•Creation of a Business Plan: Party Area- Pinatalandia
•What should be offered
•How to promote
•What will be costs
•Authentic Activities:
•Determine what to offer at establishment
•Surveys to see what the public would like
•Research what other similar businesses offer
•Promote and Advertisement
•Determine Costs and Prices
Authentic Problem: Students, we have been contacted by Mr. Alonso Briones so that we can assist him with the creation of a business plan for a party place. The name of his business will be Pinatalandia. He would like for us to assist him by researching what would be the best services to offer the people of his community. To be able to do this, we will need to create some sort of tool that will assist us to determine people’s wants and needs when it comes to celebrations. Furthermore, we will need to research current businesses in the same venue to determine what they offer and their costs. Using the information gathered, we will create a plan of products and services to the public including the costs. In addition, he wants us to determine the costs necessary to convert his current business into the Pinatalandia that will meet the needs of the people. We will need to look at the current building and calculate costs for renovation and for making any necessary changes to the building. Finally, he would like for us to come up with a promotion campaign so that his business will succeed. This includes a sample commercial that can be aired in the local television and radio network. We have a large endeavor ahead of us. Begin to brainstorm how we will get this project done by the end of this school year. We need to work smart and use all resources available to do the best that we can!
Foundations
Literacy:
Symbolic Competence: Graphics in charts and graphs, visual representations in the form of television and advertising, math symbols embedded in computer modeling, printed and spoken language symbol systems. Students will learn to "read" and "write" these symbols and analyze them for their meanings.
Cognitive Process: Students will research the information through books and other forms of media such as ads, Internet articles, and other information sources. They will deduce main ideas from such information sources, analyze it, and recreate new means of utilizing the information. Looking at the models researched, students will create "write" their own representations to interpret and display data researched.
Discourse Forms: Students will use a variety of literacy forms to display the information/data gathered. They will create a Wiki page, advertising ads, a video, power point presentation, and a business plan.
Problem-Solving:
Students will assist client with the creation of a business plan for a party place. The name of his business will be Pinatalandia. Students will research what would be the best services to offer the people of his community. To be able to do this, they will need to create some sort of tool that will assist them to determine people’s wants and needs when it comes to celebrations. Furthermore, they will need to research current businesses in the same venue to determine what they offer and their costs. Using the information gathered, they will create a plan of products and services to the public including the costs. In addition, they need to determine the costs necessary to convert the current business into the Pinatalandia that will meet the needs of the people. They will need to look at the current building and calculate costs for renovation and for making any necessary changes to the building. Finally, students will come up with a promotion campaign so that the business will succeed. This includes a sample commercial that can be aired in the local television and radio network.
Knowledge:
Disciplinary structures: (real-world background knowledge aligned with TEKS) Career- As Marketing Directors Students will:
-Investigate the Elements of a generic business plan
- Research what the expected outcome will be.
-Research of current trends in the market
- Research what other similar businesses offer.
-Invent marketable products/services
-Work on Public Relations/Advertising
-Research Business Demographics- location, construction availability -Cost of material- to make renovations and construct if necessary
-Create market surveys
- Determine client needs/wants
-Gather Data & Data Analysis
-Conduct Comparative research- What do other businesses offer?
Disciplinary processes: (critical thinking skills needed to solve the problem)
-Research skills- to identify elements of business plan, to determine current trends in market, to inquire public needs
-Interviewing skills- to determine client and public's wants/needs
-Multimedia skills- to create variety of publications, business plan, propaganda resources (Use of graphics and video to create advertising campaigns)
-Problem solving- to solve upcoming problems/issues & to determine best possible means to report findings
-Draw conclusions from data gathered
-Using database/spreadsheets to analyze market surveys
Disciplinary discourses: (stories or data that help students understand the underlying problem more effectively)
-Students will create a survey to determine the current market needs for this type of business. Through this, they will identify public needs and wants.
-Students will research what other similar companies offer and create a plan which offers comparable products and services.
-Students will investigate production costs and develop a plan for prices of services rendered by business.
-Students will use graphics and video to create advertising campaigns for the business.
- Students will create a business plan which will contain a summary of findings gathered and present it to client.
