Norfar Curriculum  

This site is the storage tool for Norfar's curriculum (9th grade Pre-Algebra and Algebra I). The material is a combination of multiple sources and personal reflection. The sources will be cited. When no citation is stated, it is my own classroom reflection. A complete reference in APA style is at the bottom. This site is a backup source for documenting the curriculum, lessons, projects, activities and classroom management. Only colleagues will be given permission to edit.

The site is divided into sections which are contained in the folders at the right. The sections are curriculum, unit, project, assessment and procedure. Below is a description of the sections: 

Curriculum

This section is the details of what will be taught in the Pre-Algebra and Aglebra I classes. It lists the state standards for Algebra I mathematics. The Pre-Algebra curriculum is a simplified version of Algebra I. There is a page of the unwrapped standards along with the big ideas and essential questions (Ainsworth, 2003). It contains the power standards that will be the majority of the focus of the year (Ainsworth, 2003). These are the standards that will be taught to mastery.

Unit

This section is the details of the standards and how they will be cateogrized together for teaching. This section includes lessons and activities. It contains the details of the assessments that accompany the unit. This includes pre and post test, homework, journal questions, investigations, etc.

Project

This section contains all the projects for the school year. It contains the relating standards, expert's contact information, needed material and planning form. Projects are the foundation to the classroom and the ultimate assessment tool for learning. Projects must be a real problem that could be faced or are being faced by real people. It is designed using the format of the Buck Institute of Education (www.bie.org) and How to Use Problem-Based Learning in the Classroom by Robert Delisle.

Assessment

This section explains the foundation of assessments, learning outcomes (standards, habits of mind and technology) to be assessed, ways to design different assessments and progress chart forms. Although the actual tools such as tests are in the unit section, this section is a reference in how to design the assessments and what is supposed to be assessed. This section was created by the readings of several books. There are a lot of references stated in this section.

Procedure

This section contains classroom management stratgies. It holds the classroom procedure every student will have at the beginning of school and how the classroom will operate. It contains the rules set by the team. It also contains suggestions on how to handle behavior issues from various sources. 

References

Ainsworth, L. (2003). "Unwrapping" the standards: A simple process to make standards manageable. Colorado: Advanced learning press

Ainsworth, L. (2003). Power standards: Identifiying the standards that matter the most. Colorado: Advanced learning press

Brahier, D.L. (2001). Assessment in middle and high school mathematics: A teachers's guide. New York: Eye on education

Marazano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Virgina: Association for supervision and curriculum development

Marazano, R. J. (2006). Classroom assessment and grading that work. Virgina: Association for supervision and curriculum development

Marazano, R. J. & Haystead, M.W. (2008). Making standards useful in the classroom. Virgina: Association for supervision and curriculum development

Marazano, R. J. & Kendall, J. S. (2007). The new taxonomy of educational objectives. California: Corwin Press

Marazano, R. J. & Kendall, J. S. (2008). Designing and assessing educational objectives: Applying the new taxonomy. California: Corwin Press

Marazano, R. J., Marazano, J.S. & Pickering, D.J. (2003). Classroom management that works: Research-based strategies for every teacher. Virgina: Association for supervision and curriculum development