Curriculum Design Project Final

8/17/2019 Curriculum Design Project Final

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a r n i n g w i t h M a r q u etRunning head: CURRICULUM DESIGN 1

CURRICULUM DESIGN PROJECT

CANDICE GERMANY, CARLOS BALLINAS, NASEEB BHANGAL, & PATRICK MCHALE

LOYOLA UNIVERSITY CHICAGO | ELPS 430 | Dr. Par!"# Gr$$%


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CURRICULUM DESIGN 1

TABLE OF CONTENTS

Introduction pg. 2

Session 1: Working as a ea! in Ser"ice Learning pg. 4

Session #: What Do $ou and I %a&ue' ( Leadershi) De"e&o)!ent pg. 8

Session *: Ma) $our C+c&es o, Socia&i-ation and Li.eration pg. 11

Session /: he 0eauti,u& Strugg&e ( Socia& ustice and Wh+ $ou Need to Engage pg. 22

Session 2: It3s a Who&e New Wor&d: Engaging Mu&ticu&tura& Identities pg. 27

Session 4: Can $ou Re,&ect with Us' ( Critica& Re,&ection pg. 32

Session 5: Students as Creati"e Educators pg. 38

Session 6: 7aci&itation oo&s and ricks pg. 41

Session 8: C&assroo! Manage!ent pg. 46

Session 19: ,,ice De"e&o)!ent pg. 49

0udget pg. 52

;))endices pg. 53


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CURRICULUM DESIGN #

Introducton

When designing curricu&u! ,or the student We ,ocused on in"estigating one to)ic within each o, the

sessions and sequenced the training to)ics intentiona&&+ so the o"era&& curricu&u! .ene,its the

student

S!""on #!"gn

When writing the curricu&u! ,or the undergraduate student workers= our grou) decided to

co!)&ete the )ro?ect .+ ha"ing each session ,ocus so&e&+ on one ski&&> ;s a grou)= we ,e&t that .+

,ocusing on one su.?ect !atter at a ti!e= we wou&d .e a.&e to create a dense &earning e@)erience

within each o, the sessions> Whi&e so!e o, our training sessions organica&&+ touch u)on !ore

than one training to)ic= the ,ocus o, each session Ai>e> &earning outco!esB is centered on one

training to)ics> 7or e@a!)&e= when student

he+ wi&& a&so get to e@)erience a &itt&e .it o, c&assroo! !anage!ent during this session= .ut the

)ri!ar+ ,ocus is on ,aci&itation>

Sc$%%o&dng

Whi&e designing this training= our grou) decided on how we wou&d &ike to sca,,o&d the

sessions> We decided to )&ace the Working as a ea! in Ser"ice Learning session ,irst> We

wanted to .ui&d co!!unit+ .etween the student he ne@t session is

What Do $ou and I %a&ue' .ecause each student


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CURRICULUM DESIGN *

this training in addition to their student hus= we wanted to design a session that

su))orts their &eadershi) de"e&o)!ent ,ro! the "er+ .eginning>

hen we designed two socia& ?ustice sessions that ,o&&ow each other> he ,irst wou&d .e

,ocused on identit+ e@)&oration and the second wi&& .e ,ocused on ta&king a.out socia& ?ustice

with others> We chose to )ut the! in this order .ecause we ,e&t that the indi"idua& !ust ,irst

understand their own identities .e,ore the+ can ha"e a discussion a.out socia& ?ustice issues>

he ,i,th session is ,ocused on o)erating in !u&ticu&tura& s)aces> We chose this ne@t

.ecause= as a grou)= we ,e&t that students needed to &earn how to .e co!,orta.&e with

unco!,orta.&e to)ics> nce students ha"e &earned how to discuss these issues= we ,e&t that it was

ti!e ,or the students to start to &earn critica& re,&ection> he+ ha"e digested a &ot o, in,or!ation

at this )oint and this session wi&& .egin their education on how to re,&ect on new to)ics>

7or our ,ina& sessions= we ,ocused on what the student he ,ina& session wi&& .e ,ocusing on

o,,ice de"e&o)!ent> We ,e&t it was necessar+ to add this session .ecause the students wou&d need

to &earn how to work in the o,,ice and co!!unicate with co!!unit+ )artners as we&& as their

,e&&ow student

he student 7ocusing on one training to)ic in the

sessions wi&& )ro"ide students with the necessar+ too&s the+ wi&& need ,or their )ositions> 0+

,ocusing on one to)ic= we wanted to )ro"ide a rich training e@)erience to students within a short

)eriod o, ti!e> We ho)e this training wi&& )ush students to think critica&&+ and a&so a&&ow the! to

su))ort students= sta,,= and co!!unit+ )artners during their tenure in the o,,ice>


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CURRICULUM DESIGN /

S!""on 1

S!""on Tt&!' (or)ng $" $ T!$* n S!r+c! L!$rnng

S!""on #!+!&op!d B,' atrick McFa&eTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' ea! 0ui&ding

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& .e a.&e to i&&ustrate the "arious d+na!ics o,tea!work in their work in ser"ice &earning

Int!gr$ton' Students wi&& .e a.&e to s+nthesi-e their tea!


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CURRICULUM DESIGN 2

L!$rnng Act+t!"

Act+t, 1' Co**on round'

o 7or! equa& si-ed tea!s o, * Gi"e each tea! a sheet o, )a)er and a

)enci&> e&& tea!s their cha&&enge is to &ist e"er+thing the+ can think o, that a&&tea! !e!.ers ha"e in co!!on>o 7or e@a!)&e= attending the sa!e schoo&= )re,er the sa!e kind o, !usic= ha"e the

sa!e .rand o, tennis shoes> he on&+ ru&e is the+ cannot &ist si!i&ar .od+ )arts=i>e> We a&& ha"e two ar!s= etc>

o e&& tea!s the+ ha"e ,i"e !inutes to create their &ists= so the+ need to work

quick&+> o add to the e@cite!ent= te&& the tea!s when the+ ha"e 1 !inute &e,t=thirt+ seconds= and so ,orth>

o When ti!e is u)= ,ind out which tea! has the &ongest &ist and ask the! to read the

si!i&arities the+ &isted> hen ask tea!s whose si!i&arities ha"e not a&read+ .eenread a&oud to read so!e o, theirs>

o Discussion Huestions: Fow eas+ was it to disco"er so!ething in co!!on with another grou)

!e!.er' Fow can si!i&arities draw us c&oser together'

Fow can our di,,erences draw us c&oser together'

;da)ted ,ro!: Jee,er= Mika& ACo!)i&erB> All-Star Games from All-Star Youth Leaders.1886> Lo"e&and= Co&orado: Grou) u.&ishing= Inc>

Act+t, 2' Four Corn!r"'

o he the!e o, this acti"it+ is a))reciating di,,erent st+&es> he task wi&& .e to go

stand near the word +ou re&ate !ost to> Set u) wi&& inc&ude ,our di,,erent )oster .oards or ,&i) charts with one o, the ,o&&owing words written on each o, the! Aoran+ words +ou choose that ,it the the!e o, +our worksho)B:

Structure

Meaning

Re&ationshi)s

;ction

o ;sk the )artici)ants to go stand near the word that the+ !ost re&ate to> When

e"er+one has se&ected a word= ask each grou) to discuss a!ong the!se&"es wh+the+ chose the word the+ did and how that word re&ates to the wa+ the+ )re,er to

work> ;,ter se"era& !inutes o, discussion= ask each tea! !e!.er to re)ort whatthe+ ca!e u) with>o he worksho) the!e can .e a&tered .+ changing the ,our words> $ou can a&so use

this as an ice.reaker= .+ )utting ,unn+ or interesting wordsK)hrases on the )osters>o Discussion: I, +our grou) has taken a )ersona&it+ or &earning st+&es assess!ent= it

!a+ .e a))arent that the ,our words re&ate to ,our di,,erent wa+s o, re&ating to thewor&d> 7or so!e )eo)&e= order and structure are i!)ortant )arts o, how the+ &i"etheir &i"es> ;s a re,&ection o, this inc&ination= the+ o,ten choose careers in


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CURRICULUM DESIGN 4

organi-ations &ike the ar!ed ,orces> 7or others= de"e&o)ing and !aintainingre&ationshi)s is their )ri!ar+ ,ocus> 7requent&+ the+ choose careers in areas suchas sa&es or training> here are )eo)&e who !ake ana&+-ing and understanding thenature o, things a )riorit+> he+ are attracted to ,ie&ds &ike engineering andscience> thers with a ?usto he ,our words can sti!u&ate a use,u& discussion a.out the di,,erent wa+s )eo)&e

a))roach work> ;s a re,&ection acti"it+= ask so!e o, the ,o&&owing questions: Was an+one sur)rised .+ the )re,erences e@)ressed .+ the other grou)s'

Which grou) wou&d +our grou) work .est with and wh+'

Which grou) do +ou ,ind the !ost cha&&enging to work with and wh+'

What !ade +ou choose the word +ou did'

Fow does this choice re,&ect the wa+ +ou work or dea& with others'

What questions wou&d +ou &ike to ask the other grou)s to he&) +ou .etter

understand the wa+ the+ think'o It is te!)ting to think that others are ?ust an i!)er,ect "ersion o, ourse&"es> 0ut

)eo)&e are di,,erent= in wa+s we can3t e@)&ain or )redicts= .ecause that is whothe+ are> Each o, our !inds works di,,erent&+> When +ou tr+ to understand wherethe other )erson is co!ing ,ro!= it is easier not to take our di,,erences so )ersona&&+>

;da)ted ,ro!: Snow= Farrison> 1885> Indoor/Outdoor Team-building Games forTrainers: Powerful Ati!ities from the "orld of Ad!enture-#ased Team-#uilding and

$o%es &ourses. McGraw

Budg!t r!ur!d' 19 ,or &arge )osters and !arkers

Out&n! o% S!""on'

T*! Act+t, Not!"

#2 Minutes Co!!on Ground ● 7or! grou)s and descri.e acti"it+ A2 !inB● Grou) work A2 !inB● In"ite grou) with !ost si!i&arities to &ist the! A#

!inB● In"ite other grou)s to add to &ist A* !inB● Discussion questions A19 !inB

#9 Minutes 7our Corners ● In"ite students to go to word the+ associate with!ost and discuss with students in their corner A2!inB

● Each tea! re)orts ,indings A2 !inB● Discussion questions A19 !inB

19 Minutes Grou)KIndi"idua&Re,&ection

Students wi&& .e in"ited to ,i&& out a .rie, one


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CURRICULUM DESIGN 5

tea!