Using Information:
Searching for Information
Students will research the variety of topics needed through a variety or sources including various websites. In order for the students to be able to search the information, they will have to process through skills that are necessary for effective searching. Such skills include, the ability to narrow the topic to be searched, develop specific questions (for search, surveys and interview), and to plan a search strategy. In addition, to be able to perform an effective information search, they will have to determine the kind of information that they need, decide where they can find that information, and find out an appropriate search strategy.
Sorting and Judging Information
As students find the information, they will have to sort through it and decide which is important and pertinent. They will judge the validity of the information they have come upon or collected and decide which is reliable as they compare amongst the varied sources of information. They will determine which information by using a variety of skills such as: paraphrasing, inferring, drawing conclusions, comparing and contrasting, determining credibility, understanding cause and effect, connecting concepts, determining patterns, trends, similarities, and differences, and detecting bias.
Creating and Communicating Ideas and Concepts
After students have searched for information and judged its reliability, students will decide which information to use and create a way to communicate those ideas through a business plan, a promotional video and radio commercial. They will make decisions about how to create not only the concepts they will communicate to their audience but also determine the appropriate style and format.
Community:
Cultural
Students will be able to investigate their cultural customs for celebrations. With the information that they gather, they will be able to compile a list of the services that the community would desire to have rendered by a party area. These services will be based on the customs for the celebrations. For example, the use of a piñata area.
Local
Students will investigate various local businesses that offer services for celebrations. They will study the services rendered by such businesses and determine the costs for doing so. They will examine the benefits/disadvantages of the various locations in regards to the location of Piñatalandia.
Personal
Through cooperative learning strategies, students will interact as they work on the project. Through this, they will build shared goals and mutual systems of interaction. Through these opportunities, highly skilled students will demonstrate how to think and learn to less experienced and skilled students.
Activities
Authentic Activities:
Students will
A1: Conduct a survey of public wants/needs regarding a party business. They will use Google Docs with the creation/distribution of surveys. A2:Research current party businesses in the area to determine which services/products they offer and make a comparable plan of products/services with respective costs to the public.
A3:Look at current business demographics and determine costs to convert it so that it can meet the needs of the public. They will gather all information on spreadsheets.
A4:Come up with a promotional campaign to publicize the new business and create sample infomercials which will be aired in local TV and radio stations as create ads that will be publicized on newspaper and Yellow Pages.
A5: Create a business plan which will contain all appropriate information.
Background Building Activities:
B1-1:Research samples of public surveys. Each student will look for one sample survey and as a group determine some of the most important elements of a survey that will meet the needs of this project.
B1-2: Interview the client to get an explanation of his needs/wants. Students will gather information from client and record for later use.
B2-1:Students will listen to a presentation by a local business person who will share how he built his business and his approach to researching the market in his venue. Presenter will answer questions from students. Students will gather ideas from presentation and record them.
B3-1: Students will visit the current business area to determine building needs. They will make a sketch of the facility and its surroundings.
B3-2: Learn about current costs of renovating a building. B4:Learn about how party businesses advertise by examining advertisements on local TV and radio station (in addition to local newspaper and phone book ads) and locate the necessary information needed in an advertisement.
B5-1: Students will research on the internet for actual business plans to determine the necessary components and to gather ideas on what to include. They will also be required to ask at least one question to a company that creates business plans.
Constructing Activities:
Students will:
C1-1: Students will create a survey to determine the wants/needs of public in regards to party place.
C1-2: Students will administer survey to family and friends and compile data gathered.
C2-1:Students will research current party businesses and determine what they offer and at what cost. (At least 2 per group)
C2-2: Based on the data gathered, students will create the products/services that Pinatalandia will offer with estimated costs.
C3-1:Students will determine the costs of renovating current facility.
C3-2:Students will determine the costs of adding necessary equipment/other materials to provide the established wants/needs of the public.
C4-1: Students will work on creating promotional campaign for the business, which will target the media through newspaper, yellowpages, local TV and radio stations.
C4-2: Students will work on infomercial for newspaper, Yello Pages, TV and radio station. They will create the infomercials with technology available.
C4-3: Students will determine estimated costs of promotional campaign.
C5-1:Students will gather all the information collected on student-created Wiki page.
