and sequential or interlinked lessons that build upon each other to reach a desired learning outcome. Using
challenges, interest, and motivation to learn is a curriculum design strategy used to help students stay focused and better assist them in comprehending the material. Using authentic, real-word, and relevant word problems connects what we are learning to the importance and relevance of the lesson. Having students use and engage with progressively higher-order cognitive processes help them recognize what the objectives of the lesson are, how to reach them, and working hard to achieve those goals (Meyers, Nulty, 2009). Students realize how they need to participate by thinking, knowing, remembering, and problem-solving. Students then show what they know by using the place value charts and then demonstrating what they know on the assessments or call and responses to demonstrate what they know and using proper content language. Explanation of Instructional Strategies There is a wide variety of instructional strategies used in this lesson plan to reach the needs and learning styles of all students. Some learn by being in whole group instruction and others learn better in one on one or small group instruction. Whole group instruction is a great way to reach all students in the classroom to teach everyone the same basic or growing knowledge then go into small group instructional to further assist the students with more instruction based on their needs and the way they learn. Small group allows the teacher to work with students and see if they have any misconceptions to address. Having students also work with each other in small groups allows them to learn from their peers and gain knowledge on points of views they may not have had and help them comprehend the content more. Independent practice then helps the teacher see what students know as a quick check and change or adjust the lesson as needed. Independent practice is another chance for the teacher to work with students who may need one-on-one instruction or needs more attention and assistance with comprehending the materials. Using manipulatives helps students who learn by using visuals and being
Sources Meyers, N., Nulty, D. How to Use (Five) Curriculum Design Principles to Align Authentic Learning Environments, Assessments, Students’ Approaches to Thinking and Learning Outcomes. Assessments and Evaluations in Higher Education. Vol. 34 No. 5. 2009. Retrieved from: https://westerngovernorsuniversity.sharepoint.com/sites/MSCINResources/Shared %20Documents/Forms/AllItems.aspx?id=%2Fsites%2FMSCINResources%2FShared %20Documents%2FJYT2%2FTask%20Overviews%2FJYT2%20Jumpstart%2FMeyers %20%26%20Nulty%20%282009%29%5FHow%20to%20use%20%28five%29%20curriculum %20design%20principles%2Epdf&parent=%2Fsites%2FMSCINResources%2FShared %20Documents%2FJYT2%2FTask%20Overviews %2FJYT2%20Jumpstart&p=true&originalPath=aHR0cHM6Ly93ZXN0ZXJuZ292ZXJub3JzdW5pdmV yc2l0eS5zaGFyZXBvaW50LmNvbS86Yjovcy9NU0NJTlJlc291cmNlcy9FZkJObjZBVTZRbEN1cF9BUGl wTU9qMEJobWVZWm9SdDl1QUhSQVh4Snpmbnd3P3J0aW1lPWwtS25JbXpFMkVn