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CURRICULUM DESIGN 6

S!""on #!+!&op!d B,' Candice Ger!an+TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Leadershi) De"e&o)!ent

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& identi,+ their &eadershi) st+&es and understand

those st+&es>

Int!gr$ton' Students wi&& .e a.&e to integrate their &eadershi) ro&es with other ro&es the+!ust )ossess>

L!$rnng 0o/ to L!$rn' Students wi&& know what &eadershi) qua&ities the+ "a&ue andwhat their coworker3s "a&ue>

A""!""*!nt Act+t!"

On! nut! !%&!cton' Huestions: What do +ou think is +our strongest &eadershi)qua&it+ and wh+' Is there an+thing that +ou &earned a.out +our &eadershi) st+&e during

these e@ercises' Fow wi&& this &eadershi) qua&it+ he&) +ou during +our ti!e in our o,,ice'

;t the end o, the session= gi"e each o, the students a )iece o, )a)er and )ose thequestions to the students= then start the c&ock and ti!e one !inute ,or the students towrite> ;ccording to 7ink A#91*B= gi"ing the students one !inute to write )ushes thestudents to !ake a decision a.out what the+ want to write a.out> he students wi&& not .e!udd&ed .+ ,acts>

L!$rnng Act+t!"

#!%nton o% L!$d!r"p' Fa"e a grou) o, / students identi,+ qua&ities o, &eaders> Fa"eeach grou) share with the who&e c&ass what the+ discussed in their s!a&& grou)s>

(o;" $t ,our t$ What &eadershi) qua&ities the+ )ossess'*> Fow can these &eadershi) qua&ities .e trans&ated to their )ositions'

hese )eo)&e can .e an+one in the wor&d or )eo)&e that are c&ose to the indi"idua&> ;skthe student su)er"isors to inc&ude ti)s on what &eadershi) qua&ities the+ ,ound he&),u& andi!)ortant to their )ositions that !a+ he&) the new students>

Budg!t r!ur!d Ai, an+B: 19 ,or a)er and ens

Out&n! o% S!""on'


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CURRICULUM DESIGN 8

T*! Act+t, Not!"

2 Minutes Introduce the Section Introduce the section> Gi"ethe students a run through o,what wi&& .e inc&uded in this

session and the tasks +ou wi&& .e doing> ransition intogrou)s>

19 Minutes he De,inition o,Leadershi)'

Se)arate the grou) into /tea!s> Fa"e the! co!e u)with a de,inition o,&eadershi)>

*2 Minutes Who3s at +our ta.&e' Grou) students together andgi"e the! the docu!ent>Fa"e the students ,i&& out whothe+ want at their ta.&e and

what &eadershi) ca)a.i&itiesthe+ ha"e> Fa"e the studentsthen go in a circ&e and e@)&ainhow these !e!.ers wou&d!ake a good tea!> Fa"e thestudent su)er"isors inc&udewhat &eadershi) st+&es wou&d!ake the! good &eaders>

1 Minute 1 Minute Write Fa"e the students do a one!inute write o, what the+think is their .est &eadershi)

qua&it+ and wh+ it is .ene,icia& to the grou)> I, +ou,ee& it is necessar+= +ou cane@tent this write to 2 !inutes>

!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B

• Who3s at +our ta.&e': Fandout> ASee ;))endi@ ;B

Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'

he students wi&& co!)&ete the &earning acti"it+ that wi&& a&&ow the! to see what kind o, &eaders

the+ &ike to surround the!se&"es with= as we&& as who is su))orting the!> his &earning acti"it+is "er+ re,&ecti"e and a&&ows the student to see what kind o, &eadershi) characteristics the+ "a&ue>he goa& o, this session is ,or the students to &earn !ore a.out what the+ think a.out &eadershi)and a&so the guidance the+ can seek ,ro! those indi"idua&s> It a&so a&&ows the! to see what kindo, &eadershi) qua&ities their )eers "a&ue> his &earning acti"it+ de!onstrates 7ink3s A#91*B idea o, Making Meaning> he students need to ,ind what &eadershi) !eans to the!>


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CURRICULUM DESIGN 19

he one !inute write is i!)ortant to the assess!ent o, &earning ,or the students> ;ccording to7ink A#91*B= the one !inute write can .e used to a&&ow the students to not get !udd&ed down .+a&& the ,acts> I, these quick re,&ections are done on a regu&ar .asis as we&&= the+ .eco!e .etter atgi"ing "a&id res)onses and= there,ore= .etter at critica& thinking> he student has a &i!ited a!ounto, ti!e to co!)&ete the write so the+ tend to write the ,irst thing that co!es to !ind> It wi&& he&)

the su)er"isors o, the students know the student .etter .e,ore the +ear .egins and what the+ .e&ie"e their strengths are so the+ can cu&ti"ate their &earning>

Personal Reflection: "hen refleting on m' own e,%erienes in %rofessional de!elo%menteduation) I ha!e rarel' been as(ed what leadershi% means to me. I ha!e onl' been as(ed how

an I use m' leadershi% s(ills. I belie!e the ati!ities will gi!e the students the abilit' to ha!e a

new outloo( on leadershi% ati!ities.

S!""on 3


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S!""on Tt&!' $p our C,c&!" o% Soc$&=$ton $nd L

S!""on #!+!&op!d B,' Nasee.

TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Socia& ustice ASe&,


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CURRICULUM DESIGN 1#

#"cu""on on !$dng" %or #+!r"t, > Soc$& ?u"tc! $nd @Soc$& Id!ntt!"

outu

stor+ ,or one or a ,ew o, the identities that was )articu&ar&+ o, interest when co!)&eting

the worksheet> In sharing the stor+= student

roup C&o"ng !%&!cton' ;,ter students co!)&ete the worksheets ,or C+c&es o,

Socia&i-ation and Li.eration= the+ wi&& ha"e the o))ortunit+ to c&ose the s)ace with the

&arger grou)> 7aci&itators can c&ose the acti"it+ in se"era& wa+s: Di,,erent sectors o, the

https://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOI


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CURRICULUM DESIGN 1*

roo! can .e designated ,or di,,erent sectors o, the C+c&e o, Socia&i-ation= and then the

C+c&e o, Li.eration> artici)ants se&ect one sector= and get u) ,ro! their seats to !o"e to

that sector> 7aci&itator directs an around the roo! reading where.+ )artici)ants who are

standing in each sector take turns reading their e@a!)&es> E@a!)&es ,or each sector o, the

C+c&e o, Socia&i-ationOand the C+c&e o, Li.erationO can .e "o&unteered as a

.rainstor!>

(0 I SELECTE# T0E ABOE ASSESSENT ACTIITIES'

The first assessment ati!it') isussion on $eadings for i!ersit' and Soial ustie0)

is not onl' meant to test the foundational (nowledge and learning outomes students are

e,%eted to meet after reading 1arro2s wor() but the' are also meant to test students2

abilit' to integrate their readings into a larger disussion of the !ideo) s%eifiall'

another student2s e,%eriene with the 'le of soiali3ation and 'le of liberation. This

first assessment ati!it' is onsistent with 4in(2s 56789 reommendation) whih

suggested that authenti assessment Are realisti. The tas( or tas(s re%liate the wa's in

whih a %erson2s (nowledge and abilities are tested in real-word situations0 5%. ;


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CURRICULUM DESIGN 1/

6789) %. ;. #' ha!ing students read 1arro2s two 'les and then %lae

themsel!es within these two 'les) I am reating an o%%ortunit' to not onl' assess their

familiarit' with 1arro2s model before the training) but I2m also reating a realisti

hallenge the' will need to meet and understand in their role as failitators.

L!$rnng Act+t!"

here wi&& .e three se)arate &earning acti"ities ,or the Socia& ustice Se&, In order to success,u&&+ ,aci&itate the &earning

acti"ities= it is i!)ortant to )ro"ide student= 0&u!en,e&d= W>>= CastaPeda= R>= Fack!an= F> W>= eters= M>

L>= QPiga= > AEds>B= $eadings for di!ersit' and soial +ustie .e,ore the training>

Learning ;cti"ities: ut&ine


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1> Socia& Identities= $outu.e %ideo: htt)s:KKwww>+outu.e>co!Kwatch'

"TS$eQsUqCDI

#> Discussion on Readings ,or Di"ersit+ and Socia& ustice= Farro3s C+c&e o,

Socia&i-ation and Farro3s C+c&e o, Li.eration

*> artici)ant Worksheets ,or C+c&es o, Socia&i-ation and Li.eration ,ro! Readings

,or Di"ersit+ and Socia& ustice

;dditiona& resource ,or student

Start out the !eeting with this $outu.e %ideo on a Uni"ersit+ o, I&&inois= Chicago

students e@)erience with the c+c&es o, socia&i-ation and &i.eration> Encourage student<

&eaders to &ook ,or connections .etween Farro3s C+c&e o, Socia&i-ation and Li.eration

and the student3s A,eatured in the "ideoB e@)eriences with their own identit+= )ri"i&ege=

and &i.eration> Encourage +our student

#"cu""on Du!"ton"'

1> What stood out to +ou ,ro! Nico&e3s stor+'#> What= i, an+= connections can +ou !ake ,ro! Nico&e3s Stor+ to the C+c&es o,

Socia&i-ation and Li.eration'

https://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttps://www.youtube.com/watch?v=SYeZsUqCDOI


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*> Does this "ideo he&) +ou .etter understand the c+c&e o, socia&i-ation and the c+c&e

o, &i.eration' Wh+'

/> Is it i!)ortant to re,&ect on the c+c&e o, socia&i-ation and &i.eration' I, +es= wh+'


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L!$rnng Act+t, 2' 0$rro;" C,c&! o% Soc$&=$ton %ro* !$dng" %or #+!r"t, $nd

Soc$& ?u"tc!'

0$rro" @C,c&! o% "oc$&=$ton #"cu""on Du!"ton"'


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L!$rnng Act+t, 2 cont.' 0$rro;" C,c&! o% L

$nd Soc$& ?u"tc!'

