EdSe 5120 Assignment 3:

Description:

You are creating an integrated curriculum map based on Minnesota's Middle-Level Academic Standards

Directions:

  1. Please work in groups of three educators from different subject areas.
  2. Agree on a theme of interest to students and design integrated middle school curriculum for grade 5, 6, 7, or 8 using your Minnesota's Middle-Level Academic Standards.
  3. Map out your plan using (or modifying) the following model:
  4. For each subject area, record:
  5. State your rationale for integrating middle school curriculum. Include citations from literature and research which support your rationale.
  6. Create a title for your integrated curriculum map.
  7. Please proofread and spell check so your work is free of errors.
  8. Save your work once as username5120section1or2or3A3.isf
  9. Save it a second time as a PDF, making sure it has a .pdf extension. On an OS X Mac computer, open your work, go to print, and select "Save as PDF"
  10. Email both copies via Mulberry or UMD web mail as an attachment to Dan.

Checklist:

Assessment Rubric:

 

Exemplary

Accomplished

Developing

Beginning

Young Adolescent Description

(Explanations of how your curriculum map is developmentally responsive)

Precisely characterizes young adolescence as a distinctly different developmental stage than childhood and adolescence.

Clearly identifies multiple characteristics and implications associated with communities of young adolescent influence and young adolescent development

Accurately characterizes young adolescence as a unique time of development.

Accurately identifies characteristics and effects of communities of young adolescent influence and young adolescent development.

 

Generally describes student development.

Mentions characteristics and limited effects of communities of influence and student development.

 

Unclearly or inaccurately characterizes students, communities of influence, types of development, and effects of these.

Middle School Philosophy

(Rationale for integrating curriculum)

Precisely explains developmentally responsive middle school philosophy.

Clearly relates philosophy to multiple characteristics and implications associated with communities of young adolescent influence and young adolescent development

Accurately identifies developmentally responsive middle school philosophy.

Accurately links philosophy to characteristics and implications associated with communities of young adolescent influence and young adolescent development.

Generally outlines developmentally responsive education philosophy.

Generally suggests relationship between philosophy and student development.

Unclearly or inaccurately explains education philosophy.

Instructional
Decisions

(Desired results, assessment evidence, and learning plan)

Precisely explains developmentally responsive middle school instructional decisions.

Clearly relates instructional decisions to multiple characteristics and implications associated with communities of young adolescent influence and young adolescent development.

Accurately identifies developmentally responsive middle school instructional decisions.

Accurately links instructional decisions to characteristics and implications associated with communities of young adolescent influence and young adolescent development.

Generally suggests thoughtful instructional considerations.

Generally refers to relationship between instructional decisions and student development.

Unclearly, insufficiently, or problematically identifies instructional decisions.

Resource
Use

(Resources from Manning and Bucher, the WWW, and Middle School folks)

Clearly grounds young adolescent characterizations, implications, and instructional decisions in findings from literature, research, and middle school populations.

Supports characterizations, implications, and instructional decisions with some identification of middle school resources.

Supports descriptions and decisions with information and decisions which reflect education resources without source specificity.

Fails to reflect resources.

Collaboration

(Your Process of Developing and Refining Plans with Peers)

Clearly exemplifies individual accountability and collaborative critical thinking among peers.

Successfully demonstrates individual accountability and meaningful interaction among peers.

Generally demonstrates individual task accountability.

Unclearly, insufficiently, or problematically collaborates.