ACE: A Framework for Evaluation

 A Framework for Evaluation

American College of Education

CI5103: Curriculum and Instructional Design for Diversity

Dr. Kanai

 March 5th, 2023

Part 1: Defining Curriculum

A curriculum refers to the set of knowledge, skills, and attitudes that students are expected to acquire during their educational process. A curriculum consists of a variety of components that work together to support student learning, such as objectives, activities, outcomes, assessments, and resources. Understanding these components and how they work together allows teachers to develop curricula that support students' learning and help them achieve their academic goals. Curriculum design and objectives, which represent the educational institution's ideology, are fundamental to the teaching and learning processes that take place in a school environment (Siyam & Hussain, 2022). Neverthless, an increased emphasis should be placed on pedagogical excellence, student-teacher interaction, and teachers' attitudes toward student learning than on curriculum material in education reform programs (Mathiesen, 2008). 

Teachers are expected to deliver a curriculum that adheres to established standards. However, despite educators' awareness of standards documents, they lack the tools, direction, or approaches to incorporate these standards into their lessons. Curriculum mapping can be used in this regard to ensure curriculum alignment with state standards. Since the curriculum is an intricate synthesis of several components. Curriculum mapping can benefit both teachers and students by highlighting the key curriculum components and their connections. This will enable students to identify what, when, where, and how they learn (Harden, 2001). Moreover, there can be a clear understanding of the teacher's role within the context of the plan. The nature and sequence of student learning are made clear by establishing connections between curriculum development and assessment. As a result, all parties involved are able to have a more comprehensive understanding of the curriculum. 

According to Russell and Kuriscak (2015), only 11% of Hispanic children in the United States are first-generation immigrants born overseas, while the remaining 89% would be classified as heritage language learners. A "heritage language" is a language to which students have a special historical connection, usually because they have been raised in a home where the language is spoken (Bateman & Wilkinson, 2010). The general academic abilities of HL students in both English and Spanish, as well as their knowledge of the Spanish language, vary significantly. In many cases, HLs who have been born in the United States continue to struggle with the English language. Because of the diverse backgrounds of HLs, it is necessary to develop a curriculum tailored specifically to meet their specific needs. In the field of Spanish Heritage Languages, teacher preparation has become increasingly necessary in the past ten years (Gironzetti & Belpoliti, 2021). When discussing the present and future of HL teaching, Valdés (2016) emphasizes the importance of educators' characteristics in the "curricularization" of heritage languages, since their language proficiency, their backgrounds, and their level of expertise have a significant impact on the design of programs that meet the requirements of the extensive Heritage Language group of learners. 

Teachers in the United States have learned a valuable lesson from teaching English and other languages to students: curriculum planning should be guided by a clear understanding of the end goal (Jensen & Sandrock, 2007). Teachers should develop the curriculum with a focus on setting realistic and achievable performance goals. In order to achieve these objectives, learners must take into account what they are able to accomplish rather than what they are able to say in the second language. To put it another way, the actual objective of a unit must be expressed in terms of how the acquired language will be used or applied in real life. 

I play an active role in curriculum planning as a Spanish teacher in middle school. We are two Spanish teachers at our school campus, and our role is to design and discuss curriculum components in a dynamic manner. As part of our curriculum design process and instructional decisions regarding how skills are taught in the classroom, language teachers in our school are given autonomy. A course or unit is arranged and structured in accordance with the principles of backward design, which starts with the actual performance goal for each unit. All instruction in this type of curriculum and planning is geared toward achieving the ultimate goal of understanding and using the language (Jensen & Sandrock, 2007).

Since the Spanish class consists of a heterogeneous group of students, differentiated instruction in mixed classes is essential. There are challenges facing Heritage Learners in terms of social and identity issues. In addition, there is an absence of a curriculum that is tailored to their linguistic and academic needs. The need to create specialized Spanish heritage language classes in US schools is another critical factor to consider. Valdes (1995) remarks that specialized Heritage Language classes should focus on specific objectives that address (1) the importance of maintaining the Spanish language, (2) the acquisition of a prestige variety of Spanish, (3) the expansion of the bilingual proficiency level, and (4) the transfer of literacy skills from English to Spanish.