0$rro" @C,c&! o% L

Di"ersit+ and Socia& ustice .ook to +our student Fa"e +our student


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CURRICULUM DESIGN #9

Consider using the below questions for discussion:

• Farros !ode& o, &i.eration de)ends on critica& trans,or!ation o, ones

understanding o, s+ste!ic )atterns o, inequa&it+= )ri"i&ege and disad"antage> Can

+ou o,,er an e@a!)&e ,ro! the readings or ,ro! +our own o.ser"ation and

e@)erience= when +ou saw a s+ste!ic )attern o, inequa&it+' What &ed +ou to

that insight= either in the reading= or in +our own o.ser"ation or e@)erience' Wh+

do +ou think it is necessar+ to ha"e a s+ste!ic understanding o, inequa&it+ and

o))ression in order to work toward change'

• Farros !ode& inc&udes reaching out and .ui&ding co!!unit+> Can +ou

)ro"ide e@a!)&es ,ro! +our reading= or +our know&edge o, histor+= or +our own

o.ser"ation and e@)erience' Do +ou agree that it is i!)ortant to ha"e su))ort

,ro! other )eo)&e and work in networks or co!!unities to e,,ect change'

L!$rnng Act+t, 3' -$rtcp$nt (or)"!!t" %or C,c&!" o% Soc$&=$ton $nd

L

nce students ha"e had ti!e to re"iew the readings and .egin ,or!ingKsharing their own

connections to the readings and the "ideo in s!a&& grou)s= )&ease in"ite the! to co!)&ete

http://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdf


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the )artici)ant worksheet .e&ow Aindi"idua&&+B> &ease ,o&&ow the ,aci&itator directions on

the sheet and ada)t directions according to +our grou)3s needs>


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CURRICULUM DESIGN ##

Budg!t r!ur!d' NA

Out&n! o% S!""on'

Materia&s Needed ,or Session:

• Farro3s C+c&e o, Socia&i-ation Fandout Arint out with the C+c&eB


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CURRICULUM DESIGN #*

• Farro3s C+c&e o, Li.eration Fandout Arint out with the C+c&eB

• artici)ant Worksheets ,or C+c&es o, Socia&i-ation and Li.eration ,ro! Readings ,or

Di"ersit+ and Socia& ustice Arint outB

T*!' 1

0our Tot$&

Act+t, Not!" > #r!cton"

B!%or!

!!tng

Farro3s Section 4 and Section 5: C+c&es o,

Socia&i-ation and C+c&es o, Li.eration

Encourage +our

student=

0&u!en,e&d= W>>=

CastaPeda= R>=

Fack!an= F> W>=

eters= M> L>=

QPiga= > AEds>B=

$eadings for di!ersit'

and soial +ustie.

I, +ou do not want to

assign additiona&

http://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdf


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CURRICULUM DESIGN #/

readings .e,ore +our

!eeting= then consider

car"ing out ti!e

during the !eeting to

ha"e +our returning

student

#A OF

TAININ

$ndor

EETIN'

1G nut!

outu

readings and Farro3s

c+c&es= ask students to

)a+ c&ose attention to

this $outu.e "ideo=

)articu&ar&+ the

students re,&ection

a.out how the+

.eca!e socia&i-ed

with res)ect to their

identities and how

the+ .egan to enter the

c+c&e o, &i.eration>

;sk students to take

notes ,or the

https://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOI


26/66


discussion>

15 *nut! Discussion o, %ideo and the ReadingsKC+c&es Use the discussion

questions Aa.o"eB to

he&) students

deconstruct and

reconstruct the c+c&es

o, socia&i-ation and

&i.eration> ;sk the! to

draw connections

.etween the student in

the "ideo and the two

c+c&es in s!a&& grou)s>

;sk student


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o, Socia&i-ation and

Li.eration

15 *nut!" artici)ant Worksheets ;&&ow ,or ti!e to

co!)&ete worksheets>

1G *nut!" De.rie, in airs: artici)ant Worksheets ;sk )artici)ants turn

to the )erson ne@t to

the! to share what

was es)ecia&&+ striking

,or the! in the

e@a!)&es the+ ca!e

u) with>

51G

*nut!"

Grou) c&osureKre,&ection ;cti"it+ C&osure ;,ter

)artici)ants ha"e

worked a&one and in

)airs= ,aci&itator can

c&ose the acti"it+ in

se"era& wa+s:


28/66


Di,,erent sectors o,

the roo! can .e

designated ,or

di,,erent sectors o, the

C+c&e o, Socia&i-ation=

and then the C+c&e o,

Li.eration>

artici)ants se&ect one

sector= and get u) ,ro!

their seats to !o"e to

that sector> 7aci&itator

directs an around the

roo! reading

where.+ )artici)ants

who are standing in

each sector take turns

reading their

e@a!)&es>

E@a!)&es ,or each

sector o, the C+c&e o,

Socia&i-ationOand the


29/66


C+c&e o, Li.erationO

can .e "o&unteered as

a .rainstor!>


Farro3s C+c&es o, Socia&i-ation and Li.erationX Readings ,or Di"ersit+ and Socia& ustice

0ook .+ ;da!s= M>= 0&u!en,e&d= W>>= CastaPeda= R>= Fack!an= F> W>= eters= M> L>=

QPiga= > AEds>B>

Readings ,or Di"ersit+ and Socia& ustice We.site:

ttp'c/.rout&!dg!.co*t!HtD> A#91*B> &reating signifiant learning e,%erienes: An integrated a%%roah to

de!elo%ing ollege ourses. San 7rancisco: osse+

http://cw.routledge.com/textbooks/readingsfordiversity/ch01-activities.asphttp://cw.routledge.com/textbooks/readingsfordiversity/ch01-activities.asp


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Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!& A.rie, narrati"e how this &esson )&an

re&ates to the ICDB

Personal Reflection: I was hallenged to onstrut a training session that ould be failitated in

e,atl' si,t' minutes or less) es%eiall' a session fousing on indi!idual identit' de!elo%ment as

it relates to soial +ustie. Truthfull') this training might re*uire some additional time for this

session to trul' be effeti!e. "hile 4in(2s 56789 model has been hel%ful in guiding me through a

ste%-b'-ste% %roess in de!elo%ing signifiant learning e,%erienes) 4in( 56789 fails to address

how to time learning ati!ities in order to suessfull' meet learning outomes within small

%eriods of time. This is something I ontinue to reflet on as I ontinue to reate and re!ise these

urriulum sessions.

7ink A#91*B noted that one "er+ i!)ortant ,eature o, the integrated course design is the

)ro)osition that the three initia& decisions need to .e integrated: the &earning goa&s= the ,eed.ack

and assess!ent= and the teaching and &earning acti"ities !ust a&& re,&ect and su))ort each other>

Jee)ing this in !ind= I atte!)ted to take a de"e&o)!enta& and &earner


31/66

CURRICULUM DESIGN *9

the tri) to Marquette when se&ecting !+ &earning outco!es and &earning acti"ities> During our

ti!e at Marquette= we were to&d that socia& ?ustice and to)ics o, di"ersit+= inc&usion= and identit+

are rea&&+ i!)ortant to the work student ;s such= I &ooked to Farro3s work on

socia&i-ation and &i.eration as a starting )oint that cou&d )ro"ide student nce the students co!)&etetheir sheets and share with their )artners= the+ ha"e the o))ortunit+ to co!e .ack together as a&arger grou) and go through each ste) o, the c+c&es o, socia&i-ation and &i.eration to identi,+co&&ecti"e&+ what e@a!)&es ,ro! their )ersona& e@)eriences ,it Farro3s !ode&s or do not ,it>

S!""on 4


32/66


S!""on Tt&!: T! B!$ut%u& Strugg&! Soc$& ?u"tc! $nd (, ou N!!d to Eng$g!S!""on #!+!&op!d B,' Car&os 0a&&inasTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Socia& ustice A7ocusing on thers Co!!unit+B

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& assess and increase their &e"e& o, understandingand know&edge a.out the socia& ?ustice issues that ,ace US Societ+ as we&& as their ho!eand ca!)us co!!unit+>

0u*$n #*!n"on S!&%' Students wi&& identi,+ the socia& ?ustice issues that a,,ect the!and what the+ care a.out>

C$rng' Students wi&& identi,+ the need to acti"e&+ engage in the socia& ?ustice issues thatarise within their co!!unit+>

A""!""*!nt Act+t!"'

S!&%A""!""*!nt: Students wi&& .e a.&e to re,&ect on and na!e se"era& socia& ?usticeissues that US societ+ and their i!!ediate ho!e and ca!)us co!!unities current&+ ,ace>

S!&%A""!""*!nt: Students wi&& .e a.&e to re,&ect on the socia& ?ustice issues that dee)&+a,,ect the!> hrough this re,&ection the+ wi&& .e a.&e to articu&ate wh+ it is those issues!atter to the!>

For/$rd Loo)ng A""!""*!nt: ;,ter gaining )ers)ecti"e on the t+)es o, socia& ?usticeissues that !atter to their )eers= students wi&& s)end ti!e indi"idua&&+ re,&ecting on twosocia& ?ustice issues that great&+ !atter to one o, their )eers and that the+ wou&d &ike toengage in the ,uture>

L!$rnng Act+t!"'

