Applying Competency-Based Curriculum Development

Write a paper that explains the design of 3–4 significant learning activities that scaffold student learning, incorporate technology, and differentiate learning. Also align each activity to competencies and outcomes as well as CBE concepts. Prior to developing the learning activities, you should analyze CBE materials to ensure your learning activities align to research-based practices. Apply these concepts to your learning activities.

Pedagogical Strategy.
- Provide a brief description of each activity, including the role of the teacher and the student.
- Discuss the pedagogical strategy. Be sure that it aligns to research-based practices, and cite your sources.
Differentiation.
- Describe how the activity will provide opportunities for differentiation and scaffolding to meet the needs of all students.
Technology.
- Design the activity to include technology at the modification and redefinition levels of SAMR.
- Explain how the technology should be used to engage students and deepen learning.
Competency-Based Activity Design.
- Describe how each activity is aligned to CBE concepts.
- Align each activity to the competencies and outcomes the activity seeks to help students master.
Assessment.
- Describe the formative assessment for the activity and how the results would alter the learning activities.

Part 2: Activity Analysis

After you have explained your 3–4 activities, provide an analysis for your activities as a whole. Address the following:

Analyze how the activities work together to help students master the outcomes. Learning activities should be connected and scaffold learning.
Explain how you considered students’ prior knowledge when designing the activities.
Explain how you will provide opportunities for extension and remediation.

Be sure that the activities all work together and progress in order. Be realistic and mindful of your time frames and consider your students’ prior knowledge when designing your activities.

Additional Requirements

Your assessment should meet the following requirements:

Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA style and formatting.
Paper length: 4–5 pages.
Font and font size: Times New Roman, 12 point.

Hi!!!

I just posted the scoring guide as well as the template to help write the paper.

RESOURCES!!! The teacher provided

- van Garderen, D., & Whittaker, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. Teaching Exceptional Children, 38(3), 12–20.
  - This article describes the value in using differentiation and UDL to meet the needs of students from diverse backgrounds.
- Hall, T., Strangman, N., & Meyer, A. (n.d.). Differentiated instruction and implications for UDL implementation: Effective classroom practices report [PDF]. Retrieved from http://ok.gov/sde/sites/ok.gov.sde/files/DI_UDL.pd…
  - This article describes differentiated instruction and its alignment to UDL. Pay attention to the specific examples describing how differentiation aligns to the three principles of UDL. You may also find the examples of classroom application useful.
- Gordon, D. T., Gravel, J. W., & Schifter, L. A. (2009). Perspectives on UDL and assessment: An interview with Robert Mislevy. Retrieved from http://www.udlcenter.org/resource_library/articles…
  - This interview examines why large-scale assessments are important and how they can be improved through the use of UDL.
- Sturgis, C., Rath, B., Weisstein, E., & Patrick, S. (2010). Clearing the path: Creating innovation space for serving over-age, under-credited students in competency-based pathways. Retrieved from http://www.inacol.org/resource/clearing-the-path-c...
- University of Illinois. (2011). Performance assessment: GRASPS [PDF]. Retrieved from https://illinois.edu/blog/files/1499/113776/4332.p...
  - This article provides a quick check to ensure the assessments you design are authentic to real-world learning.

LESSON PLANNING

- Lesson Planning Using SAMR | Transcript.
  - This presentation describes how to incorporate SAMR into lessons. While you are not designing lessons yet, use this presentation as a way to brainstorm ways to incorporate SAMR into your activity design.
  - Run time: 6:09 minutes.
- Evaluating Lesson Plans: SAMR | Transcript.
  - This presentation provides questions you can ask yourself to evaluate your lessons based on the SAMR scale. Use this information to assess and modify your use of technology in your activities and lessons.
  - Run time: 5:56 minutes.
- Wiggins, G. (2010). Some great Internet links on assessment. Big Ideas: An Authentic Education E-Journal. Retrieved from http://www.authenticeducation.org/ae_bigideas/arti…
  - This article may provide assistance regarding how to create rubrics by providing examples based on a variety of content areas.
Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and universal design for learning. Teaching Exceptional Children Plus, 5(6), 1–9.
- This article provides two ways to meet the needs of students with diverse disabilities as a means of meeting all students’ needs—through retrofitting already existing curriculum or redesigning based on the concepts of UDL.

20190419130708cf_competency_based_activity_design_template

20190419130520competency_based_activity_design_scoring_guide

Solution Preview

Competency-Based Curriculum Development.

Pedagogical Strategy for Activity 1

The teacher should demonstrate his unique process. Most students learn visually. Therefore, it is very crucial for the teacher to show how to solve the problems and walk them through the procedures involved in solving a specific problem (Gordon, Gravel, & Schifter, 2009).

Differentiation

Different students have their own experience and knowledge. The main focus of a teacher is to support the students in achieving their educational objectives by providing motivation and tools they require to concentrate wholly in their learning process.

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