JYT2 Task 2.docx (2) Curriculum Design Theory JYT2 Task Two WGU Washington I am cur

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JYT2 Task 2.docx (2) Curriculum Design Theory JYT2 Task Two WGU Washington I am currently teaching mathematics to fourth grade students at a smaller elementary school in the inner city in close... proximity to a joint military base considered a title 1 school. My average class size is approximately 33 students which is considered overloaded. My school demographic is as follows. The percentage of Caucasian is 32%, Hispanic is 21%, African American is 9%, and all other races making up the other 38% (National Center for Education Statistics, 2018). Approximately 66% of students receive reduced/free school lunch. (National Center for Education Statistics, 2018). There is a high turnover at my school due to many students coming from military households. With over half of my students coming from low socio-economic households and high turnover my classroom environment faces many challenges that include many of my students being two to three years (grade levels) behind. It is important for instructors to teach utilizing standard-based curriculum to promote development and proficiency in understudy learning. Strengths and Weaknesses of Standard-Based Curriculum There are an assortment of curriculum theories communicating what is best for our educational system. Standards based curriculum theory will be the focal point of this paper keeping in mind the state of Washington has adopted the Common Core standards. This theory brings all instructors to a common understanding, an obligation to commit to th. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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