Capella University Curriculum Models and Theories Presentation Assignment

Capella University Curriculum Models and Theories Presentation Assignment

Question Description
A presentation on how a chosen curriculum model and learning theory is best for your educational setting that will guide the development of effective curricula and facilitate the learning success of your students.

Curriculum development is a central component of teaching and learning and can consume much of the non-instructional time of an educator. Selecting curriculum models and evaluating the theoretical foundation of those models is important to ensure alignment of the curriculum you design to the needs of the students whom you educate.

Common Core standards and state standards delineate the standards and contents of learning however, teachers and schools address the development of curriculum to ensure these standards and contents are met.

You have researched curriculum models and their associated theories. For this assessment, you will choose a curriculum model and applicable theory and prepare a presentation for a selected audience on how this curriculum model and theory is best for your educational setting.

The purpose of the presentation is for you to have the opportunity to make connections and support your own understanding as a decision maker regarding curriculum models that will guide the development of effective curricula that will facilitate the learning success of your students.

Instructions

Based on your research and your own professional experiences, in your presentation, address the following:

Connect the theory you choose to the selected curriculum. Select one curriculum model and the associated theory that applies to the model on which to base your presentation. The chosen curriculum model should be an application of the chosen theory.
Align the characteristics of the theory and model you have chosen to your educational setting. How does or would this model and theory work well in your environment? Why?
Describe the process you would take to implement the curriculum model with diverse populations. Be sure you are envisioning the process in your educational environment.
Convince the audience the model is superior to the alternatives. You may want to point out not only how your chosen model works well, but also how other models would not work as well. Administrators or curriculum supervisors, parents, community members, and the students themselves all have a stake in the theories and models you use to develop curriculum.
Be sure you use academic references for your chosen theory and model to support the effectiveness of the model in your educational setting. No matter which audience you select, you should include references to academic research and theory.
Suggested tools you may use to create your presentation are listed below, or you may use any presentation tool with which you are familiar:

Prezi.
Padlet.
PowerPoint.
Resources: Curriculum Principles, Theories, and Models
PRINT
The following resources provide sound foundational knowledge about curriculum, learning theories, and curriculum models. You may find them very helpful as you work on the assessment.
Jonnaert, P. & Therriault, G. (2013). Curricula and curricular analysis: Some pointers for a debate. Prospects, 43(4), 397–417.
Klein, J. (2004). Curriculum models. In A. Distefano, K. E. Rudestam, & R. J. Silverman (Eds.), Encyclopedia of Distributed Learning (pp. 103–105). Thousand Oaks, CA: SAGE Publications.
Krajcik, J. McNeill, K. L. & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1–32.
McCarthy, M. (2016). Experiential learning theory: From theory to practice. Journal of Business & Economics Research (Online), 14(3), 91.
Simpson, R. D. (1999). Ralph Tyler on curriculum: A voice from the past with a message for the future. Innovative Higher Education, 24(2), 85–87.
Van Tassel-Baska, J. & Wood, S. (2010). The integrated curriculum model (ICM). Learning and Individual Differences, 20(4), 345–357.
ABC Curriculum Resources. (n.d.). Curriculum overview. Retrieved from http://gototheexchange.ca/index.php/curriculum-ove…
Curriculum Resources
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.