Curriculum

Framework

Concept: Connections

Connections are constantly being made everyday in our world and is a part of our lives!
Math Every unit builds on each other and connects to the previous unit. Students will make
connections from their prior knowledge and experiences. Math is related to the real world to help
students connect the concepts. Students will also see how math relates to their other core subjects.

Science Students will understand the concepts when they can connect to their real life experience.
Throughout the year, connections will be constantly made to previous units and their life. Students
will also see the connections of science to their other core subjects.

My curriculum is framed around connections because in order for students to fully understand the
concepts, it must be relevant and relate to their life, an effective middle grades curriculum must be
challenging, exploratory, integrative, and relevant, from both the students and the teachers perspective
(National Middle School Association, 2010, p. 17). Making the information relevant and connecting it to
the students interests and life while foster a deep understanding and encourage learning.

Connecting concepts to what the students already know and their other core subjects will help them see
the purpose of what and why they are learning, When teachers help them see the many connections that
link various topics and subjects, students recognize the holistic nature of all knowledge. They need to
study concepts and learn skills in areas that interest them as well as in those determined by adults
(National Middle School Association, 2010, p. 22). Making connections is the main part of my class
because it will force the students to see the relationships between all subjects and the real world.

Shown below is my Interdisciplinary Connections activity that connect math and science.

Instructional
Assessment Strategies
as a Motivation

Instructional Assessment Strategies

as a Motivation
Students should be assessed based on their performance and progress. I want to see what the
students understand, know, and what they can do.
At the start of the year I will have each student complete a learning profile to see how each and
every one of them learn. In addition, this will show me what my students are interested in.
Using this information, I will be able to create differentiated tasks for the students to complete
based on their skills, interests, and learning levels so they can appropriately demonstrate what
they have mastered. Giving students a choice will motivate them to do well and succeed in the
classroom, We feature four different strategies designed to help students demonstrate their
mastery of learning goals through transfer to new and unique situations: TriMind, The Profiler,
RAFT, and Learning Menus. Each of these strategies provides students with a context, asks
them to engage in higher-order thinking, and requires them to transfer their learning (Doubet
& Hockett, 2015, p. 211). These strategies motivate and differentiate student learning because
students have the opportunity to choose what interests them and what is appropriate for them.
I have created two interest tasks that differentiate how the students will transfer their
knowledge and skills. These tasks are Jigsaw and The Profiler shown below.

References
Doubet, K. J., & Hockett, J. A. (2015).Differentiation in middle and high
school: Strategies to engage all learners. ASCD.

National Middle School Association. (2010).This we believe: Keys to

educating young adolescents. Association for Middle Level Education.