Bateman and Wilkinson (2010) argue that heritage Spanish speakers' academic and literacy abilities may contribute to closing the achievement gap between them and their non-Hispanic counterparts. Spanish HL instruction has been studied in light of a number of issues. These include the linguistic requirements of students, the importance of teacher training, the need for improved materials, enhancing cultural awareness, and the advantages of specialized instruction.

Part 2: A Framework for Curriculum Evaluation                      

CRITERIA	EVIDENCE	RATING
Alignment to Standards 1. Does the curriculum cover all the standards for the unit? 2. Are the essential questions aligned with the standards? 3. Does the assessment align with the standards? 4. Does the curriculum include differentiated instruction and assessment?	Support for each question 1. There is comprehensive coverage of the curriculum standards for each thematic unit. World Language Standards are organized around five modes of communication that are integrated into each unit studied. 2. Themes and essential questions are vertically aligned depending on language proficiency levels.   3.  Formative and summative assessments are aligned with the learning goals of the unit or topic. 4. Although differentiated instruction is mentioned in the curriculum guide, it is rarely implemented due to inadequate support resources.	0 1 2 3 NA
Essential Content 1. Does the content meet students’ needs? 2. Is the content relevant/ engaging to students? 3. Does the content being taught aid in the mastery of essential skills? 4. Does the unit incorporate differentiated content for heritage language learners?	Support for each question 1. The teacher can choose the resources they choose to teach skills and achieve the desired learning outcomes. A lack of district support, however, makes it difficult for language classes to meet the needs of diverse learners. 2. The instructional content provides students with opportunities to engage with the language and create meaning in a variety of contexts. 3. Because of the wide heterogeneity of the groups in the class, mastering the essential skills of the content taught can be difficult. 4. The curriculum content lacks differentiated activities for heritage language learners.	0 1 2 3 NA
Integrated Approach 1. Are 21st-century skills integrated into the curriculum (creativity, social skills, problem-solving)? 2. Are syntactic/grammar skills incorporated into the curriculum (Reading, Writing, etc.)? 3. How does technology integrate into the curriculum to enhance learning?	Support for each question 1. There is a thorough integration of 21st-century skills in the curriculum. 2.  Syntactic and grammar are essential skills incorporated into the World Languages Standards and Spanish curriculum. 3. Technology is one of the main resources applied to enhance students' learning and motivation in the class.	0 1 2 3 NA
Instructional Methods 1. Are instructional methods varied throughout the curriculum? 2. Is cooperative learning utilized? 3. How are diverse learning methods (UDL) incorporated? 4. Do the instructional methods include authentic sources for Native Speakers and Heritage Learners?	Support for each question 1. Methods of instruction are determined by the teacher of the course. 2. As part of my instructional methods, cooperative learning is a component used frequently. 3. The curriculum should incorporate Universal Design for Learning. 4. HL and native speakers do not have access to appropriate learning materials and resources.	0 1 2 3 NA
Rigor 1. What strategies promote higher-level thinking? 2. How is Webb’s DOK used to increase rigor? 3. How are learning activities differentiated to allow for varying levels of rigor based on individual student needs?	Support for each question 1. Students are able to engage in meaningful conversations with each other through activities that encourage discussion and debate. 2. Different class activities relate to Webb's DOK, although it is not explicitly included in the curriculum. 3. Spanish classes can benefit from the differentiation of learning activities in order to meet the diverse needs of students and provide opportunities for all students to succeed. Among the strategies used to enhance the learning process are flexible grouping, use of technology, incorporation of real-life contexts, and formative assessment.	0 1 2 3 NA
Research-Based Strategies 1. How might push-in or pull-out small group approaches be used? 2. Does the curriculum provide a variety of strategies to assist low-performing and/or diverse learners? 3. How does the curriculum plan include multiple intelligence learning theories (visual, auditory, kinesthetic, etc.)?	Support for each question 1. NA 2. Students from diverse cultural backgrounds and experiences are emphasized in the curriculum through the use of culturally responsive teaching practices. 3. Activities in the curriculum are aligned with the theories of multiple intelligences. By engaging in activities such as reading, writing, speaking, and listening, learners are able to use and develop their language skills. Among them are the reading of authentic texts, the writing and performing of skits, and the participation in group discussions.	0 1 2 3 NA
Assessment 1. How will the assessments evaluate what was learned? 2. Are assessments aligned to instructional outcomes? 3. Are there different types of assessments included (student choice, authentic, traditional)?	Support for each question 1. Spanish assessments should assess how well students have mastered the content and communicative skills covered in the curriculum. A variety of assessment methods are employed in the Spanish classroom to evaluate student learning, including informal assessment, authentic Assessment, and performance Assessment. 2. It is critical that assessments in Spanish classes are aligned with instructional goals. Students are expected to achieve language proficiency goals at each grade level based on the Florida Standards for World Languages. The standards are aligned with the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, which are widely used to measure language proficiency in the United States. 3. Yes, a wide variety of assessments are included.	0 1 2 3 NA