!%&!ctng on t! Soc$& I""u!" $%%!ctng u" tod$, 15 nut!"' hrough this acti"it+the ,aci&itator wi&& engage the students in a dia&ogue that wi&& high&ight that current socia& ?ustice issues ,acing current US Societ+> AList o, issues )ro"ided .e&ow in out&ineB ;,terthinking a.out .roader socia& ?ustice issues= the ,aci&itator wi&& engage the c&ass in acon"ersation o, socia& ?ustice issues that are a,,ecting student3s ho!e co!!unities aswe&& as issues that ha"e a,,ected Marquette Uni"ersit+ in the )ast> 7aci&itators here wi&&ha"e to use ca!)us cu&ture know&edge to he&) students in identi,+ing )ast co&&ege issues>he goa& o, this acti"it+ is to acknow&edge the "ast and growing &ist o, Socia& usticeIssues our societ+ current&+ ,aces>

S!&%!%&!cton Act+t, 15 nut!"' ;,ter discussing the "ariet+ o, socia& ?usticeissues our societ+ current&+ ,aces= gi"e students 2 !inutes o, se&, re,&ection and ask the!to think a.out the di,,erent issues that were .rought u) and to write down the to) three


33/66

CURRICULUM DESIGN *#

that the+ !ost dee)&+ identi,+ with> nce the+ identi,+ their to) three issues= ha"e the!write down wh+ it is the+ chose those three>

roup #"cu""on !%&!cton Act+t, 15 nut!"' nce the+ )ick these= studentswi&& get into grou)s o, * and share with their grou) the issues the+ indicated !attered to

the! the !ost and the reasoning .ehind the se&ection> his wi&& )ro"ide each student ano))ortunit+ to &earn ,ro! their )eers on the di,,erent kinds o, socia& ?ustice issues thata,,ect di,,erent t+)es o, )eo)&e> Within this session= each student wi&& a&so ha"e to answerthe question: Wh+ do +ou think it i!)ortant ,or other )eo)&e to a&so care a.out the socia& ?ustice issues that !atter to +ou' his wi&& )ro"ide an o))ortunit+ ,or each studentarticu&ate to so!eone e&se the need ,or !ore in"o&"e!ent in an issue that !atters to the!>It wi&& a&so )ro"ide an o))ortunit+ to e"a&uate and re,&ect on the )otentia& need ,or the!to engage a socia& ?ustice issues di,,erent ,ro! their own>

F$c&t$tor L!$d Con+!r"$ton 15 nut!"' ;,ter the students se&,

Budg! !ur!d I% An,' No 0udget Required

Out&n! o% S!""on'

T*! Act+t, Not!"

12Minutes

Re,&ecting on the Socia&Issues a,,ecting us toda+

hrough this acti"it+ the ,aci&itator wi&& engage thestudents in a dia&ogue that wi&& high&ight that currentsocia& ?ustice issues ,acing current US Societ+>

;sk students to think a.out and )ro"ide e@a!)&es o,

socia& ?ustice issues current&+ ,acing our societ+: I, students ha"e a hard ti!e co!ing u) with so!e=

)ro"ide e@a!)&es ,ro! the ,o&&owing &ist: o&ice 0ruta&it+ Racis! C&i!ate Change I!!igration AMass De)ortationB 0athroo! Laws Discri!inating against ransgender

Co!!unit+ Fo!e&essness Funger K Lack o, 7ood Resources K 7ood Deserts

o"ert+ %oter Registration Laws Inco!e Inequa&it+ Disa))earing Midd&e C&ass Lack Educationa& 7unding S+ste!atic ))ression o, Co!!unities o, Co&or Mass Incarceration Rate ri"ati-ation o, risons


34/66

CURRICULUM DESIGN **

Gun Contro& Laws Fea&th Care ;ccess Water Crisis in Low Inco!e Co!!unities

It is i!)ortant that a,ter the !ention o, a socia& ?usticeissue Awhether it is one a student !entioned or onese&ected ,ro! the &istB that the c&ass ha"e a .rie, s+no)siso, what that socia& ?ustice issue entai&s>

;,ter thinking a.out .roader socia& ?ustice issues= the,aci&itator wi&& ask c&ass to think a.out socia& ?ustice issuesthat are a,,ecting student3s ho!e co!!unities> he issuesa,,ecting the ho!e co!!unities can .e the sa!e orsi!i&ar as those that ha"e a&read+ .rought u)>

;,ter this= the ,aci&itator wi&& )ro"ide students withe@a!)&es o, issues that ha"e a,,ected MarquetteUni"ersit+ in the )ast> 7aci&itators here wi&& ha"e to useca!)us cu&ture know&edge to he&) students in identi,+ing )ast co&&ege issues>

;t the end o, this= the ,aci&itator wi&& re,&ect on the .rie,&ist and high&ight the ,act that there is a wide and &ong &isto, socia& ?ustice issues that a,,ect our societ+>

his wi&& then transition into ne@t acti"it+>

12Minutes

Se&,


35/66

CURRICULUM DESIGN */

a,,ect di,,erent t+)es o, )eo)&e> nce each student has had an o))ortunit+ to share and to

&isten to their )eer= ha"e the! answer the ,o&&owingquestion:

Wh+ do +ou think it i!)ortant ,or other )eo)&e to a&so

care a.out the socia& ?ustice issues that !atter to +ou' his wi&& )ro"ide an o))ortunit+ ,or each student

articu&ate to so!eone e&se the need ,or !ore in"o&"e!entin an issue that !atters to the!> It wi&& a&so )ro"ide ano))ortunit+ to e"a&uate and re,&ect on the )otentia& need,or the! to engage a socia& ?ustice issues di,,erent ,ro!their own>

12Minutes

7aci&itator LeadCon"ersationKConc&usion

;,ter the students se&,

7aci&itator wi&& su!!ari-e the di,,erent socia& ?usticeissues that were discussed during session>

7aci&itator wi&& ha"e c&ass do a ,ina& ,orward &ookingassess!ent that wi&& go as ,o&&ows:

Is engaging in socia& ?ustice work i!)ortant' Wh+' hinking a.out the di,,erent socia& ?ustice issues +ou3re

heard a.out toda+= are there so!e that +ou think +ouwou&d .e interested in engaging as a student in MU'

I, so= what are those' Fow wou&d +ou )ractica&&+ )re)are +ourse&, to engage in

these issues'

!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B' NoneConn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'

In order to de"e&o) this training= situationa& ,actors were ,irst considered> S)eci,ica&&+= the need,or the in,or!ation )ro"ided to ,it within the one ;&so= thinking a.outsituationa& ,actors= wanting to !ake sure that the e@)ectations o, the hosting grou) area))ro)riate&+ !et ,or this grou) o, inco!ing students> Ne@t= this &esson !ade sure to incor)oratethree &earning outco!es .ased on 7ink3s ta@ono!+> hese are outco!es which see! to .eattaina.&e gi"en the ti!e restriction o, the worksho) K &esson> Ne@t= this &esson atte!)ted to use

the )rinci)&es o, educati"e assess!ent .+ uti&i-ing se&, and ,orward &ooking assess!ent ,orstudents to engage in> Gi"en that the &esson wi&& .e ,ocusing on the to)ic o, engaging socia& ?ustice with others= the acti"ities wi&& a&&ow ,or se&, his wi&& .e an e,,ecti"e wa+ ,orstudent to engage in a constant state o, se&,


36/66


Personal Reflection: "or(ing on this lesson) I learned that it is %ratial and %ossible to engage

the to%i of soial +ustie within a one hour session in a meaningful and %owerful wa'. "hat

ma(es it %ratial and %ossible is the onsideration of situational fators. I initiall' feltrestrited with the one hour time frame. I felt that the to%i of soial +ustie was so broad and

dee% a to%i to attem%t to o!er in suh a short time. Yet) onsidering that these are still !er'

'oung ollege students who are still beoming aware of the man' soial +ustie issues theirommunities fae hel%ed me to better onte,tuali3e this session. I went from feeling li(e it was

this session2s res%onsibilit' to full' eduate and edif' the students on the !astness of soial

+ustie2s issues in the C.S. and in their ommunities) to seeing the role of this session as a seedthat was being %lantedD something that an ser!e as a s%ring board to muh dee%er and riher

engagement and on!ersation.

S!""on 5

S!""on Tt&!: It;" $ /o&! n!/ /or&d' Eng$gng u&tcu&tur$& Id!ntt!" d%%!r!nt %ro* ,ouro/n.

S!""on #!+!&op!d B,' Car&os 0a&&inasTO-ICS co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' )erating in Mu&ticu&tura& S)aces

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B


37/66


Found$ton$& no/&!dg!: Students wi&& identi,+ ke+ characteristics that co!e togetherto create their own !u&ticu&tura& identit+>

0u*$n #*!n"on' Students wi&& .e aware o, their own .iases re&ated to theengage!ent and treat!ent o, )eo)&e with di,,ering !u&ticu&tura& identities>

L!$rnng 0o/ to L!$rn' Students wi&& .e a.&e to ,ra!e use,u& questions to gainknow&edge on how to .est o)erate within a !u&ticu&tura& s)ace>

A""!""*!nt Act+t!"'

S!&%A""!""*!nt: hrough a re,&ection acti"it+= students wi&& identi,+ the di,,erentidentities that create their own !u&ticu&tura& se&"es>

Fd!&t, F!!d

L!$rnng Act+t!"'

Students wi&& .e engaged in a ,our )art &earning acti"it+> he+ wi&& .egin with an acti"it+ thatwi&& ,ocus on the student re,&ecting on their !u&ticu&tura& identities> It wi&& then transition tothe students &earning a.out their )eers !u&ticu&tura& identities> 7ro! there the acti"it+ wi&&transition to a c&ass discussion K re,&ection ti!e a.out the di,,erent ,ee&ings that arose ,ro!discussing di,,erent !u&ticu&tura& identities> ;,ter this= we wi&& end this acti"it+ with so!etakeawa+s that students can consider when engaging !u&ticu&tura& identities in the c&assroo!>

B!co*! $/$r! o% ,our *u&tcu&tur$& "!&%' 15 nut!": he ,irst )art wi&& ha"e thestudents assess and e@)&ore their own !u&ticu&tura& identit+> hrough this se&,<e@)&oration= students wi&& identi,+ di,,erent cu&tura& grou)s which the+ identi,+ with=what the+ en?o+ a.out their cu&tura& grou)s= and what is di,,icu&t a.out .eing )art o,that cu&tura& grou)> his wi&& )ro"ide an o))ortunit+ ,or se&, It wi&& a&so )ro"ide students with a s)ace to acknow&edge the )ositi"e andcha&&enging e@)eriences as a resu&t o, their !u&ticu&tura& identities>

B!co*! $/$r! o% t! *u&tcu&tur$& co**unt, $round ,ou' 15 nut!": hesecond )art wi&& ha"e the students )aired in grou)s o, three to share their !u&ticu&tura&identities> 7resh o,, the se&, e@)&oration e@ercise= this )art wi&& )ro"ide o))ortunit+ ,or students to in,or! and .e in,or!ed o, their )eers !u&ticu&tura& identities as we&& aswhat those identities !ani,est in ter!s o, )ositi"e and cha&&enging e@)eriences>