C5-2:Create a business plan which includes all information gathered.
Sharing Activities:
In their teams, students will present all the gathered information to the client and to the rest of the class. They will present it utilizing a power point presentation which will contain the business plan andthe infomercialsfor newspaper, Yellow Pages,TV and radio station. All students in the team will be responsible for presenting a portion of thePower Point.
Contents
Contents:
English Language Arts and Reading
(1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: (A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8) (C) understand the major ideas and supporting evidence in spoken messages (4-8).
(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to: (A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); (D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).
(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (D) use effective rate, volume, pitch, and tone for the audience and setting (4-8); (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).
(8) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).
(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: (A) use his/her own knowledge and experience to comprehend (4-8); (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8); (C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8); (D) describe mental images that text descriptions evoke (4-8); (E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8); (G) paraphrase and summarize text to recall, inform, and organize ideas (4-8); (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); (I) find similarities and differences across texts such as in treatment, scope, or organization (4-8); and (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).
(11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (B) interpret text ideas through such varied means as journal writing, discussion, enactment,
(22) Writing/connections. The student interacts with writers inside and outside the classroom
in ways that reflect the practical uses of writing. The student is expected to: (A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and (B) correspond with peers or others via e-mail or conventional mail (4-8).
(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to: (A) select, organize, or produce visuals to complement and extend meanings (4-8); and (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).
Math
(4.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to: (A) use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; and (B) interpret bar graphs.
(4.14) Underlying processes and mathematical tools. The student applies Grade 4
mathematics to solve problems connected to everyday experiences and activities in and outside
of school. The student is expected to: (A) identify the mathematics in everyday situations; (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (D) use tools such as real objects, manipulatives, and technology to solve problems. (4.15) Underlying processes and mathematical tools. The student communicates about
Grade 4 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and
(4.16) Underlying processes and mathematical tools. The student uses logical reasoning.
The student is expected to: (A) make generalizations from patterns or sets of examples and nonexamples; and (B) justify why an answer is reasonable and explain the solution process.
Social Studies
(20) Culture. The student understands the contributions of people of various racial, ethnic, and
religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various culture groups in Texas; and
(22) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The student is
expected to: (B) analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps; (D) identify different points of view about an issue or topic; (E) identify the elements of frame of reference that influenced the participants in an
event; and (F) use appropriate mathematical skills to interpret social studies information such as
maps and graphs.
(23) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to: (B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
(24) Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Technology Applications
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware
components, software programs, and their connections. The student is expected to:
(A) use technology terminology appropriate to the task; (B) save and delete files, uses menu options and commands, and work with more than one software application;
(2) Foundations. The student uses data input skills appropriate to the task. The student is
expected to:
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem,
voice/sound recorder, scanner, digital video, CD-ROM, or touch screen; (D) produce documents at the keyboard, proofread, and correct errors; (E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate; and
(3) Foundations. The student complies with the laws and examines the issues regarding the use
of technology in society. The student is expected to:
(B) model respect of intellectual property by not illegally copying software or another
individual's electronic work.
(4) Information acquisition. The student uses a variety of strategies to acquire information
from electronic resources, with appropriate supervision. The student is expected to:
(A) apply appropriate electronic search strategies in the acquisition of information
including keyword and Boolean search strategies; and (B) select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.
(5) Information acquisition. The student acquires electronic information in a variety of
formats, with appropriate supervision. The student is expected to:
(A) acquire information including text, audio, video, and graphics; and (B) use on-line help and documentation.
(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to create
and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences; (B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and (C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication, with
appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects; (B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and (C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(9) Solving problems. The student uses technology applications to facilitate evaluation of
work, both process and product. The student is expected to: (A) use software features, such as on-line help, to evaluate work progress; and (B) use software features, such as slide show previews, to evaluate final product.
(10) Communication. The student formats digital information for appropriate and effective
communication. The student is expected to: (A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; (B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and (C) use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.
(11) Communication. The student delivers the product electronically in a variety of media,
with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and (B) use presentation software to communicate with specific audiences.
