Designing curriculum can be a simple task at first glance; however, designing effective curriculum personalized for ea

Designing curriculum can be a simple task at first glance; however, designing effective curriculum personalized for each individual student can present many challenges. It is important to address these challenges and any obstacles that may impede learning and instruction. In Chapter 1, Henson (2015) discusses the idea of hidden curriculum. Whether intentional or unintentional, hidden curriculum can have a profound impact on student learning. Being aware of all aspects of the classroom will provide equity and meet the diverse learning needs of the students.

For this Assignment, you will explore hidden curriculum within your current learning environment. Be sure to review the MSED Assignment/Reflective Essay Rubric located in the MSED Documents area under Course Home as you complete this Assignment.

To prepare:

Review course text reading in the Learning Resources for Module 1. Think about how you would define hidden curriculum to a colleague.
Consider how hidden curriculum positively and negatively shapes how students learn in your school setting.
Review the RWRCOEL Core Propositions, Diversity Proficiencies and Technology Proficiencies in the MSED Documents folder under Course Home. Reflect on how identifying hidden curriculum in your own school setting may relate to each of the propositions and proficiencies.
BY DAY 7 OF WEEK 1

Compose a 3- to 4-page paper that:

Defines hidden curriculum in your own words.
Explains two examples from your classroom practice that represent hidden curriculum. One example should represent a negative implication of hidden curriculum and the other a positive implication of hidden curriculum
Explains one action you will take to repair the effects of negative hidden curriculum. Provide a rationale for your action using specific references to the Learning Resources.
Explains one example to include in your classroom that represents positive hidden curriculum. Provide a rationale for your action using specific references to the Learning Resources.
Explains how you will use hidden curriculum to meet the diverse learning needs of the students in your classroom. Include an explanation as to how your actions relate to at least one of the RWRCOEL Core Propositions, Diversity Proficiencies, and Technology Proficiencies.
Note: For this Assignment and all others in this course and throughout the program, you will be expected to use APA style. Use the Walden Writing Center as a resource for completing Assignments.


