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Curriculum

Alisha Fox

Post University

© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED
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Curriculum

Part I: Statement of Educational Philosophy

Education is not only limited to traditional classrooms but should be a transformative

and dynamic journey for learners. According to Vygotsky, learning should be an active

procedure that constructs students’ knowledge through meaningful interactions with their peers

and environments (Saleem et al., 2021). Therefore, I aim to master academic subjects, foster

critical thinking skills, cultivate the capacity to utilize knowledge authentically, and encourage

problem-solving capacities. Thus, as an educator, my primary objective is to offer my students

tools to enable them to go through a swift transformation in the world.

My philosophy of education involves encouraging an enduring passion and self-

improvement necessary for the contribution and evolution of societal advancement. Based on

Dewey’s pragmatic methodology, I perceive education as an influential force that enables

students to actively participate in a democratic society (Saito, 2020). Therefore, my teaching

philosophy incorporates standards of Freire's pedagogy of the oppressed, highlighting the

importance of collaboration and dialogue in developing diverse perspectives (Lima, 2019).

Additionally, I have integrated Gardner’s theory of multiple intelligences in my teaching to

nurture students’ unique learning styles using differentiated instruction (Suwastini, 2021;

Dibekulu, 2019).

Alternatively, my aim is also to create a student-centered environment in my classroom

that values individual differences. Schön's model guides my teaching methods by ensuring

continuous self-assessment and modification of techniques that align with my philosophical

beliefs (Orakçi, 2021). Hence, all students will be equally able to succeed if I address their

diverse learning needs.

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All in all, my educational philosophy functions as a compass to guide me. It helps me

create critical thinkers who are well-read in academic content while being fully equipped to

navigate through life’s complexities empathetically. The philosophy statement thus echoes my

dedication to attaining excellence in education and student’s holistic improvement.

Part II: Rationale of Curriculum

The unit is designed for sixth-grade students from diverse backgrounds and aims to

provide an inclusive learning environment. My curriculum choices are based on pursuing equal

opportunities to ensure each student attains academic success after the unit. Alternatively, the

sequence of the choices and selection of instructional strategies is to fundamentally align my

teaching method with cognitive development and begin with foundational concepts before

advancing to more practical applications in class. Thus, such a sequence enables students to

have a scaffolded learning experience.

Similarly, it caters to those with varied learning levels. Some students will grasp

foundational concepts, and most will develop skills necessary for practical applications in class

activities. In contrast, others will effectively refine their skills and use them meaningfully in

their daily lives. Thus, USD principles should be employed in the curricula to adequately

address students’ unique learning needs (Sanger, 2020). These principles include engagement,

where students’ learning will be fostered through group activities; representation, where

different learning styles are embraced, and various class materials are used to reflect on diverse

aspects of life; and lastly, the principle of action and expression, where students are allowed to

demonstrate their understanding of the class concepts in diverse and multiple ways. Thus, these

ensure that students at different levels can still develop problem-solving, critical thinking,

collaboration, and communication skills.

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Part III: Unit Plan

Stage I

Grade or Level: Unit Title

The unit aims to develop crucial life skills vital to students’ success in every aspect of their
lives. The unit emphasizes efficient critical thinking, collaboration, and problem-solving,
decision-making.

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

1. Comprehend and display proficient 1. Students should participate in activities

communication skills. to enhance their communication skills.

2. Engage critical thinking skills when 2. Students should display critical thinking in
making decisions. decision-making exercises.

3. Assess the influence of decision- 3. Students will examine real-life situations to

making on social and personal well- discover efficient decision-making techniques.
being.

4. Collaborate with peers to attain 4. Students should actively participate in group

shared objectives. activities to showcase their collaboration skills.

Enduring Understandings Essential Questions

Insights learned from exploring
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generalizations via the essential questions

(Students will understand THAT…)
K-12 enduring understandings are those
understandings that should be developed Inquiry used to explore generalizations
over time, they are not expected to be
mastered over one unit or one year.

