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Essay / Research Paper Abstract
A 6 page paper. Two curriculum models are briefly described and then compared: the Backward Design model by Wiggins and McTighe and the Curry/Samara model. The writer suggests these are not mutually exclusive. Bibliography lists 4 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGcrc07.RTF
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Unformatted sample text from the term paper:
how will students demonstrate learning (School Education Division, 2004). Most planning begins with the end result or the outcome in mind. A simple example is that of planning a trip,
we know where we want to go. Thats all beginning at the end really means. In fact, Wiggins and McTighe (1998) say as much in their first chapter: "To begin
with the end in mind means to start with a clear understanding of your destination" (Wiggins and McTighe, 1998). The standards developed by states identify the outcomes expected at each
grade level in each subject area. All teachers are accountable for reaching these destinations. It is a combination of the curriculum content and the instructional processes that are the means
to reach the outcome, which is then assessed to assure that each student gained that knowledge, etc. (Wiggins and McTighe, 1998). There are three stages of planning in this model,
each responds to a question: Stage 1 - What is worthy and requiring of understanding? (School Education Division, 2004). Stage 2 - What is evidence of understanding? (School Education Division,
2004). Stage 3 - What learning experiences and teaching promote understanding, interest and excellence? (School Education Division, 2004). Each stage can be further explained as follows: 1. Stage 1. The
focus is on understanding goals, which is described as "the concepts, processes and skills that educators most want students to understand" (School Education Division, 2004). The understanding will endure meaning
it goes beyond just simple facts to incorporate "larger concepts, principles or processes" (School Education Division, 2004). These goals may be broad, which means they are to be achieved over
time or they may be narrow to be achieved in the near future or immediately (School Education Division, 2004). 2. Stage 2. This stage has to do with how students
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