Standards for MSED Program and Professional Educator Success
National Board Professional Teacher Standards (NBPTS)
1.
2.
3.
4.
5.
I commit to students and their learning.
I know the subjects I teach and how to teach those subjects to my students.
I am responsible for managing and monitoring students learning.
I think systematically about my practice and learn from experience.
I am a member of at least one professional learning community.
Richard W. Riley/Walden Dispositions
A. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) and can create learning
experiences based on best practices that make these aspects of subject matter meaningful for students.
B. The candidate understands how students learn and develop and can provide a variety of learning opportunities adapted to
diverse learners that support all students’ intellectual, social, and personal development.
C. The candidate understands and uses a variety of strategies to encourage students’ development of critical-thinking, problemsolving, and performance skills.
D. The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation.
E. The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the learning environment.
F. The candidate understands and uses formal and informal strategies to evaluate and ensure the continuous intellectual, social,
and physical development of the learner.
G. The candidate is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others
(students, parents, and other professionals in the learning community) and actively seeks out opportunities to promote positive
social change and grow professionally.
H. The candidate fosters relationships with colleagues, parents, and community agencies to support students’ learning and wellbeing.
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Standards for MSED Program and Professional Educator Success
Conceptual Framework Critical Components
1. Teaching and Lifelong Learning: The candidate demonstrates current knowledge and skills with the understanding that educators
are lifelong learners who continually add to their knowledge and skills.
2. Research with Application: The candidate analyzes educational issues in light of current research and best practice through
Walden University’s scholar-practitioner model.
3. Reflective and Analytic Thought: The candidate reflects on and analyzes educational issues in light of current research to inform
best practice in P–12 classrooms.
4. Leadership: The candidate demonstrates leadership to build a shared vision for effective teaching and learning that positively
impacts all stakeholders within a given educational community.
5. Collaboration: The candidate demonstrates collaborative skills that integrate multiple perspectives in order to create ongoing
support for the learning environment.
6. Communication: The candidate demonstrates skills to communicate effectively and appropriately in a variety of professional and
interpersonal contexts.
7. Diversity: The candidate acts in ways that honor multiple perspectives and affirm the dignity and respect of all individuals internal
and external to the learning environment.
8. Social Change: The candidate demonstrates the skills and professional dispositions that advocate for social change to make a
positive impact where the candidate works and lives.
9. Diversity: The candidate creates educational opportunities that are adapted to diverse learners and removes barriers that inhibit
learning.
10. Professional Dispositions: The candidate builds meaningful relationships to improve student learning by effective planning,
communication, use of assessment data, and high-caliber delivery of instruction.
11. Technology: The candidate designs and develops learning environments that integrate various technology tools and applications,
connects technology usage to content areas, and embeds technology into assessment strategies.
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Standards for MSED Program and Professional Educator Success
Diversity Proficiencies
A. The candidate understands and can identify differences in approaches to learning and performance, including different learning
styles and performance modes, and can facilitate instruction that helps use students’ strengths as the basis for growth.
B. The candidate has a comprehensive understanding of exceptionality in learning.
C. The candidate is aware of the needs and issues related to English language learners and is familiar with strategies to support
their learning.
D. The candidate understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as
language, culture, family, and community values.
E. The candidate identifies, designs, and/or supports instruction appropriate to students’ stages of development, learning styles,
strengths, and needs.
F. The candidate uses educational approaches that are sensitive to the multiple experiences of learners and that address different
learning and performance modes.
G. The candidate identifies when and how to access appropriate services or resources to meet exceptional learning needs.
H. The candidate seeks to understand students’ families, cultures, and communities, and uses this information as a basis for
connecting instruction to students’ experiences.
I.
The candidate creates a learning community in which individual differences are respected.
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Technology Proficiencies
The technology proficiencies listed below describe the Riley College of Education’s expectations for
candidate knowledge, skills, and dispositions with respect to the use of digital tools and resources for
facilitating learning and communication. The proficiencies are grounded in the SAMR (Substitution,
Augmentation, Modification, Redefinition) Model. The SAMR Model provides a framework for
integrating technology into the learning environment. The development and performance of tasks
aligned to the technology proficiencies should incorporate the principles of the SAMR Model and
consider the integration of technology into assignments or activities with increasing levels of impact
on teaching and learning, from enhancement to transformation.
Enhancement
Substitution
Transformation
Augmentation
Modification
Redefinition
Design of Learning Experiences and the Environment: Candidates