T! %!!&ng" t$t *$n%!"t /!n op!r$tng n *u&tcu&tur$& "p$c!" 15 nut!"' he third )art wi&& .ring the grou)s .ack together so share how the+ ,e&t a.oute@)&oring and &earning a.out their )eers3 !u&ticu&tura& identit+> S)eci,ica&&+= what


38/66


where so!e wa+s in which students ha"e e@)erienced stereot+)ing= &ack o, inc&usionor racis!>

!"pon"


39/66


questions answered a.o"e A5 MinutesB> ;,ter each students has shared= ha"e each student and grou)

answer these questions A6 MinutesB: Is there an+thing that +ou wou&d &ike to know a.out !e andKor

an+ o, !+ cu&tura& identities'

Fow wou&d +ou &ike ,or +our )eers in this !u&ticu&tura& s)aceto engage and inquire a.out +our cu&ture'

12Minutes

he ,ee&ings that!ani,est wheno)erating in!u&ticu&tura& s)aces

he third )art wi&& .ring the grou)s .ack together so sharehow the+ ,e&t a.out e@)&oring and &earning a.out their )eers!u&ticu&tura& identit+> S)eci,ica&&+= what where so!e wa+s inwhich students ha"e e@)erienced stereot+)ing= &ack o,inc&usion or racis!>

Fa"e students get .ack together to share how the+ ,e&t a.oute@)&oring and &earning a.out their )eers !u&ticu&tura& identit+>A2 MinutesB

;sk students= i, issues o, racis!= stereot+)ing= or &ack o,inc&usion ca!e u) during the con"ersation' A2 MinutesB

;sk the! how ta&king a.out these issues !ade the! ,ee&' A2MinutesB

i> his wi&&he&) to transition into the &ast )art o, this acti"it+>

12Minutes

Res)onsi.&+ EngageMu&ticu&tura& S)aces

he ,ourth )art wi&& .e an o))ortunit+ ,or students to think o,e@a!)&es on how to .est hand&e !o!ents o, tension> It wi&&a&so )ro"ide students with three )oints to take intoconsideration when engaging !u&ticu&tura& s)aces> he three )oints are &isted in the out&ine>

Engage students in a con"ersation a.out the i!)ortance o,acknow&edging and )rocessing the di,,erent t+)es o, ,ee&ingsor e!otions that co!e u) when the+ are engaging di,,erent!u&ticu&tura& identities> In their acknow&edge!ent and .e,orethe+ engage a !u&ticu&tura& s)ace= the+ shou&d consider the,o&&owing three )oints:

J Identi,+ the )otentia& )ri"i&eges that +ou e!.od+ as +ou area.out to o)erate in a !u&ticu&tura& s)ace>

J Listen= e!.race= and &earn ,ro! the )ers)ecti"e o, other!u&ticu&tura& .odies> Do not ,orce +our )ers)ecti"e ontoothers>

J Do not sh+ awa+ ,ro! disco!,ort or tension when e@isting in


40/66


!u&ticu&tura& s)aces> Go dee)er> 0e res)ect,u&> ;skconsiderate questions and &isten to the answers>

!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B: None


In order to de"e&o) this training= situationa& ,actors were ,irst considered> S)eci,ica&&+= the need,or the in,or!ation )ro"ided to ,it within the one ;&so= thinking a.outsituationa& ,actors= wanting to !ake sure that the e@)ectations o, the hosting grou) area))ro)riate&+ !et ,or this grou) o, inco!ing students> Ne@t= this &esson !ade sure to incor)oratethree o, &earning outco!es .ased on 7ink3s ta@ono!+> hese are three outco!es which see! to .e attaina.&e gi"en the ti!e restriction o, the worksho) K &esson> Ne@t= this &esson atte!)ted touse the )rinci)&es o, educati"e assess!ent .+ creating ,orward &ooking questions ,or the studentsto re,er .ack to and e"o&"e ,ro!> Gi"en that the &esson wi&& .e ,ocusing on the issue o, o)eratingin !u&ticu&tura& s)aces= the i!)&e!ented acti"ities wi&& a&&ow ,or ,requent and i!!ediate,eed.ack that wi&& a&&ow the students to &earn ,ro! their )eers whi&e a&so re,&ecting on thede"e&o)!ent o, their own )erce)tions> his wi&& .e an e,,ecti"e wa+ ,or student to engage in aconstant state o, se&,


41/66

CURRICULUM DESIGN /9

S!""on 6

S!""on Tt&!: C$n ou !%&!ct /t K": S!""on #!+!&op!d B,' Candice Ger!an+ and Nasee. 0hanga&TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Critica& Re,&ection

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B:Found$ton$& no/&!dg!' Student

App&c$ton' Student-$r$nd"$r!' Student


42/66


(o Ar! ou u!"ton" Ln) to -$g! 1G'

ttp"'///."uu.!du"!r+!&!$rnpd%rc!r!%&!ctonp$c)!t.pd%

(0 (E SELECTE# T0E ABOE ASSESSENT ACTIITIES'

4in( 56789 %ointed out that fault') staff) and students often lament the assessment

%iees assoiated with a urriulum or ourse. ?nowing that the %ere%tion of

assessment is often negati!e and burdensome) 4in( 56789 as(ed those buildingurriulum to e,%and their !iew of feedba( and assessment to inlude muh more

eduati!e assessment0 5%. ;9. 4in( 56789 ontrasted eduati!e learning) assessment

that hel%s students learn) with audit-i!e assessment) whih audits students learning as a

basis for a grade that is turned in. 4in( 56789 enouraged urriulum to inludeassessment that mo!es be'ond grades: The %roblem is that most teahers do not (now

how to go be'ond grading to being able to %ro!ide the (ind of feedba( and assessment

that will enhane the learning %roess itself) that is) to do more than sim%l' reord the

result of the learning %roess0 5%. ;9. In turn) 4in( 56789 alled for the inor%orationof eduati!e assessment in urriulum) whih we belie!e is %resent in the aforementioned

learning ati!ities we are reommending for the &ritial $efletion0 training.

@duati!e assessment has four %rimar' om%onents: forward-loo(ing assessment)

riteria and standards) self-assessment) and 4IeLit'0 feedba( 54IeLit'0D feedba(

needs to be fre*uent) immediate) disriminating Ebased on lear riteria and standardsF)and deli!ered lo!ingl'.

Gi!en 4in(2s 56789 reommendations for eduati!e assessment) we belie!e the

aforementioned ati!ities meet the assessment re*uirements. 4or e,am%le) the Peer

isussion and Teah-#a( in Small Grou%s0 allows students to engage in on!ersationabout ritial refletion) whih the' will ha!e to do in their student-leadershi% roles. #'

ha!ing them disuss their understanding of &ritial $efletion after wathing the

$efletion: "hat is It "h' is it im%ortant0 !ideo) we are loo(ing ahead to whatEweF e,%et or want students to be able to do in the future0 5%. ;>) whih is leading

on!ersations about the !alue of ritial refletion within ser!ie learning e,%erienes.

Additionall') we are inor%orating 4in(2s 56789 4IeLit'0 om%onent in our twoassessment ati!ities. "hen desribing 4IeLit'0) 4in( 56789 warned that assessment

must be anhored in and foused on authenti tas(s beause the' su%%l' !alid diretion)

intelletual oherene) and moti!ate for the da'-in and da'-out wor( of (nowledge and s(ill de!elo%ment0 5%. ;>. "ith this understanding) we are as(ing students to wor( in

grou%s to failitate a teah-ba(. Bot onl' will this allow failitators to beomes

omfortable wor(ing with grou%s) whih is something our site %artners as(ed for us to fous on) but also will %ro!ide students to engage with ritial refletion in an intentional

wa' that mo!es student assessment awa' from audit-i!e test-ta(ing and loser to

failitation) teahing) and disussion) whih is what the' need to do in their student-

leader role.

https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdfhttps://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdf


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CURRICULUM DESIGN /#

4in( 56789 noted the differene between feedba( and assessment. There are two

im%ortant differenes) though) between feedba( and assessment. The first is that feedba( does not beome %art of the ourse gradeD onl' assessment does that. Seond)

feedba( is done in dialogue with the learner) whereas assessment is announed to the

learner0 54in() 6789) %. 87>. Gi!en this) 4in( 56789 still as(ed readers to !alue theinor%oration of onsistent feedba(. #' as(ing student-leaders in this training to

brea(out into %airs in order to reflet on their learning) we are inor%orating an

additional o%%ortunit' for students to soliit feedba( from their %eers !ia dialogue about their learning) *uestions) and ommitments to ritial refletion.

O!erall) we are onfident that the abo!e assessment ati!ities) whih also double u% as

our learning ati!ities) %ro!ides su%%ort for the student-leaders to ahie!e theaforementioned learning outomes. Additionall') the realisti assessment ati!ities 5that

students ould enounter in their failitations allow su%%ort the student-leaders2 abilit'

and desire to ontinue learning in their res%eti!e roles.

L!$rnng Act+t!"'

T!$cB$c) -o"t!r Act+t, Found$ton$& no/&!dg! L!$rnng Outco*!'

