Task and Curriculum Analysis Project
Task and Curriculum Analysis Project
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This project consists of an analysis of newly adopted mathematics curriculum. This analysis has three key components: the alignment of standards and learning progressions, the balance among mathematical proficiencies, and the ways in which the curriculum supports and equitable classroom learning environment.
This project consists of an analysis of newly adopted mathematics curriculum. This analysis has three key components: the alignment of standards and learning progressions, the balance among mathematical proficiencies, and the ways in which the curriculum supports and equitable classroom learning environment.
Above you will find the task and curriculum analysis. After completing this project I now have a much deeper understanding of the expected learning trajectories for 5th grade and the ways in which the curriculum works to support those trajectories (II.a.ii. & II.c.i.). This allows me to make much more informed decisions regarding ways to scaffold to support student learning trajectories and goals. I am better equipped to sequence tasks, design instructional tasks, adapt lessons, materials, resources, and supplement resources as needed (II.c.iv.). I now am better equipped to make recommendations regarding assessments and materials in order to align to local, state, and district standards (II.c.v. & III.iv.b.) .
Mathematics Specialist Standards
Mathematics Specialist Standards
II.a.ii. Understand learning trajectories related to particular topics in mathematics and use this knowledge to organize and deliver instruction that is developmentally appropriate and responsive to individual learners.
II.c.i. Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks.
II.c.iv. Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals.
II.c.v. Evaluate the alignment of local and state curriculum standards, district textbooks and district and state assessments, and recommend appropriate adjustments to address gaps.
III.iv.b. Evaluate the alignment of mathematics curriculum standards, textbooks, and required assessments and make recommendations for addressing learning and achievement gaps;
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