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The course: CI5313 Curriculum and Instructional Design for Multicultural Classrooms
provided the opportunity to learn about the critical role the achievement cycle plays in
developing a curriculum that is accessible to all learners. The modules provided different tools
that can be used to develop a curriculum framework that can be used to develop a multicultural
curriculum in any content area. Research was completed to learn about evidence-based
instructional strategies to integrate into the curriculum unit that can increase diverse student
achievement. Finally, an integrated, multicultural curriculum unit was developed using the
created curriculum framework and presented to colleagues for feedback. The reflection below
details how the knowledge gained, strategies identified and curricular tools used to modify a
curriculum as well as how I will apply what I have learned to current my teaching practices.
Learning about the achievement cycle in this course cleared the misconception that
standardized teaching was simply teaching to the test. The achievement cycle consists of a
relationship among standards, curriculum and instruction that guides student success. It is the
achievement for all learners can be expected when all three components are closely intertwined
and influence each other. The achievement cycle can move in either direction because it is
dictated by the performance and needs of the students. The primary focus of standards should
not be on the high-stakes tests (Reeves, 2001) but used to assess student performance compared
to a state and/or national standard and not to other students work. The curriculum provides a
roadmap that guides the learning activities that will be used to teach the content and skills
detailed in the standards and the different assessments that will be conducted. The instructional
activities need to be researched based and appropriate for all students in the classroom.
According the achievement cycle an effective instruction is multicultural, relevant, and rigorous
and is student driven and the assessments are ongoing and range from informal and formal. This
course has shown me that assessment is more than a score on a standardized, multiple-choice
test. It is not used to determine the effectiveness of the teacher but should be used to indicate
students development of skill and construction of knowledge and how to support the student
with their areas of growth with immediate and constructive feedback. For a successful
achievement cycle, the assessment needs to be closely tied to the standards and authentic. The
effectiveness of the instructional methods and the learning of the students is continually assessed
through formative assessments and summative assessments. The more information we have
about students, the clearer picture we have about achievement or where gaps may occur
(Gerrison and Ehringhaus, 2009). Formative assessments allows the teacher to check for
understanding of student learning and adapt instruction and provide support as necessary.
Checking for understanding with a summative assessment happen far down the learning path to
provide information at the classroom level and to make instructional adjustments and
types of formative assessments to access all learners current understanding is appropriate and
provides accurate representation of what each student knows. Formative assessments include
white board response, hand gestures, KWL charts, exit tickets and student discussions. I plan to
utilize formative assessments as way to determine which students require additional support and
which students require more rigor. Summative Assessments at the end of a curriculum unit
effective method of assessing student learning of diverse learners. Project-based learning allows
for students to demonstrate their learning through problem solving where they apply their
real understandings can be observed by the teacher and produced by the student. Learning
experiences should not be a one-size-fit-all like a multiple choice test that is so often used to
assess student learning. I plan to further integrate project-based assessments determine student
achievement because all students have an opportunity to demonstrate their learning. Students
will continue to take standardized tests, however the project-based assessments will be used as a
must be driven by the state or national standards and integrate multicultural perspectives to be
equally accessible to all learners. The approach that I found the most appealing and appropriate
for diverse students is the backwards design where the goals and assessment are established prior
to mapping out the learning activities. This approach is new and different from the traditional
method of design I previously learned. Different from following the textbook as the guide along
with the provided standardized multiple choice test that would culminate the unit. This course
provided the opportunity to develop a curriculum using an integrated, multicultural focus while
integrating research-based instructional strategies. Using the achievement cycle as a guide and
Robert Marzanos strategies for developing rigorous learning a curriculum unit integrating
Biology and English standards was created. A curriculum framework that was developed as an
assignment was also used to develop a curriculum that was rigorous, relevant, standards-based,
and accessible to all learners. The summative assessment is project-based and will allow all
independently, in pairs, small groups with or without the teacher and hear all different types of
conversation about a common concept. The teacher should blend in with the students and not
seen in their usual post at the front of the classroom. This type of classroom environment is
evident when a learners language, ethnicity, race, beliefs, and socioeconomic status considered
when planning instruction. Each student is different, therefore the one-size-fits-all approach
does not address each learners needs. Students have a natural, intrinsic motivation to learn
(Owens, 2016). The students need to feel comfortable in their learning environment to engage in
academic risk-taking. Students need opportunities to explore, make predictions, use their
imagination and collaborate with other students to build upon their intrinsic motivation. Using
real-world situations and offering choices motivates students to invest more effort into their
learning (Owens, 2016). Student-centered activities include using collaborative and cooperative
learning as well as inquiry investigations. Grouping of students is flexible and based on prior
knowledge and experience. All students are held and assessed on the same content and skill but
the journey towards the achievement of the standard is different depending on the strengths and
instruction include the Flipped Classroom, Hands-on Inquiry Investigations and Menu Choice
Activities.