Supp&!" N!!d!d' -o"tIt -o"t!r -$p!r $nd $r)!r

What Is eache>qui-KtestB>

● ;sking a student Aor grou)sB to e@)&ainOin their own wordsOwhat the+need to know or do know= in a caring wa+>

● ; wa+ to check ,or understanding and= i, needed= re

● ; educationa& &iterac+ inter"ention that )ro!otes understanding=re,&ection= and &earning>

Fa"e student


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CURRICULUM DESIGN /*

nce grou)s ha"e co!)&eted their )ictogra!s= s)end #9 !inutes on teachIn"iteeach o, the grou)s to )artake in the teach Student

!%&!cton -$c)!t $t&!!n c! -$g! 1G App&c$ton L!$rnng Outco*!ttp"'///."uu.!du"!r+!&!$rnpd%rc!r!%&!ctonp$c)!t.pd% '

;sk the students to .reak o,, into )airs with one other student ass out aworksheet with the ,o&&owing Who I ;! questions ,ro! Rice3s Re,&ection acket:Who I ;! Huestions:

1> What are +our strengths= cha&&enges= ski&&s= and co!,ort &e"e& ,or ,aci&itating re,&ection'#> What is +our know&edge o, the curricu&ar or co Fow does socia& conditioning re&ated to +our cu&tura& identities Aage= c&ass= disa.i&ities= gender=

&anguage= race= re&igious a,,i&iation= se@ua& identit+B in,&uence +our teaching= ,aci&itation andre,&ection st+&es'2> What is +our )aradig! o, the ,acu&t+Kstudent a,,airs )ro,essiona& ro&e Aas knower= as &earner=

teacher= studentK&i,e&ong &earner= )artner\B'4> What do $U want to &earn ,ro! the re,&ection )rocess Aa.out students= a.out the co!!unit+=

a.out +ourse&,'B'

;sk students to s)end 19 !inutes re,&ecting and answering the a.o"e questions> In"itethe! to share their res)onses with their )air ;sk the! to uti&i-e Rice3s re,&ection )acket as a resource ,or their ,uture ,aci&itation res)onsi.i&ities> I, there is !ore ti!e= Iencourage student


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CURRICULUM DESIGN //

5 *nut! Introduc! t! outu

d!o !%&!cton' ($t "

t: (, " t *port$nt:


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in,or!ati"e )acket andresource ,or student


Uni"ersit+ o, South Caro&ina= Re,&ection: What is it' Wh+ is it i!)ortant'htt)s:KKwww>+outu.e>co!Kwatch'"TI

ENG;GING ;LL ;RNERS IN RE7LECIN: Designing and I!)&e!entingIntegrati"e Re,&ection ))ortunities= Jath&een Rice:htt)s:KKwww>suu>eduKser"e&earnK)d,Kricere,&ection)acket>)d,

(o I A* Du!"ton" $t&!!n c! also included above'

1> What are +our strengths= cha&&enges= ski&&s= and co!,ort &e"e& ,or ,aci&itating re,&ection'#> What is +our know&edge o, the curricu&ar or co Fow does socia& conditioning re&ated to +our cu&tura& identities Aage= c&ass= disa.i&ities= gender=

&anguage= race= re&igious a,,i&iation= se@ua& identit+B in,&uence +our teaching= ,aci&itation andre,&ection st+&es'

2> What is +our )aradig! o, the ,acu&t+Kstudent a,,airs )ro,essiona& ro&e Aas knower= as &earner=teacher= studentK&i,e&ong &earner= )artner\B'

4> What do $U want to &earn ,ro! the re,&ection )rocess Aa.out students= a.out the co!!unit+=a.out +ourse&,'B'


7ink A#91*B &a+s out a genera& )&an to )&anning a course> In that course= he identi,ies a sectionca&&ed the initia& )hase> In this )hase= the &earning outco!es are constructed so a&& &earningacti"ities cou&d .e created ,ro! the!> Each &earning acti"it+ is constructed ,ro! these &earningoutco!es> he &earning acti"ities and assess!ents a&so achie"e certain )arts o, the ICD>

he &earning acti"ities and assess!ents )ro"ide a ,orward &ooking assess!ent task> 7ink A#91*Bdescri.es how i!!ediate ,eed.ack is necessar+ ,or students &earning> he teach .ack )arts o, thesession a&&ows ,or students to get i!!ediate ,eed.ack ,ro! )eers= which a&&ows the! toi!!ediate&+ change what the+ are doing wrong> he )air and share a&so a&&ows ,or the sa!ei!!ediate ,eed.ack>

Re,&ection is one o, the !ost i!)ortant )arts o, &earning> his session a&&ows ,or a signi,icanta!ount o, re,&ection i, ti!e a&&ows> he Jath&een Rice acti"it+ a&&ows ,or students to &earn whothe+ are .e,ore the+ start the )rocess o, he&)ing others> he e@tended )art o, the re,&ection a&soa&&ows ,or a !ore enhanced re,&ection )rocess>

Reflecting on our Learning: After reei!ing initial feedba( from our %eers and our ar*uette

olleagues) we a%%reiated the hallenge to reflet further on our own learning and e,%eriene

https://www.youtube.com/watch?v=I-mAOOmaBQ0https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdfhttps://www.youtube.com/watch?v=I-mAOOmaBQ0https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdf


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with 4in(2s 56789 integrated ourse design and a%%roah to urriulum. Ironiall') we

om%letel' o!erloo(ed refletion as it relates to our own learning and engagement with

urriulum de!elo%ment. "e belie!e this reflets how often we are as(ed to %rodue %rodutswithout onsidering our own engagement with the learning ati!it'. In this ase our learning

ati!it' is %roduing a %rofessional de!elo%ment urriulum for student-leaders at ar*uette

Cni!ersit'. #' dismissing our own refletion in this wor() we reali3ed that we are indeed soiali3ed to a!oid refletion) whih 4in( 56789 suggested is the most im%ortant %art of an'

urriulum/learning e,%eriene.

Our de!elo%ment of this s%eifi training on &ritial $efletion) hallenged us to reall' reflet

on how to best engage student-leaders. "e wanted student-leaders to be %re%ared for failitating

ritial refletion with their %eers) ommunit' %artners) and fault'. As suh) we inor%orated a

teah-ba( assessment and learning ati!it' that we belie!e is a great e,am%le of a forward-loo(ing assessment0 54in() 6789) %. ;>. "e are %roud of this as this will diretl' su%%ort

student-leaders with their efforts in their roles) where the' will e!entuall' ha!e to identif' their

strengths as failitator and it relates to ritial refletion. "e also belie!e the teah-ba( is a

great learning-ati!it' that allows staff to see what foundational (nowledge student-leaders too(awa' from the !ideo and also allows student-leaders to a%%l' their learning with their %eers.

S!""on 7

S!""on Tt&!: #!+!&opng Inno+$t+! -r$ctc!" $" Educ$tor"S!""on #!+!&op!d B,' atrick McFa&eTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Students as Creati"e Educators

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& .e a.&e to identi,+ teaching !ethods thatsti!u&ate creati"e thinking>

App&c$ton' Students wi&& .e a.&e to de!onstrate creati"e intentions in their instruction> Int!gr$ton' Students wi&& "isua&i-e what creati"e )ractices work .est ,or the!>

0u*$n #*!n"on' Students wi&& rea&i-e the i!)act their qua&it+ o, instruction can ha"eon )artici)ants>

C$rng' Students wi&& de"e&o) a )ersona& initiati"e to continuous&+ e"a&uate and i!)ro"etheir own )ractices gi"en a certain situation>

L!$rnng 0o/ to L!$rn' Students wi&& .e a.&e to identi,+ sources o, in,or!ation re&atedto creati"e education )ractices>

A""!""*!nt Act+t!"

he !ain assess!ent acti"it+ wi&& take )&ace ,o&&owing the student grou) res)onses toeach Case E@a!)&e Ai&&ustrated under Learning ;cti"itiesB> ;,ter .eing gi"en theo))ortunit+ to )resent their educationa& acti"ities ,or the gi"en e@a!)&e= )eers and the


48/66


instructor wi&& .e a.&e to )ro"ide )ersona& ,eed.ack on the acti"it+= &eading to a c&assdiscussion> Huestions wi&& inc&ude:

Descri.e the co!)onents o, the acti"it+ E@)&ain wh+ +ou chose the acti"it+ Wh+ do +ou think this acti"it+ wi&& he&) the students .e a )art o, a greater &earning e@)erience'

Fow do +ou e@)ect the students to react to the acti"it+' What does the acti"it+ acco!)&ish ,orthe!'

L!$rnng Act+t!"

Students wi&& .e )&aced into s!a&& grou)s ,or this acti"it+> he students wi&& .e gi"en #di,,erent cases>

Case 1: ; ,ew o, +our students ha"e recent&+ ha"e co!)&eted their ,irst ser"ice&earning e@)erience restoring a &oca& ur.an )ark to he&) kee) it a sa,e and en?o+a.&e )&ace ,or "isitors to en?o+> he+ he&)ed c&ear )aths= re!o"e trash ,ro! the area= andassess the status o, )ark Whi&e the students ha"e res)onded

)ositi"e&+ to the )ro?ect= as the+ are a.&e to s)end a ,ew hours o, their week o,,ca!)us in a nature )reser"e= the+ are ha"ing trou.&e gras)ing the .ig )icture o,what the+ are taking )art in> Work with +our grou) and )ut together one or a ,ewre,&ection acti"ities to ha"e +our students take )art in>

Descri.e the co!)onents o, the acti"it+ E@)&ain wh+ +ou chose the acti"it+ Wh+ do +ou think this acti"it+ wi&& he&) the students .e a

)art o, a greater &earning e@)erience' Fow do +ou e@)ect the students to react to the acti"it+'

What does the acti"it+ acco!)&ish ,or the!'

Case #: ; grou) o, education students are wra))ing u) their se!ester with theirrequired ser"ice he+ ha"e s)ent the se!ester he&)ingcoordinate and "o&unteer in an e&e!entar+ a,ter he+ ha"e en?o+edtheir ti!e together in this se!ester With +our grou)= )&ease think o,so!e acti"ities ai!ed towards o)ening doors ,or )otentia& in"o&"e!ent in si!i&ar )rogra!s in the ,uture and encouraging students to .eco!e !ore inc&ined toinde)endent&+ seek out ser"ice o))ortunities on their own>

Descri.e the co!)onents o, the acti"it+ E@)&ain wh+ +ou chose the acti"it+ Wh+ do +ou think this acti"it+ wi&& he&) the students .e a

)art o, a greater &earning e@)erience' Fow do +ou e@)ect the students to react to the acti"it+'

What does the acti"it+ acco!)&ish ,or the!'

Budg!t r!ur!d % $n,: None

Out&n! o% S!""on'


49/66


T*! Act+t, Not!"