(12) Communication. The student uses technology applications to facilitate evaluation of
communication, both process and product. The student is expected to: (A) select representative products to be collected and stored in an electronic evaluation tool; (B) evaluate the product for relevance to the assignment or task; and (C) create technology assessment tools to monitor progress of project such as
checklists, timelines, or rubrics.
Tools
The teacher will read a letter to the students from the client in which he expresses their desire for their help to construct a business plan. In order for the students to conduct this project they will need to understand the duties of a Marketing Director. The teacher will provide for the students an opportunity for them to meet with the client to learn more about the project as well as set up a field trip for them to go and visit the building that will be used as pinatalandia.
Printed Materials
They will also be provided with phonebooks, newspapers, magazines, telephone access, television and radio advertisements and internet access for them to conduct their research. The teacher will create a variety of rubrics that will be used for assessment as well as other worksheets which will assist them to complete all activities.
Electronic Hardware
In order for the students to create their projects, they will need to use a video camera and video tapes as well as a camera for photographs and all importing cables. They will also need several DVDs and CDs for the infomercials.
Computer Programs
Students will use the following computer programs to complete their projects: Microsoft Word, Excel, Power Point, Publisher, Windows Movie Maker, Garage Band, iMovie.
Web 2.0 Tools
In addition, we will use a variety of other internet based programs such as gmail, pbworks, google docs, and diigo.
Systems of Assessment
Assessments:
Students will compile an Electronic Portfolio (Wiki Page) in which they will upload all the assignments they will turn in. The Electronic Portfolio will be graded based on an overall rubric that will encompass all the various components of the project. In addition, each component (survey, compilation of results, plan of services offered with costs, costs of remodeling, video and radio infomercials, business plan) will have its appropriate Holistic Rubric. Each rubric will assess the following: organization, content, conventions, and graphic design. Furthermore, students will be required to to keep an electronic journal in which they post at least once a week, the progress of their work and reflections from each team member on what they have learned so far. Teacher will meet with each group weekly to conference with them and discuss their project as well as provide feedback. Based on these weekly meetings, the teacher will provide a grade on their progress and will assess their team work as they collaborate with each other. At the end of the project, students will be provided with an evaluation form through which they will have the opportunity to evaluate their peers. The final part of the assessment will be the presentation that each team will give to the client. The presentation will be assessed through its own rubric which will assess their ability to present all the information gathered as well as the content.
Learning Environment
Environment:
Classroom
This project will be conducted throughout the span of the school year. The initial introduction to the project will be in early September. They will be asked to present the findings by April. Students will work on this project at least 2 times per week during their 45 minute social studies block. They will be working in small groups of four or five students. Each team will have access to a table so that they can work on their project. In addition, they will each have a computer available so that they can continue to do their research and other activities. The teacher will confer with the groups at their group table. Library Students will be able to go to the library one time per week to conduct any necessary research. They will be allowed to go to the library as a group whenever they deem necessary as long as they inform the teacher previously so that the time can be scheduled. Pinatalandia Students will have access to the building that will become Pinatalandia at the beginning of the project. Home
Students will work with the assistance of their family to complete the work that is possible to do at home (Ex: conduct the surveys).
To Do
To Do List:
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
10. A diverse group of students with varied levels of understanding are all required to pay attention to the same lecture presentation.
9. Programmed instruction- information presented in sequential small steps (response for the learners is necessary). Ex. Drill and Practice
8. Education decisions are based on what used to be the expectation (factory workers).
7. Specifying Behavioral Objectives- stating what the students will learn.
6. Four phases of instructional design process: analysis, development, implementation, and improvement.
5. Learning for Mastery- students will learn expected task if provided with the necessary time.
4. Conditions of Learning Model- different types of human learning require a different type of instructional strategy.
3. ADDIE- Analysis, Design, Development, Implementation, and Evaluation.
2. Teaching to a test
1. Focus on memorization of facts rather than process learning.
Top 10 Challenges to the Efficiency Model
10. Focuses on individual learning- students learn disconnected from others.
9. Learning of small, isolated skills and facts.
8. Little or not time spent on connecting separate subject areas.
7. Text books are the primary source of information- very limited.
6. Focus on analyzing what should be learned and not on learning goals.
5. Teachers must increase the speed of learning.
4. Covering curriculum vs. going deep on learning objectives.
3. The current principles of learning will hold back the students abilities to participate in today's society.
2. Current Model lacks: problem solving, cooperation, communication, critical thinking, and learning how to learn.
1. People learn communally but are taught individually.
Step One: Define a Learn Goal
Science- Kindergarten
Students will learn the life cycle of the butterfly and be able to create a model which represents the different stages of the butterfly's life.