Overarching Enduring Understandings: Why is it important to engage critical thinking

skills when making decisions?
Students will understand that improving
their critical thinking skills will help in
making decisions and solving problems
experienced in life.

Unit Specific Enduring Understanding How does efficient communication contribute

Students will understand that to building successful relationships?
communication is necessary for developing
personal relationships.

Knowledge and Skills

What students are expected to know and be able to do

Knowledge
The students will know…the importance of communication in enhancing collaboration to
attain shared goals.

Skills
The students will be able to…apply problem-solving and decision-making techniques to their
daily lives.
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Stage 2

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings,
knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T.
describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario
below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal The students will demonstrate how communication skills can
What should students accomplish by effectively be used in real-life situations.
completing this task?
R – Role
What role (perspective) will your
My students will take the role of ordinary citizens.
students be taking?
A – Audience The target audience for this performance task is a diverse group of
Who is the relevant audience? 6th graders.
S – Situation Stepping out of the classroom into a creative and new environment
The context or challenge provided
to the student. to develop essential life skills through practical experiences.
P – Product, Performance
What product/performance will the The students will create plays and write stories demonstrating real-
student life experiences to explain the usage of life skills in navigating
create? through different circumstances in life and solving problems.
S – Standards & Criteria
for Success Place your rubric in your appendices following your reference list.
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.

Students will use write stories and create plays Students will use journals to assess and reflect
to display their results. on their learning.
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Stage 3

Learning Plan (Stage 3)

Where are your students headed? They are headed toward developing life skills like
Where have they been? How will problem-solving, critical thinking, and decision-making.
you make sure the students know They were introduced to the significance of life skills in
where they are going? earlier stages.
I will use learning objectives and self-assessment
reflections.
How will you hook students at the Use interactive activities like plays.
beginning of the unit?
What events will help students Organize group activities for students to collaborate
experience and explore the big Provide videos, articles, and case studies
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to Incorporate reflective exercises
reflect and rethink? How will Offer constructive feedback and give students
you guide them in rehearsing, opportunities to revise and improve.
revising, and refining their work?
How will you help students to Utilize self-assessment tools for students to reflect on
exhibit and self-evaluate their their skills.
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise Include diverse learning materials like technology tools.
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals
of the unit?
How will you organize and Slowly increase the tasks’ complexity and enable students
sequence the learning activities to to build communication, decision-making, critical
optimize the engagement and thinking, and collaboration skills.
achievement of ALL students?
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# Lesson Title Lesson Activities Resources

1 Icebreaker activities, discussion on benefits Whiteboard, markers,

Introduction to of life skills handouts
Life Skills

2 Critical Problem-solving scenarios, group Case studies

Thinking discussions
Workshop

3 Significance of Role-playing scenarios Articles

Communication

4 Decision- Decision-making scenarios Decision matrix templates

Making
Strategies

5 Group Peer collaboration, plays with real-life Project materials

Activities-Real- scenarios
Life Problems
6 Reflecting Goal setting and reflections Pens, Journals
Journaling

7 Peer Feeedback Feedback activities Questionnaires

Workshop
8 Progressive communication strategies PowerPoint Presentations
Promoting
Communication

9 Decision Effect Personal reflections and guest speakers on Reflection tools

on Welfare decision aftermaths

10 Meaningful Team-building exercises Team-building materials

Relationships

11 Technology Online teamwork tools Computers, Internet access

Incorporation

12 Inclusive Adaptive Technology Tech tools

Learning
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Techniques

13 Problems-solving exercises Case studies

Problem-
Solving Skills
in Real-Life

14 Self- Personal development reflections Reflection tools

Assessment

15 Communication Role-playing Videos, handouts

Skills Practice

16 Team Building Problem-solving tasks Collaboration resources

17 Evaluating Reflections, Journaling Reflection tools

Decision-
making in Real-
Life
18 Communication Role-playing Scenarios Interactive online platforms
Skills in Real-
Life
19 Project planning Project recommendations
Finishing
Project
Preparation