Part 3: Curriculum Analysis & Reflection

It is possible for teachers to improve the Spanish curriculum by using research-based methods in order to better meet the needs of diverse learners, to promote academic achievement, and to facilitate a positive and inclusive learning environment. Universal Design for Learning (UDL) is one of the research-based methods that can be used to enhance the curriculum to meet the needs of diverse learners. A curriculum that is accessible and engaging for all learners can be developed through the use of Universal Design for Learning (UDL) principles. A universal design approach (UD) can provide a complete systemic approach to changing the educational environment in order to accommodate all learners. As a framework for direction, it offers both the philosophy and procedure used to support policy implementation, ensuring a human-centered process (MacKeogh et al., 2017). Through UDL diverse learning styles and abilities can be accommodated by providing multiple means of representation, expression, and engagement.

The Spanish curriculum in Florida is aligned with the Florida Standards for World Languages, which were developed to guide instruction and assessment in K-12 world language education. The standards are organized by grade level and proficiency level, and are aligned with the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines. The nine core standards are based on five major goals: Communication, Culture, Comparisons, Connections, and Communities. The communication goal framework is organized around three modes of communication: interpersonal, interpretive, and presentational. Additionally, the standards include benchmarks for linguistic knowledge, cultural knowledge, and content knowledge, as well as learning strategies and 21st century skills. A major objective of the Spanish curriculum is to help students develop proficiency in the Spanish language as well as an appreciation and understanding of the cultures of Spanish-speaking countries.

References

Bateman, B. E., & Wilkinson, S. L. (2010). Spanish for Heritage Speakers: A Statewide Survey of Secondary School Teachers. Foreign Language Annals, 43(2), 324–353. https://doi.org/10.1111/j.1944-9720.2010.01081.x  

Gironzetti, E., & Belpoliti, F. (2021). The other side of heritage language education: Understanding Spanish heritage language teachers in the United States. Foreign Language Annals, 54(4), 1189–1213. https://doi.org/10.1111/flan.12591  

Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123–137.

Jensen, J., & Sandrock, P. (2007). The Essentials of World Languages, Grades K-12 : Effective Curriculum, Instruction, and Assessment (Priorities in Practice). ASCD.

MacKeogh, T., Hubbard, J., & O'Callaghan, K. (2017). Universal Design Across the Curriculum: Training for Students and Teachers. In Harnessing the Power of Technology to Improve Lives (pp. 993-1000). IOS Press.

Mathiesen, J. A. (2008). Teacher perceptions related to technology tools for curriculum alignment: A survey of teachers' response to a curriculum mapping tool. Pepperdine University. https://digitalcommons.pepperdine.edu/etd/14 

Russell, B. D., & Kuriscak, L. M. (2015). High School Spanish Teachers’ Attitudes and Practices toward Spanish Heritage Language Learners. Foreign Language Annals, 48(3), 413–433.

Siyam, N., & Hussain, M. (2022). Academic Staff’s Attitudes Towards a Curriculum Mapping Tool. TechTrends: Linking Research & Practice to Improve Learning, 66(2), 223–239. https://doi.org/10.1007/s11528-021-00650-4 

Valdés, G. (1995). The teaching of minority languages as academic subjects: Pedagogical and theoretical challenges. The Modern Language Journal, 79(3), 299-328.