Step Two: State Objectives
The student will be able to apply knowledge of the life cycle of the butterfly by creating a model of each different stage of the butterfly's life. Student will label model accordingly and give a brief description of what happens in each stage.
Step Three: Sequence Instruction
1. The teacher will provide background knowledge of the life cycle of a butterfly by reading the book "The Very Hungry Caterpillar".
2. After reading, students will brainstorm to identify the different stages of the life cycle of the butterfly and teacher will record answers on chart paper.
3. Teacher will guide students to check their work by going back to the book.
4. Students will record on small post it notes the life cycle stage and a brief description of what happens during that stage (based on the knowledge they acquired from the book).
5. Students will then gather materials (provided by teacher) to create a model of the life cycle of a butterfly.
6. Student will put together their model and the post it notes will serve as the explanation of each stage.
Step Four: Determine Learning Success
Student products will be assessed to determine if they understood the life cycle of the butterfly. Furthermore, a teacher created assessment will be given to each student in which they identify each one of the stages of the butterfly's life cycle. Based on results of the assessment, teacher will determine which students need another opportunity to learn. Depending on the size of the group of students the teacher will re-teach concept in whole group or small group setting.
A Reflection and Critique of the Design
Strengths of my design
-Students' knowledge of the concept is reinforced through the reading of a meaningful text.
- Students are provided the opportunity to learn by sharing their learning based on the text provided.
- Students are able to check their responses with the text. (Verifying that their responses are correct.)
- Students are able to create a model based on what they learned. (Application level on Bloom's Taxonomy) Weaknesses/limitations
- Students are not given the opportunity to attain information on concept taught from varied sources. They are expected to use only the text provided by the teacher.
-Lesson does not incorporate other disciplines (ex: math-identifying number of days that it takes for the entire life cycle.)
- Students are not encouraged to discuss learning with other learners in the classroom.
- Students are not given the opportunity to use technology to continue to research concept taught.
-Teacher does not provide students opportunity to view life cycle (through videos) and make this abstract concept more concrete.
- Lack of problem solving, cooperation, communication, and critical thinking.
Other
This design is inconsistent with the attributes of today's technology users because it goes back to teaching a concept/skill separated from context. It doesn't give the students an opportunity to research and apply knowledge at higher level. Furthermore, it promotes for students to work independently. Concept remains abstract and disconnected from real life application.
This design is unlike learning outside of school. When one wants to learn something, it is researched deeply, looking not only for one view/take on concept but multiple and even at time considering opposing views. One takes the information gathered and takes that information to create create a knowledge pool or to actually apply it (depending the concept). Furthermore, one goes beyond the information provided by texts and goes into discussions and questioning.
Although this lesson does have some aspects which address the constructivist learning and multiple intelligences, it is still very heavy on the current model of instruction which really does not meet the needs of the students.
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
Teacher
coach, mentor
planning, orchestrating, building
dedicated, optimistic
Designer
Teachers as Designers: A Diamente Poem
Teacher
patient, unique
planning, structuring, provisioning
coach, facilitator,researcher, application
collaborating, presenting, inquiring
curious, analytical
Learner
The FACTS Model: A Summary
A guide to determine the process to design opportunities for students to learn made up of five components.
The F is for Foundations
Foundations- That which is expected for students to learn. Includes the over curriculum- articulated and visible- and the covert curriculum-underlying message of school.
The A is for Activity
Activities- opportunities for students to not only learn content but also provide the means for students to think critically and problem solve.
The C is for Content
Content(s)- the "something" of learning. What students must be taught; the curriculum; in our case, the TEKS.
The T is for Tools
Tools-the carefully selected tools which will enhance learning, allow students to interact with content, engage in content, and develop competence in foundations.
The S is for Systems of Assessment
Systems of assessment- assessment of student work in a variety of ways, which will give the teacher a full spectrum of student learning.
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