12 !inutes resentation on Jo&.3sMode& ,or E@)erientia&

Learning

resentation is a"ai&a.&e in the Goog&e Dri"e and .e&ow under the Resources section>

/2 !inutes Case E@a!)&e ;cti"it+ C&ass di"ided into grou)s A# !inB Case E@a!)&e 1 Case )resented A# !inB Grou) discussion A19 !inB Grou) )resentation A19 !inB 7o&&owed .+ )eer and instructor ,eed.ack Case E@a!)&e # Case )resented A# !inB Grou) discussion A19 !inB

Grou) )resentation A19 !inB 7o&&owed .+ )eer and instructor ,eed.ack


• oweroint> Link: htt)s:KKdri"e>goog&e>co!Ko)en'

idT1wa@R-,eF"o%$/;%r,M?D*e+E)*-7DJr"RQk$I*HE

• Re,&ection ;cti"ities ,or ;&& C&assroo!s


Es)ecia&&+ ,or the to)ic o, trans,or!ing or i!)ro"ing u)on the creating educationa& ski&&s o, the

students in training= assessing the situationa& ,actors is a ke+ ,irst ste) .ased on 7ink3s A#91*BIntegrated Course Design Mode&> 7or e@a!)&e= these students are &ike&+ underc&ass!en with ,ewe@)eriences &eading other students as an educator the!se&"es= es)ecia&&+ with ser"ice ;signi,icant ,actor is ,inding the reasons wh+ students are in"o&"ed in the ser"ice his is the ne@t ste) in the )rocess>

;ssess!ent acti"ities such as instructor and )eer ,eed.ack a,ter the Case E@a!)&es are wa+s areassessing )ossi.i&it+ o, students achie"ing the &earning goa&s> o )ut this a&& together= the studentsin this session wi&& ha"e their own touch on how the+ see the!se&"es educating the c&ass in an

e,,ecti"e !anner> he &earning acti"it+ and the discussion ,o&&owing it is in &ine with the work o,Wiggins A1886B in"o&"ing ensuring authentic )er,or!ance: ;ssess!ent !ust .e anchored in and,ocused on authentic tasks .ecause the+ su))&+ "a&id direction= inte&&ectua& coherence= and!oti"ation ,or the da+


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S!""on 8

S!""on Tt&!: F$c&t$ton Trc)" > Too&"S!""on #!+!&op!d B,' Nasee. 0hanga&

TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' 7aci&itation echniques

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B

Found$ton$& no/&!dg!' Students wi&& .e a.&e to identi,+ the di,,erence .etween

&eading and ,aci&itating>

App&c$ton' Student wi&& .e a.&e to e"a&uate their )eer3s ,aci&itation ski&&s .+ )ro"iding

,eed.ack on their )er,or!ance "ia grou) teach .acks>

Int!gr$ton' Students wi&& deter!ine what ,aci&itation acti"ities the+ wou&d &ike to

uti&i-e>


51/66


0u*$n #*!n"on' Student wi&& .eco!e !ore aware o, how ,aci&itation can either

inc&ude or e@c&ude )artici)ants ,ro! acti"e&+ engaging in con"ersation and acti"ities>

C$rng' Student wi&& .e !ore interested in ,aci&itating c&assroo! discussions and

co!!unit+ )rogra!s>

L!$rnng 0o/ to L!$rn' Student wi&& .e a.&e to identi,+ se"era& resources Areadings=

"ideos= returning &eaders= and !entorsB a"ai&a.&e to he&) the! continue .ui&ding u)on

their ,aci&itation ski&&s>

A""!""*!nt Act+t!"

he ,o&&owing assess!ent acti"ities are e!.edded within the &earning acti"ities A.e&owB>he assess!ent acti"ities are dou.&ed

eer ,eed.ack wi&& .e )ro"ided through the 7aci&itation oo&s ricks &earning

acti"it+> Students wi&& ha"e to &earn and )ractice a ,aci&itation technique ,ro! the Dewe+

reading> heir )eers wi&& )ro"ide i!!ediate ,eed.ack to the!= which is direct&+

connected with 7ink3s A#91*B reco!!endations ,or assess!ent Ai>e> 7IDeLit+B> his

&earning acti"it+ and assess!ent acti"it+ is !eant to he&) students test their ,oundationa&

know&edge o, ,aci&itation whi&e a&so achie"ing the a))&ication= integration= hu!an

di!ension= caring= and &earning how to &earn outco!es esta.&ished ,or this training>


52/66


S!&%F!!d


53/66


L!$rnng Act+t!"

T!$c B$c) Act+t,Students wi&& .e .roken into s!a&& grou)s and gi"en Dewe+3s Cha)ter 1 he+ wi&& ha"e another 19 !inutes to su!!ari-e their

!ain )oints on a )oster )a)er> he &ast twent+ !inutes students wi&& s)end ,aci&itating a

teach .ack with their s!a&& grou)s to the entire cohort o, student

VVossi.&e considerations ,or this acti"it+: Fa"e a returning &eader ,aci&itate the

re,&ectionKassess!ent acti"it+ a,ter grou)s ha"e ,aci&itated their teach ; student

!anager can ask studente>

readingKa.sor.ing the !ateria&B and what the+ ,e&t unco!,orta.&e ,aci&itating Ai>e>

s)eaking in ,ront o, the grou)B> ;sk returning student


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CURRICULUM DESIGN 2*

#"cu""on u!"ton" %or r!turn!r" $nd o%%c! *$n$g!r"'

1> What resonated ,ro! the cha)ters'#> What new in,or!ation did +ou &earn'*> Was their in,or!ation +ou a&read+ knew'/> What was the easiest )art o, this acti"it+'2> What was the hardest'4> Fow !ight this re&ate +our e@)erience as a ,aci&itator'

F$c&t$ton Too&" $nd Trc)"' #!/!, C$pt!r 5 Act+t!"

Dewe+3s cha)ter on acti"ities inc&udes se"era& di,,erent techniques= suggestions= and too&s

,or ,aci&itators to uti&i-e when working with a grou) o, studentsK)eers to ,aci&itate

re,&ection> Fa"e students read Dewe+3s Cha)ter 2 and ask students to deter!ine their to)

* techniques ,ro! the &ist o, strategies Dewe+ co"ers> Without re&+ing on the readings=

ha"e students )re)are a s!a&& )resentation which shou&d o"er"iew the three techniques

the+ se&ected ,ro! the reading> I, ti!e is &i!ited= ha"e ,o&ks .reak into s!a&& grou)s and

ha"e indi"idua&s e@)&ain wh+ the+ se&ected the ,aci&itation acti"itiesKtoo&s the+ did and

how the+ wou&d use those three techniques in their ro&e>

Budg!t r!ur!d % $n,: NK;

Out&n! o% S!""on'


55/66

CURRICULUM DESIGN 2/

T*!'

1.5

0our"

Act+t, Not!" > #r!cton"

1G *n. @#!+!&opng F$c&t$ton

S)&&" -r!"!nt$ton "!!

oog&! #r+!

0egin the training with a short o"er"iew o,

,aci&itation= the i!)ortance o, ,aci&itators= and

too&s ,or success> his shou&d .e ,aci&itated .+

either the o,,ice !anagers or sta,,>

4G *n. T!$c B$c) Act+t, ;ssign student &eaders to grou)s> Fa"e students

read Dewe+3s Cha)ter 1 #> Fa"e student

identi,+ to) three the!es ,ro! E;CF o, the

cha)ters> Makes students create a short teach

.ack )resentation with )oster Fa"e

grou)s )resent to) the!es ,ro! .oth o, the

cha)ters to each other>

1G *n. T!$c B$c) Act+t,'

!%&!cton

Fa"e returning student


56/66


15

*nut!"

F$c&t$ton Too&" $nd Trc)

Act+t,

In"ite students to ski! Dewe+3s 2th Cha)ter on

Re,&ection ;cti"ities> To reate more time for the

%resentations and refletion ati!it') onsider

ha!ing the student-leaders read &ha%ter >

before the meeting/training.

15

*nut!"

F$c&t$ton Too&" $nd Trc)'

!%&!cton Act+t,

In"ite students to )resent to their )eers their to)

three re,&ection acti"ities and too&s &isted in

Dewe+3s cha)ter> ;sk the! to e@)&ain wh+ these

acti"ities were chosen .+ the!> ;&so ha"e the!

teach their )eers how to ,aci&itate each one o,

these acti"ities= too&s= and tricks with students=

,acu&t+= and co!!unit+ )artners the+ wi&& work

with without re&+ing on the reading[ De)ending

on +our ti!e= )&ease .reak students o,, into

s!a&& grou)s so e"er+one can share their to) *

,aci&itation )re,erences>


https://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharinghttps://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharinghttps://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharinghttps://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharing


57/66


-o/!r-ont -r!"!nt$ton on B$"c F$c&t$ton ud!&n!"' ;ccessi.&e %ia Goog&e

Dri"e

#!/!,;" C$pt!r" 1 2 $nd 5' htt):KKwww>u"!>eduK]dewe+Kre,&ect>)d, A; Manua& ,or

Leaders and EducatorsB

Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!& A.rie, narrati"e how this &esson )&an

re&ates to the ICDB

Personal reflection: In order to de!elo% this training) I was %roud of m'self for rel'ing on

ewe'2s wor() whih is hel%ful when disussing foundations for failitation. e!elo%ing

urriulum an be diffiult and finding resoures that undergird 'our learning outomes an feel

im%ossible. 1owe!er) instead of de!elo%ing resoures m'self) I researhed resoures 5i.e.

ewe'2s wor( that might hel% students suessfull' attain the foundational (nowledge the'

re*uire to be great failitators. I imagine that when 'ou are instruting a ourse or to%i for a

long %eriod of time) not onl' do 'ou beome a master of the foundational (nowledge assoiated

with that %artiular ourse/to%i) but 'ou also an reate the resoures. As someone who is +ust

learning how to reate urriulum for student-leaders) I was %roud of m' resourefulness for this

training.

