LibGuides: EDA653: Module 2

Module 2 Required Resources

Read the following chapters:

Chapter 5 - Curriculum Planning 
- This chapter is designed to gain insight into the various methods and strategies for curriculum planning such as planning decisions and organizational structures.
Chapter 6 - Improving the Program of Studies 
- In this chapter, you will learn about reconceptualizing programs, operationalizing change, and the importance of data analysis.
Chapter 7 - Improving a Field of Study 
- The focus of this chapter includes exploring diagnostic-prescriptive models, and key strategies and techniques relating to collaborative leadership, mapping curriculum and preparations for teaching a culturally diverse classroom.
Chapter 14 – Current Development Across the Curriculum
- In this chapter, you will focus on the key takeaways for assisting English learners.
Chapter 15 – Individualizing the Curriculum
- In this chapter, you will learn about strategies for supporting students with special needs.

Your course textbook can be accessed via the Bookshelf link in the top navigation bar of your course.

Using Equity-Centered Capacity Building to Advance School System Improvement
Jackson, J., & McIver, M. (n.d.). Using equity-centered capacity building to advance school system improvement. Equity-centered capacity building: Essential approached for excellence & sustainable school system transformation.
Use this article to glean recommendations to help with developing your action plan (School Analysis Template, Pt 2 associated with Assignment 2: Analyze School Program(s) through the Lens of an Equity-Driven Leader).

What is Understanding by Design? Author Jay McTighe explains
YouTube. (2013, July 17). What is understanding by design? Author Jay McTighe explains [Video]. Hawker Brownlow Education.
The Understanding by Design, UbD framework offers a three-stage backward design process for curriculum planning and includes a template and set of design tools that embody the process. A key concept in the UbD framework is alignment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 content and understanding must be what is assessed in Stage 2 and taught in Stage 3.