I look forward to implementing these research-based strategies into the curriculum. The
Flipped Classroom allows for students to learn at their own pace. The building knowledge is
completed outside of the classroom through technology integration while classroom time is spent
on student-centered activities that allow the student to apply and transfer knowledge. During this
time I can do informal assessments of students through observations, student discussions, inquiry
activities and independent practice. I expect to have more time to provide specific and
immediate feedback for the student during their learning process when using these instructional
strategies. The responsibility of the learning is on the student and the teacher provides the
activities allow for the students to construct knowledge through prediction and exploration.
Providing students with a menu of differentiated activities that can be selected to demonstrate
their learning gives all students equal access to building knowledge and developing skills.
professional development about the benefits of implementation of the achievement cycle when
addressing student achievement of diverse learners provides support and resources necessary to
everyday in each classroom to allow for students to build knowledge and develop skills
necessary to be life-long learners. Preparing teachers to work with culturally and linguistically
learners involves training and collaboration with colleagues. Creating grade-level teams to plan
for integrating literacy skills such as reading and writing across the disciplines to ensure all
learners have adequate time developing and honing these competencies. Integrated curriculum
units can be developed and implemented when teachers are provided with a curriculum
framework that will guide the creation of a curriculum that is multicultural, rigorous and utilizes
research-based strategies. Common assessments can be formed to address the specific needs of
students.
Preparing Students for the 21st Century
Research has found that when people write about what they have learned they retain 70%
of the content, but when they write about what they have learned and talk about it, they retain
90% of the content (Daniels et al. 2007). Providing daily opportunities for students to read, write
and discuss their understandings and questions is necessary for dual language learners to develop
the writing and communication skills to be successful in the 21st century. Writing to learn
teaches students to discover new knowledge as they writeto sort through previous
understandings, draw connections, and uncover new ideas (Gillenwaters, 2016). Literacy skills
can easily be integrated into science content and the regular exposure to reading and writing will
only improve these skills in diverse learners. All students need to be held to the same rigorous
standards and the teacher needs to be prepared to provide all the necessary supports for the
student to develop the skills and learn the content detailed in the standards. This course has
deepened my understanding of the true impact an educator has on the learning process of the
student. Teacher-centered instruction is not teaching but simply re-stating information and
expecting students to magically learn. Instruction needs to be tailored to the needs and the
student strengths must be utilized to be able to engage and motivate students to want to learn, not
just passively participate. Student need to develop skills that will prepare them to be able to
develop solutions for unique problems in the 21st century and it is the responsibility of the
teacher to ensure this happens for all learners not just the privileged.
Conclusion
During this course I have had the opportunity to learn how the achievement cycle impacts
student achievement. Using the curricular tools provided such as Marzanos strategies for
increasing rigor, Blooms Taxonomy and Backwards curriculum design, I was able to develop a
curriculum unit that was accessible to all students. A curriculum framework was created and can
be shared with colleagues interested in created a curriculum that is rigorous, relevant and
differentiated instruction results in an effective curriculum accessed by all learners. With the 21st
century requiring different skill sets and perspectives the curriculum needs to be modified to
ensure that it is appropriate to the students it is meant to be preparing. We are only as strong as
our weakest link, and if we continue this imbalance of education then we will not progress as
expected.
References
Bishop, C. c., Caston, M. m., & King, C. c. (2014). Learner-centered environments: Creating
effective strategies based on student attitudes and faculty reflection. Journal Of The
Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing: Every teachers guide.
Garrison, C., Chandler, D., & Ehringhaus, M. (2009). Effective classroom assessment: Linking
assessment with instruction. Westerville, OH: National Middle School Association and
Measured Progress.
2001; 85(621).
Owens, G., Ed.D. (2016). Module 1 Presentations: Motivational and affective factors: Part 1: