curriculum development roadmap

The following is the process of constructing a

CURRICULUM ROADMAP

ACTION PLAN

• KEY and INSTRUCTIONAL GOALS • INSTRUCTIONAL STRATEGIES• CHALLENGES ANTICIPATED• SOLUTIONS TO ANTICIPATED

PROBLEM• TIMELINE• RESOURCES

KEY and INSTRUCTIONAL

GOALS

KEY GOALS

• To raise problem issues to arouse learner’s interest and call for further investigation.

• To encourage learners to pursue an investigation and guide them in the process.

• To help students develop the intellectual skills of asking important questions and seeking answers.

• To help the students become independent, autonomous learners, confident and capable of learning on their own.

• To develop the student’s interest in mathematics to increase their critical thinking ability and pursue careers in mathematics/engineering to help develop the economy around 21st century technology.

INSTRUCTIONAL GOALS• The students will be able to draw

geometric figures, measure and compute its area, lateral area, perimeter and volume. The following figures are: Squares rectangles Triangles Trapezoids Circles

• The students will be able to Build and manipulate representations of a two dimensional figure into a three-dimensional one and perceive an object from different perspectives.CubePrismPyramidCylinder

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INSTRUCTIONAL STRATEGIES

Being a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences.

Problem Based Learning

Think-Pair-Share

• The teacher will apply the Think-Pair-Share strategy in the classroom, to ensure that students will be able to retain or comprehend the discussions. By allowing students to partner with another classmates after the discussion to solve problems that will be provided to them and share it to one another.

Laboratory task After satisfying all the requirements for

classroom lecture, the teacher will engage the students in laboratory tasks (this doesn’t mean they’ll have to go to a laboratory), to draw the figures that the teacher has discussed like squares, triangles, trapezoids etc. based on the specifications that the teacher will provide.

The students must satisfy the specifications because their output will be used for the succeeding activity.

Cooperative and Collaborative learning

groups• After all the required figures are drawn

and have satisfied the teacher, the students will form a group to start constructing a 3Dimensional figure. The figures that they have drawn which forms a 2 Dimensional figure will be used to construct the 3D figures. This can be achieved through cooperation and collaboration of all the members in the group.

Engaged Learning• Engaged learners are responsible for their

own learning.• These students are self-regulated and able

to define their own learning goals and evaluate their own achievement.

• Students teach others interactively and interact generatively with their teacher and peers. This allows for co-construction of knowledge, which promotes engaged learning that is problem-, project-, and goal-based.

Scaffolding• Thru: Specification and sequencing of

activities.

• Pair advanced learners with developing ones.• Engage students in cooperative learning. In

this type of environment students help students in small group settings but still have some teacher assistance. This can serve as a step in the process of decreasing the scaffolds provided by the educator and needed by students.

Apprenticeship

• The teacher will act as an expert that will provide models for the activity, gives the learner advices and examples, guides the student in practice and then tapers off support until the student can do the task alone.

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CHALLENGES ANTICIPATED

Students are unable to: • Bring the required materials for the

activity.

• Draw the draw the 2 Dimensional figures correctly.

• Construct the correct 3-Dimensional figures.

• Correctly compute and measure for the Area, Perimeter and Volume of both 2D and 3D figures.

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SOLUTION TO ANTICIPATED PROBLEM

• The teacher will announce the required materials to the students’ one meeting before the activity.

• The teacher will discuss the plane geometry , including its characteristics and computations one meeting prior to the classroom activity.

• The teacher will demonstrate to the class, on how to correctly form the 3 Dimensional Figure out of the 2-Dimensional ones i.e forming a pyramid out of Isosceles triangles and a square.

• Prior to the start of the student’s task, the teacher will conduct a brief recap on the mathematical formula and computations in connection to the activity.

TIMELINE

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• The entire activity will be good for one month: The following breakdowns of schedule which will be presented in a spreadsheet are as follows: timeline

• First week will be utilized for the lectures and discussions on the Plane Geometry, quizzes and think-pair-share activities.•Second week will be utilized

for the lectures and discussions on the Solid

Geometry, quizzes and think-pair-share activities.

• Third week will be utilized for the laboratory tasks; drawing the 2D or Plane figures and computations as required.

• Fourth week will be used for the construction of the different 3D or Solid figures and computations as required.

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RESOURCES

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• The following websites listed below, served as the teacher’s internet resources which will reinforce the classroom lesson in Plane and Solid Geometry.

• Website:

• http://school.discoveryeducation.com/lessonplans/programs/conceptsInGeometry/

• Author:

• Discovery Communications, LLC

• Website:

• http://www.math.com/

• Author:

• Math.com teachers

• Website:

• http://www.algebra.com/

• Author:

• 761 active tutors online

•  Website:

• http://www.teachnet.com/lesson/math/index.htmlBACK