10 Components of a Comprehensive Curriculum Unit, Lesson, or Task
{"Image DocumentName": "10 Components of a Comprehensive Curriculum Unit, Lesson, or Task", "Image ImageDescription": "Content. Products. Assessment. Introduction. Teaching Strategies. Learning Activities. Grouping Strategies. Resources. Extension Activities. Modification. (Ascending Levels of Intellectual Demand) Explanation: These elements are likely to be part of planning high-quality curriculum. These elements represent our current professional understanding of what it means to plan well so that students can learn well. In some cases a teacher may have legitimate reasons not to attend to one or more of the elements we propose here. There may be instances in which teachers would add elements to the ones we\u2019ve chosen to present. Further, the planning process may not always follow a linear process. That is, a teacher may not begin by thinking about content or standards, move directly to thinking about an assessment plan, select an introductory activity, and so on. Early planning may actually begin with an idea for a powerful student product or by examining available resources for the unit. Our goal of generating these ten components is not to restrict or prescribe teaching planning but, rather, to prompt reflection on those elements which, used in concert and with finesse, can strengthen what and how we teach, with the goal of strengthening student learning. Workshop Leader Activity: Divide your group into teams. Provide each team with one or more index cards that have one of the ten components written on it. Their task is to provide a definition that helps us to understand the importance of this component and to identify what considerations should be made when planning for this component within a unit of instruction. If You Are Working Alone Activity: Reflect on why careful consideration of these ten components would strengthen student learning. Begin to ask yourself: How can the products that I ask from the students demonstrate understanding of the content? How can these products be used to assess student learning? How will I ascend the levels of intellectual demand for some of my students and how will these changes impact the types of grouping strategies that I will use in my classroom? This type of metacognitive thinking about the ten components is necessary as you design curriculum using the four parallels. Debriefing: Have one member from each group share their definitions and considerations and discuss with the group how each of these components help us to design curriculum that is comprehensive and reflective of student differences. Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press. 79.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}