design learning experiences and foster learning environments that
integrate various technologies.
Facilitation of Learning and Assessment: Candidates use
technology to facilitate learning for a diverse population of
students, colleagues, and other stakeholders.
Communication and Collaboration: Candidates use digital media
tools in communicating and working collaboratively with students,
families, colleagues, and community stakeholders to improve
and/or enhance student learning.
Professional: As lifelong learners, candidates improve their
technology proficiency through collaboration, leadership, ethical
practice, and additional professional development opportunities.
© 2015 Laureate Education, Inc.
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1. Design of Learning Experiences and the Environment: Candidates design learning
experiences and foster learning environments that integrate various technologies.
a. The candidate demonstrates how to evaluate technology and media resources for
quality, accuracy, and effectiveness to support the processes of content and skill
development.
b. The candidate demonstrates fluency using effective technologies to plan, coordinate,
organize, manage, and/ or supervise effective learning opportunities for all students.
c. The candidate demonstrates use of online research databases and research-based
practices in education to improve student learning, engagement, and outcomes.
2. Facilitation of Learning and Assessment: Candidates use technology to facilitate
learning for a diverse population of students, colleagues, and other stakeholders.
a. The candidate engages all students in exploring real-world issues and solving authentic
problems using digital tools and resources to improve and/or enhance student learning.
b. The candidate meets the diverse needs of all students by providing equitable access to
digital tools and resources.
c. The candidate uses appropriate technologies for assessment (administering
assessments, monitoring student progress, presenting assessment results, and
evaluating teachers and programs) to improve and/or enhance student learning.
d. The candidate models and promotes diversity, cultural understanding, and global
awareness by assisting students in the use of digital-age communication and
collaboration tools.
3. Communication and Collaboration: Candidates use digital media tools in
communicating and working collaboratively with students, families, colleagues, and
community stakeholders to improve and/or enhance student learning.
a. The candidate communicates relevant information and ideas effectively to students,
parents, and colleagues using a variety of digital age media and formats to improve
and/or enhance student learning.
b. The candidate evaluates a variety of professional communication tools to improve
collaboration with all stakeholders.
4. Professional: As lifelong learners, candidates improve their technology proficiency
through collaboration, leadership, ethical practice, and additional professional
development opportunities.
a. The candidate takes a leadership role in developing a shared vision of technology
infusion by collaborating with colleagues to promote effective educational practices.
b. The candidate demonstrates a commitment to continuous professional development by
reflecting on current professional research, legal issues, and ethical expectations to
model effective technology decision making and to enhance student learning.
c. The candidate advocates and practices safe, legal, and responsible use of technology
and digital-age communication tools.
© 2015 Laureate Education, Inc.
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RWRCOEL Professional Dispositions
Professional Conduct
1. Ethical and Legal Conduct: The candidate demonstrates professionalism
as outlined by legal and ethical guidelines within the profession.
a. Demonstrates professional behavior as described in Walden’s Code of
Conduct
b. Demonstrates ethical behavior as described by professional codes of
ethics
2. Professional Obligations: The candidate meets professional obligations in
a responsible manner.
a. Maintains a strong record of attendance and punctuality, communicating in
advance the need for any absence or delay in meeting performance
expectations
b. Prepares for professional obligations and meets expected deadlines
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3. Professional Appearance and Demeanor: The candidate demonstrates
professional appearance and behaviors in the educational setting.
a. Maintains appropriate appearance through professional dress and
grooming
b. Approaches teaching and learning tasks with initiative, confidence, and
energy
c. Exhibits composure and self-control
d. Demonstrates flexibility in adapting to changing circumstances and
student needs
Professional Qualities
4. Professional Development/Growth: The candidate engages in ongoing
professional development and growth to improve professional practice.
a. Engages in continuous learning through participation in professional
development opportunities
b. Applies new ideas to professional practice based on existing data,
reflection, and intellectual curiosity
c. Engages in ongoing critical reflection of personal performance to improve
professional practice
5. Advocacy: The candidate advocates for fairness, equity, and social change
in the learning environment.
a. Displays empathy, fairness, persistence, problem-solving skills, and
appropriate risk-taking actions on behalf of others
b. Advocates for the social, emotional, physical, educational, behavioral, and
basic needs of others
c. Promotes positive social change to enhance educational opportunities and
promote student learning
6. Equity: The candidate demonstrates culturally responsive practices to
create an inclusive learning environment that is respectful of diverse
cultures, values, and beliefs of others.
a. Displays equitable treatment of others
i. Sets high expectations for all learners
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ii. Treats others with respect and dignity
iii. Recognizes individual differences in teaching and learning
b. Engages in culturally responsive practices in interactions with students,