In order to de"e&o) this training= &earning goa&s were identi,ied ,irst= which is consistent with

7ink3s A#91*B Initia& hase reco!!endations to instructors> Using the &earning outco!es=

assess!ent acti"ities were deter!ined> Recogni-ing that assess!ent is not so&e&+ &i!ited to

qui--es and e@a!s= the assess!ent inc&uded in this training so&icits direct ,eed.ack ,ro! )eers in

https://drive.google.com/file/d/0B41CkelVwd5sVmkyWmpJM1VzWW8/view?usp=sharinghttp://www.uvm.edu/~dewey/reflect.pdfhttps://drive.google.com/file/d/0B41CkelVwd5sVmkyWmpJM1VzWW8/view?usp=sharinghttp://www.uvm.edu/~dewey/reflect.pdf


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s!a&& grou)s and the &arger student 0+ in"iting )eers to work

together in the grou) to deter!ine to) the!es ,ro! the readings= !+ ai! is to introduce 7ink3s

A#91*B understanding o, 7IDeLit+ ,eed.ack> 7ink A#91*B .e&ie"ed that i, educators want

,eed.ack to .e educati"e= rather than ?ust te&& their students what grade the+ got= the ,eed.ack

needs to .e ,requent= i!!ediate= discri!inating Y.ased on c&ear criteria and standardsZ= and

de&i"ered &o"ing&+ A)> 8/B> hrough s!a&& he goa& o, the second acti"it+= 7aci&itation oo&s ricks= is to !o"e .e+ond know&edge acquisition and to deter!ine how the+ !ight hand&e ,uture ,aci&itation withthe too&sKsuggestions )ro"ided .+ Dewe+> his is consistent with 7inks A#91*B educati"eassess!ent too&s> ;ccording to 7ink A#91*B= In ,orward In order to )re)are the! ,or theiru)co!ing ,aci&itation tasks= I ha"e not on&+ )ro"ided the! a cha)ter on se"era& tangi.&e and

e,,ecti"e ,aci&itation too&s= .ut ha"e a&so asked the! to )resent to their )eers the three strategiesthe+ wou&d use during a ,aci&itation> ;s such= I .e&ie"e the assess!ent and e@)erientia&co!)onents in this training wi&& a&&ow students to &ea"e with a .etter understanding o, ,aci&itationand a&so )ro"ide the! an o))ortunit+ ,or )ractice>


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S!""on 9

S!""on Tt&!: !!png E,!" KpS!""on #!+!&op!d B,' Candice Ger!an+TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' C&assroo! Manage!ent

L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B:Found$ton$& no/&!dg!' 7aci&itators wi&& .e a.&e to identi,+ !ethods that wi&& kee)students engaged during &arge grou) discussions>

App&c$ton' 7aci&itators wi&& .e a.&e to assess and react to the needs o, the students inthe roo!>

Int!gr$ton' 7aci&itators wi&& .e a.&e to deter!ine which c&assroo! !anage!ent!ethods the+ want to a))&+ in the c&assroo!>

0u*$n #*!n"on' 7aci&itators wi&& .eco!e !ore con,ident in their a.i&it+ to hand&e thedirection o, discussions>

C$rng' 7aci&itators wi&& "a&ue using too&s ,ro! this training to enhance discussions>

L!$rnng 0o/ to L!$rn' 7aci&itators wi&& .e a.&e to incor)orate !ethods o, c&assroo!!anage!ent during discussions>

A""!""*!nt Act+t!":(rtt!n !%&!cton: his re,&ection wi&& .e a !o!ent ,or the students to re,&ect on whatthe+ .e&ie"e wi&& .e a hurd&e the+ wi&& need to o"erco!e )ertaining to c&assroo!!anage!ent> his assess!ent acti"it+ wi&& .e co!)&eted at the end o, the session> Fereare so!e questions that can .e asked to start the )rocess>


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o What do +ou think wi&& !ake +ou !ost unco!,orta.&e using c&assroo!

!anage!ent ski&&s'o Fow wi&& +ou use the new too&s the+ ha"e gained'

roup Du=' In,or!ation ,or this assess!ent and &earning acti"it+ is &ocated .e&ow>

L!$rnng Act+t!"'

roup Du= on !$dng"' ; short reading .+ Weinstein>= Curran>= o!&insonStudents wi&& .e assigned to s!a&& grou)s> he grou) o, students wi&& then choose a tea!na!e= which the+ wi&& kee) ,or the rest o, the session> hen= the grou)s wi&& .e )osedquestions )ertaining to the artic&e> Students wi&& race to hit a .u--er .e,ore another tea!and answer the question correct&+> Winning tea! wi&& recei"e a )ri-e o, cand+ .ars> hequi- is &ocated in the a))endices>

roup #"cu""on on C&$""roo* $n$g!*!nt' ; reading .+ Weinstein>= Curran>=

o!&inson ; re,erence ,or this reading is .e&ow in the resource section o, this docu!ent> Students wi&& read an artic&e entit&edStrategies ,or enacting cu&tura&&+ res)onsi"e c&assroo! !anage!ent: ;wareness intoaction>> he goa& o, this acti"it+ is to teach student Fa"e the student su)er"isorss)&it u) into the two grou)s> wo students in each grou) wi&& ,aci&itate a 12 !inutediscussion> he su)er"isors wi&& act out situations that student &eaders !ight co!e intocontact as ,aci&itators= where c&assroo! !anage!ent ski&&s are needed to get thediscussion .ack on track> Noti,+ the students o, the )art that the student su)er"isor wi&& .e )&a+ing and the+ need to kee) the con"ersation on track>

Scenario 1: Fa"e the students start a discussion on identit+> Student su)er"isorswi&& take on the ro&e o, a student who is ta&king out o, turn re)eated&+> E"en a,terthe+ ha"e .een asked to sto) re)eated&+= the+ kee) ta&king out o, turn>Scenario #: Fa"e the students start a discussion on a de.ate on which )o&itica&candidate is the .est choice> Student su)er"isors wi&& take on the ro&e o, a student

who is !aking !acroaggressions>

Budg!t r!ur!d Ai, an+B: 19


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A#99*B )ro"ided needs to .eco!)&eted .e,ore the session .egins> he readings ,ocus onhow to use c&assroo!!anage!ent ski&&s during a

c&assroo! dia&ogue>12 Minutes Grou) Hui- Use this ti!e to kee) theenerg+ high during training>Use the qui- )ro"ided in thea))endi@ o, this docu!ent>

*9 Minutes Ro&e &a+ E@a!)&es &ease use the in,or!ation )ro"ided in the &earningacti"it+ section o, thissession> Co!)&ete a 19!inute discussion> Fa"e a 2!inute de.rie, ,or each

discussion>#9 Minutes Written Re,&ection:;ssess!ent ;cti"it+

Fa"e the students take so!eti!e to write a.out what the+think the+ wi&& .e good atwhen &eading discussions andwhat the+ think the+ wi&&need to work on> Co&&ect there,&ection> Redistri.ute it atthe end o, the +ear to &et thestudents re,&ect on how !uchthe+ ha"e grown>

!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>BWeinstein= C>= Curran= M>= o!&inson A#99*B> Cu&tura&&+ res)onsi"ec&assroo! management: Awareness into action. Theory into Practice, 42, 269-276.

Link: htt):KKwww>tand,on&ine>co!KdoiK)d,K19>1#95Ks12/*9/#1ti)/#9/^#


he &argest )art o, writing this course was transcri.ing &earning acti"ities and assess!ent

acti"ities that ,oster acti"e &earning a!ong the student he readings )ro"ide a )assi"e&earning e@)erience> 0+ incor)orating the grou) qui-= this training hits a&& the i!)ortant )oints o, the reading and the students wi&& .e a.&e to retain the i!)ortant ,acts and theories= such ascreating caring c&assroo!s= co!!unicating with students in cu&tura&&+ consistent wa+s anddea&ing with )ro.&e! students AWeinstein et a&>= #99*B>

he Ro&e &a+ing e@a!)&es wi&& a&&ow ,or two di,,erent kinds o, &earning to ha))en> he ,irstkind o, &earning is the o.ser"ing &earning e@)erience and the second is doing e@)eriences>

http://www.tandfonline.com/doi/pdf/10.1207/s15430421tip4204_2http://www.tandfonline.com/doi/pdf/10.1207/s15430421tip4204_2


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During this acti"it+ so!e o, the grou) wi&& o.ser"e what c&assroo! !anage!ent &ooks &ike intough situations> So!e o, the grou) wi&& actua&&+ ser"e as the indi"idua&s that need to !anage thec&assroo! en"iron!ent> ;t the end o, the acti"it+= there wou&d .e a short re,&ection on how the+used their c&assroo! !anage!ent ski&&s>

he re,&ection acti"it+ at the end is a "er+ i!)ortant )art o, the acti"e &earning e@)erience andde!onstrates the use o, 7ink3s course de"e&o)!ent !ode&> It gi"es the students an o))ortunit+ to!ake !eaning o, the e@)eriences the+ had during the &earning acti"ities> he students wi&& .ea.&e to re,&ect on an indi"idua& &e"e& a.out what the+ think the+ need to do to i!)ro"e theirski&&s> his wi&& e"entua&&+ a&&ow students to &ook .ack and see how !uch the+ ha"e i!)ro"ed atthe end o, the +ear= or where the+ can continue to i!)ro"e>

Personal Reflection: "riting this setion was a great learning e,%eriene for me. I ha!e ne!erenountered an' doumentation on lassroom management. The largest learning I had writing

this session is that a teaher ma' not be an e,%ert in e!er' sub+et matter that the' teah. I had

to eduate m'self on the sub+et and read se!eral artiles on the sub+et of lassroom

management. I am onfident that this basi le!el of training in lassroom management will be a great introdution to the sub+et.

S!""on 1G

S!""on Tt&!: Cr!$tng $ 0!$&t, O%%c! Cu&tur!S!""on #!+!&op!d B,' atrick McFa&e and Car&os 0a&&inasTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' C&assroo! Manage!ent

L!$rnng Outco*!" A0ased n 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& .e a.&e to identi,+ !ethods o, co!!unicationin the o,,ice s)ace>

0u*$n #*!n"on' Students wi&& &earn .est )ractices ,or res)ect,u&&+ interacting with,e&&ow student workers= su)er"isors= ,acu&t+= and co!!unit+ organi-ations>

A""!""*!nt Act+t!"

S!&%A""!""*!nt For/$rd Loo)ng A""!""*!nt: hrough the Fand&ing con,&ict withCo!!unit+ rgani-ations= 7acu&t+= and Students acti"it+= students wi&& identi,+ .eha"iorsthe+ and other students e!.od+> With this= the+ wi&& think a.out wa+s to .est interactwith ,acu&t+= students= and co!!unit+ organi-ations that engage with the Ser"iceLearning rogra!>

FI#!&t, F!!d

L!$rnng Act+t!"


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T!&!pon! Etu!tt! Act+t,' he ,irst )art o, this acti"it+ wi&& in"o&"e the )resentationo, a oweroint on te&e)hone etiquette> We thought it i!)ortant to inc&ude a re"iew suchas this .ecause o, its )ractica& a))&ica.i&it+ ,or the students> Whi&e working in the o,,ice=the+ are .ound to answer the )hone> ;s re)resentati"es ,or the o,,ice= it

Curriculum Design Project Final

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