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Hey I found this curriculum framework from a journal article. I thought it might be useful to do something similar to this for our curriculum structure, rather than specific weeks.

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| Type of Learning Objective   | Examples of Types of Assessment | How to Measure
| Remember
Students will be able to: ·         recall ·         recognize  ·           | Objective Test items that require students to recall or recognize information: Fill-in the Blank Multiple Choice items with question stems such as, “what is a…”, or “which of the following is the definition of… Labelling diagrams   | ·         Accuracy – correct vs number of errors ·         Item Analysis ·         Are there items that had higher error rates? ·          Did some items result ·         in the same errors?
| Understand
Students will be able to: ·         interpret ·         exemplify ·         classify ·         summarize ·         infer ·         compare ·         explain   | Papers, oral/written test questions, problems, class discussions, concept maps, ·         Summarizing readings, films, speeches, etc. ·         Comparing and/or contrasting two or more theories, events, processes, etc. ·         Classifying or categorizing cases, elements, events, etc., using established criteria ·         Paraphrasing documents or speeches Finding or identifying examples or illustrations of a concept, principle | Scoring or performance rubrics that identify critical components of the work and discriminates between differing levels of proficiency in addressing the components
| Apply Students will be able to: ·         execute ·         implement   | Activities that require students to use procedures to solve or complete familiar or unfamiliar tasks; may also require students to determine which procedure(s) are most appropriate for a given task.  Activities include:
Problem sets, performances, labs, Prototyping, Simulations  | Accuracy scores, Check lists, Rubrics, Primary Trait Analysis
| Analyse
Students will be able to: differentiate organise attribute  ·          ·            | Activities that require students to discriminate or select relevant from irrelevant parts, determine how elements function together, or determine bias, values or underlying intent in presented materials. These might include:
Case studies, Critiques, Labs, Papers, Projects, Debates, Concept site maps | ·         Rubrics, scored by instructor Primary Trait Analysis
| Evaluate
Students will be able to: ·         check ·         critique   | A range of activities that require students to test, monitor, judge or critique readings, performances, or products against established criteria or standards.  These activities might include:
Critiques, Problem Sets, Product Reviews, Case Studies.   | ·         Rubrics, scored by instructor Primary Trait Analysis
|   |   |
| Create
Students will be able to: ·         generate ·         plan ·         produce   | Research projects, site maps, business plans, prototyping | ·         Rubrics, scored by instructor Primary Trait Analysis

(Carnegie Mellon, 2016)

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link about learning disabilities

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Hey guys, I went back onto the week 2 lecture slides and got this image of the IDEO process.

Krystle

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http://inclusiveschools.org/using-multi-level-instruction-for-a-classroom-of-diverse-learners/

http://inclusiveschools.org/wp-content/uploads/2015/06/ISN-Self-Assessment-PDF-2.pdf

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https://www.slideshare.net/mamoonashahzad54/education-ppttemplate030

https://prezi.com/xlt4rdgdivsc/types-of-curriculum-design-models/

http://at-aust.org/assets/ABEC_TrainingGuide.pdf

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https://www.tes.com/au/teaching-resources/hub/special-needs

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http://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students
Please open the link guys. I think it will give us ideas how to design our project. See you all on Wednesday.
Jenny