families, colleagues, and communities
c. Creates learning environments that are inclusive; free of bias and
discrimination and respectful of diverse cultures, values, and beliefs
d. Engages families and other stakeholders in planning for individual success
Collaboration
7. Collaboration: The candidate works in collaboration with others to improve
student learning and advance the profession.
a. Builds partnerships and fosters relationships with stakeholders to improve
student learning and advance the profession
b. Collaborates with students, families, colleagues, and the community to
promote positive social change
c. Uses technology to enhance collaboration, strengthen partnerships, and
foster relationships with others to improve teaching and learning
Communication
8. Communication: The candidate uses effective verbal, nonverbal, and
technological communication techniques to foster active inquiry, improve
collaboration, and create positive interactions in the learning environment.
a. Actively and thoughtfully listens to others
b. Adjusts communication to meet the needs of individual learners and
changing circumstances
c. Asks probing, thoughtful questions to elicit meaningful responses
d. Conveys ideas in multiple ways using a professional tone
e. Acknowledges and respects ideas and/or feelings of others; makes others
feel welcome, valued, and appreciated in their communications
f. Utilizes technological tools to facilitate communication to improve student
learning and relationships with others
© 2016 Laureate Education, Inc.
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RWRCOEL Diversity Proficiencies
1. Awareness of Self: The candidate demonstrates self-awareness of social
identities, cultural influences, biases, and prejudices that influence professional
practice.
2. Understanding the Learner: The candidate demonstrates awareness of
students’ prior learning, culture, family, and community values to improve
teaching and learning.
3. Learning Environment: The candidate creates a learning environment that
affirms individual differences, supports the diverse learning needs of all students,
and makes learning experiences meaningful and culturally relevant.
4. Planning, Instruction, and Assessment: The candidate designs, delivers,
and/or facilitates instruction and assessments that meet the diverse learning
needs of all students.
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5. Professional Practice: The candidate works collaboratively with others to create
equitable and inclusive professional practices that lead to positive social change.
Diversity Proficiencies and Indicators
1. Awareness of Self: The candidate demonstrates self-awareness of social
identities, cultural influences, biases, and prejudices that influence his/her
professional practice.
a. The candidate demonstrates awareness of the impact that culture, gender,
language abilities, and socio-economic status have on one’s ability to be an
effective educator.
b. The candidate articulates potential biases (e.g., prejudices and stereotypes)
based on his/her own experiences and societal inequalities.
c. The candidate articulates the impact that societal inequalities may have on
his/her relationships with students, colleagues, and families.
2. Understanding the Learner: The candidate demonstrates awareness of
students’ prior learning, culture, family, and community values to improve
teaching and learning.
a. The candidate demonstrates an understanding of students’ families, cultures,
and communities and uses this information as a basis for connecting
instruction to students’ experiences.
b. The candidate demonstrates an understanding of how students learn and
develop and provides a variety of learning opportunities adapted to the needs
of diverse learners that support intellectual, social, and personal development.
3. Learning Environment: The candidate creates a learning environment that
affirms individual differences, supports the diverse learning needs of all
students, and makes learning experiences meaningful and culturally
relevant.
a. The candidate creates learning experiences that make the content meaningful
and culturally relevant for all students.
b. The candidate creates a learning environment where students learn about,
understand, respect, and value individual differences.
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c. The candidate uses verbal and nonverbal communication skills that
demonstrate respect for and responsiveness to the cultural backgrounds and
differing perspectives of students and their families.
d. The candidate creates a positive learning environment that upholds the belief
that all students can learn.
4. Planning, Instruction, and Assessment: The candidate designs, delivers,
and/or facilitates instruction and assessments that meet the diverse
learning needs of all students.
a. The candidate develops instructional content that is adapted to individual
needs and supports, including the use of technology, to support students’
intellectual, social, emotional, and personal development.
b. The candidate incorporates cultural diversity, students’ prior learning
experiences, and the community context in instructional planning to improve
teaching and student learning.
c. The candidate considers performance data to select and use teaching
strategies that are sensitive to the diverse learning needs of all students.
d. The candidate designs instruction and selects assessments appropriate to
individual and group needs to minimize bias.
5. Professional Practice: The candidate works collaboratively with others to
create equitable and inclusive practices that lead to positive social change.
a. The candidate demonstrates effective reflection strategies to meet the diverse
learning needs of all students.
b. The candidate collaborates with colleagues, families, and community
members in intercultural contexts to meet the diverse learning needs of all
students.
c. The candidate advocates for positive social change by working collaboratively
with others for equity in educational practices.
d. The candidate interprets and shares student assessment data with families
using a culturally sensitive approach.
© 2016 Laureate Education, Inc.
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