Mathematics Curriculum Portfolio Home Page

Introduction

Major Curriculum Packages (general and deaf education)

-State and city guidelines
-Textbooks
ex. Chicago Series, Math Excursions
-Software

Common Modifications of Curriculum Packages

-Pick and choose parts of the text which are relevant to the:

  1. students' individual levels and needs

  2. everyday life

  3. skills needed for I.E.P. goals

-Teachers of the deaf tend to gear their math curriculum towards life skills which include:
  1. logical thinking

  2. measurement

  3. patterns/sequencing

  4. prediction

  5. money

  6. housing (ex. insurance/taxes)

Common Instructional Strategies
-Hands-on activities
-Manipulatives
-Worksheets
-Role play
-Many examples
-Incorporating the children and their interests into the problems to bring relevance

Common Assessment Strategies

-Teacher made tests and quizzes
-Observations
-Ongoing evaluation
-Standardized tests from the textbooks
-Written homework/worksheets

When we speak of curriculum packages we usually limit ourselves to thinking it is only the manual of what to teach and when. Curriculum packages consist of much more than that. They can range from the curriculum manual to textbooks to software. When it comes down to it, curriculum packages are instruments that help the teacher to do his/her best at instruction.

In our quest to finding the major curriculum packages we browsed the web, talked to grade school teachers (elementary, middle, high school), professors in curriculum and instruction, and spoke to the Ohio State Board of Education. As a result of our research we found many useful curriculum packages. We opted to include the common factors in all of our packages, textbooks, guidelines, and spoken observations rather than including all curriculum packages. The reason for this is to provide the essence of the process of actually constructing custom fit curriculum to one's own classroom.

While on our search for major curriculum packages (general and deaf education) we came across a few types of common curriculums. We found the largest used curriculum packages were in the curriculum guides themselves and also in textbooks. Curriculum guides are published for every school system whether the program is regular education or deaf education. Depending on the program, textbooks usually go in hand with the curriculum guides. These also vary from school to school as do the curriculum guides. Another up and coming type of curriculum package includes software. For school districts that have the equipment to use this, it is also an effective part of a curriculum.

Due to the fact that deaf education is usually taught in a different manner, modification of the curriculum packages are needed. There are many ways in which teachers of the deaf choose to modify the curriculum packages. One way in which they accomplish this goal is that teachers pick and choose parts of the text. They modify them to three main goals which include:

  1. students' individual levels and needs,

  2. everyday life, and

  3. skills needed for I.E.P. goals.

These are needed due to the fact deaf education is very different than regular education. Another way in which teachers modify the curriculum packages is that teachers of the deaf tend to gear their math curriculum towards life skills. Some of the major concepts taught are:

  1. logical thinking,

  2. measurement,

  3. patterns/sequencing,

  4. prediction,

  5. money, and

  6. housing (ex. insurance/taxes).

These are skills that are geared toward the students' skills that will be needed after school. These modifications are needed to help our students be productive citizens, which is the primary goal of education.

When using these modifications, there are instructional strategies that help in the success of the modified curriculum packages. Many of these strategies are used in regular education as well as deaf education. Some of the common instructional strategies used are hands-on activities, manipulatives, worksheets, role play, many examples, and incorporating the children and their interests into the problems to bring relevance. With strategies such as these, modifications of curriculums can end in success.

As educators, we need to assess the knowledge of our students as well as our teaching strategies. Without assessment neither of these two things can happen. We always need to make modifications, whether it is in our curriculum or our teaching strategies. There are many common assessment strategies used in regular education and in deaf education. Some of these include teacher made tests and quizzes, observations of present knowledge and the ongoing learning process, standardized tests from the textbooks, standardized tests, and written homework/worksheets. As teachers we will need to find the best way to access our students. This all begins with our knowledge of the assessments that are available to us. Without accurate assessments we will not actually know the success of our students and their learning.

As students studying to be teachers we need to be aware of the curriculum packages available to us. We will forever have the ongoing process of searching for the curriculum packages that will be most valuable to us. We need to use as many people and places as possible to achieve this. Our goal as educators is to help each child reach their own personal success. We need to learn how to find these curriculum packages as well as to learn how to use them. Just as we are striving to find the individual level we need, we also need to find the ones that work best for our students' individual needs.

Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major