20 Project Peer evaluations Rubrics

Presentation
Day
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References

Dibekulu, D. (2019). Theory of Multiple Intelligences and its’ underlying philosophy Dawit

Dibekulu Alem (MA in TEFL. Www.academia.edu.

https://www.academia.edu/45502445/Theory_of_Multiple_Intelligences_and_its_under

lying_philosophy_Dawit_Dibekulu_Alem_MA_in_TEFL

Komang Arie Suwastini, N. (2021). DIFFERENTIATED INSTRUCTION FOR EFL

CLASSROOM. TELL-US Journal, 7(1), 14–41.

https://doi.org/10.22202/tus.2021.v7i1.4719

Lima, L. C. (2019). Adult learning and education in diverse communities: cultural invasion or

dialogical action for liberation? Revisiting Freire’s Pedagogy of the Oppressed.

Uminho.pt. https://doi.org/978-963-429-479-5

Orakçi, Ş. (2021). Teachers’ Reflection and Level of Reflective Thinking on the Different

Dimensions of their teaching practice. International Journal of Modern Education

Studies, 5(1), 118–139. https://dergipark.org.tr/en/pub/ijonmes/issue/67828/1052060

Saito, N. (2020). John Dewey (1859–1952): Democratic Hope Through Higher Education.

Debating Higher Education: Philosophical Perspectives, 163–175.

https://doi.org/10.1007/978-3-030-31061-5_13

Saleem, A., Kausar, H., & Deeba, F. (2021). Social Constructivism: A New Paradigm in

the Teaching and Learning Environment. PERENNIAL JOURNAL of HISTORY, 2(2),

403–421. https://doi.org/10.52700/pjh.v2i2.86

Sanger, C.S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse

Learning Environments. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in
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Global Higher Education. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-

981-15-1628-3_2
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Appendix A

Rubric for Evaluating Understanding of Life Skills

Poor
Fair Good Excellent
2
4 pts 6 pts 8 pts
pts
Critical Thinking Poor Fair Good Excellent
in Decision- Demonstrates Attempts but Displays an Consistently uses
Making limited capacity to struggles to understanding of critical thinking skills
apply critical utilize critical critical thinking in decision-making
thinking skills in thinking skills skills while exercises and
decision-making in depth during applying them in demonstrates
activities. decision- decision-making profound
making exercises. understanding and
activities. analysis.
Communication Poor Fair Good Excellent
Skills Finds it challenging Shares ideas Articulates ideas Continuously and
to communicate but struggles clearly and efficiently uses
ideas. with clarity. demonstrates communication skills
good to express clear
communication opinions and thoughts
skills. exceptionally.
Evaluation of Poor Fair Good Excellent
Real-life Finds it challenging Attempts to Adequately Thoroughly evaluates
Situations to evaluate real-life examine real- analyze real-life real-life situations
situations and is life situations situations and and uses effective
incapable of but fails to identify decision-making
detecting decision- identify proper decision-making techniques in
making techniques. decision- strategies. problem-solving.
making
strategies
continuously.
Active Poor Fair Good Excellent
Participation in Struggles with Actively Actively Actively and
Group Activities participating in participates in participates in continuously
group activities and group the group and participate in group
has minimal activities, but demonstrates activities and display
collaboration with contributions collaborative exceptional
peers. lack skills. collaboration skills.
collaborative
efforts.
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Appendix B

Part 2: Planning Pyramid

Some students will know:
 Why communication is necessary for enhancing collaboration among peers.

 How to apply problem-solving and decision-making strategies to real-life

situations.

 How to enhance collaboration to attain shared objectives.

Most students will know:

 How to apply critical thinking skills in decision-making.

 How to demonstrate their collaboration skills through group activities.

 How to enhance their communication skills in building relationships.

Some students will know:

 How to select and apply the proper decision-making strategies daily.

 How effective decision-making can positively influence their social and

personal well-being.

 How to properly communicate with their peers to facilitate meaningful

relationships.