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4 pages/β‰ˆ1100 words
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APA
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Education
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English (U.S.)
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Curriculum Comparative Analysis Paper. Education

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Step 2) Deconstruct this sample unit. Go through the chapters of UbD that we have read- do you see the big ideas, EUs, EQs, the 6 facets of understanding? Can you identify A B & C components within the learning design and activities? Do the assessments match the learning, does the learning match the assessments, are there learning opportunities that greatly enhance the odds of transfer of the learning beyond the classroom? How is this unit of learning appropriate for the diverse learners of today? You will want to focus in on two specific components of curriculum design that you believe are the most crucial and after first identifying how (and how well) these elements are used in both your exemplar unit and the one you designed, you will then drill down to identify and assess several other components of meaningful curriculum design.
Step 3) Compare the design of this unit to the one that you developed. Do you see things in your unit that you feel are a better representation of good curriculum design than in the example - or vice versa? Get as specific as you possibly can. Can you point to the A B C constructs within your own unit easier than in the example? Are there opportunities for differentiation? Does this unit engage meaningfully? Do both units do well in some areas and appear lacking in others?
Step 4) Use the rubric as your guide as you craft your Curriculum Comparative Analysis Paper. Remember, a comparative paper only works when the things being compared are specific enough for the reader to be able to understand the logic behind the author feeling the two things could validly compared.
For such work, using a graphic organizer- be it a simple Venn Diagram or a more complicated mind map (Inspiration software or MindMeister) will enable you to complete the assignment more effectively. This is not a paper for you to throw yourself under the bus, none of us is perfect; curriculum can always be reviewed and revamped.

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Curriculum
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Curriculum
Looking through the sample unit it is clear that there is some element of unity between the learning objectives and the content. When evaluating the sample unit relative to the six facets of understanding, the curriculum provides with the ability for the students to better understand the basic elements of the context in reference to the American society. In reference to the role of the book plays, the curriculum does bring it out and points to the significance of the book to the students and even the teachers. For the audience, there is the element of bias towards the students. The situation is a reflection of the context within which the readers can reflect upon. More importantly, the product is quite clearly laid out especially with reference to the way that students can create it. In reference to the standards and the criteria, the rubric is quite detailed and gives a very vivid picture of the material to be used and how the students are going to interact with it and how they are going assessed on the same.
Reviewing the assessment and the learning, it is clear that they are quite matched. This is in reference to the fact that the learning objectives are elaborate and the means to achieve them are well laid out in a manner that the teachers are able to ascertain if the teaching mechanisms are able to deliver the best quality. For example in the case of the students’ ability to comprehend, there are four main objectives. These relates to identifying important phrases in the text, analyzing the characters, determining the meaning of the words and the phrases that have been used in the passage (Hale & Dunlap, 2010). In light of these objectives, the unit makes reference to the enduring understanding section, where the most important questions are asked in a bid to ascertain the understanding of the same. This is also the case when it comes to the acquisition of the knowledge and the skills.
With goals and ways to achieve them, there is a clear correlation between the learning and the assessment. More importantly under the evaluation criterion section under the stage two on evidence. The unit is able to bring out the use of the six facets of understanding to establish the success of the learning process (Drake, 1998). More importantly this is an approach that largely evidence based and as such, the quality of the delivery mechanism can be ascertained with finality. For example part of the criteria, is a question that wants to establish how the students will be able to demonstrate their understanding with reference to complex performance.
It is also interesting to note that, there is an opportunity to learn that goes beyond the classroom. This is in reference to the elements that a student should be able to recall and know. Ideally, the element of understanding complex text, it is to break down to the thesis statement and the elements such as symbolism along with summaries, analysis, themes and the author’s point of view. Ideally, these are not elements that are only tied to the academic texts (Drake, 1998). Rather they are fond in any text that one interacts with, whether it is an article in the local daily or a book that one is reading outside of th...
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