Curriculum Alignment for Math Student

CurriculumAlignment for Math Student

CurriculumAlignment for Math Students

Educationtransformation is best when students are given the responsibility topost questions (Rothstein &amp Santana, 2011). That assertion thatAinsworth (2011) supported by adding that when institutions equipteachers with the skills and knowledge for designing the mosteffective curriculum plan, then students are always favored to learnand develop (Math) experiences.

Howto Determine Course Alignment Problem

Itis easy to diagnose curriculum misalignment by assessing students’attitudes and performance a wrongly designed course plan underminesa learner’s motivation and learning resulting in dismal examinationscores (Ainsworth, 2011) as observed among the math students in thiscase.

Datato Look at for Curriculum Alignment

Toverify whether a course is misaligned or not, three key areasconsidered are learning objectives, assessments, and instructionalstrategies these must be in such a way that they reinforce eachother (Rothstein &amp Santana, 2011). For example, if the purpose ofa math topic is to help students acquire analytical skills but ateacher’s assessment measures factual recall only students developthe skills but face frustrations that the exam failed to measure thecoursework.

Howto Collect Alignment Data

Theadministrators, in this case, the Assistant Principal Mrs. Gray cansend for and analyze every math teacher’s curriculum schedule orguide and answer some questions to make relevant conclusions(Rothstein &amp Santana, 2011). Such issues to ask while viewing theoutline include: what does the teacher want students to know at theend of the course? What tasks have the teacher identified to gauge ifstudents achieved the learning objectives? What are the activitiesconsidered to reinforce the learning objectives in and or outside theclass?

Howand When to Address Concerns with Math Teachers

Finally,the administrator (Assistant Principal) the evidence gathered toinform the math teachers their curriculum misalignment and that causestudent failure. Hence, a training program is introduced at the endof that term to facilitate teachers’ development and familiaritywith alignment (Ainsworth, 2011) so that when schools reopen, theyhave properly designed plans that would motivate students and enhancelearning.

Conclusion

Throughappropriate training needs analysis, the administration can identifythe teachers’ strengths and weaknesses regarding curriculumalignment and introduce programs that can help in their developmentto ensure that a math course plan reinforces objectives, assessments,and instructional strategies essential for learners’ growth.

References

Ainsworth,L. (2011).&nbspRigorouscurriculum design: How to create curricular units of study that alignstandards, instruction, and assessment.United States: Lead+ Learn Press.

Rothstein,D., &amp Santana, L. (2011).&nbspMakejust one change: Teach students to ask their own questions.Cambridge: Harvard Education Press.