PRECALCULUS - SOM - State of Michigan

PRECALCULUS - SOM - State of Michigan

16 Pages · 2006 · 500 KB · English

Michigan State Board of Education Kathleen N. Straus, President Bloomfi eld Township John C. Austin, Vice President Ann Arbor Carolyn L. Curtin, Secretary

PRECALCULUS - SOM - State of Michigan free download

1 Credit (optional ) PRECALCULUS -ICHIGAN-ERIT#URRICULUM Course /Credit Requirements Michigan State Board of Education Kathleen N. Straus, President Bloom? eld Township John C. Austin, Vice President Ann Arbor Carolyn L . Curtin, Secretary Evar t Marianne Yared McGuire, Treasurer Detroit Nancy Danhof, NASBE Delegate East Lansing Elizabeth W. Bauer Birmingham Reginald M. Turner Detroit Eileen Lappin Weiser Ann Arbor Governor Jennifer M. Granholm Ex Of? cio Michael P. Flanagan, Chairman Superintendent of Public Instruction Ex Of? cio Jeremy M. Hughes, Ph.D. Deputy Superintendent / Chief Academic Of? cer Dr. Yvonne Caamal Canul, Director Of? ce of School Improvement MDE Staff MICHIGAN MERIT CURRICULUM COURSE / CREDIT REQUIREMENTS 8.06 Welcome This guide was developed to assist teachers in successfully implementing the Michigan Merit Curriculum. The identi? ed content expectations and guidelines provide a successful framework for designing curriculum, assessments and relevant learning experiences for students. Through the collaborative efforts of Governor Jennifer M. Granholm, the State Board of Education, and the State Legislature, these landmark state graduation requirements are being implemented to give Michigan students the knowledge and skills to succeed in the 21st Century and drive Michigan?s economic success in the global economy. Working together, teachers can explore varied pathways to help students demonstrate pro? ciency in meeting the content expectations and guidelines. Curriculum Unit Design One of the ultimate goals of teaching is for students to acquire transferable knowledge. To accomplish this, learning needs to result in a deep understanding of content and mastery level of skills. As educational designers, teachers must use both the art and the science of teaching. In planning coherent, rigorous instructional units of study, it is best to begin with the end in mind. Engaging and effective units include ? appropriate content expectations ? students setting goals and monitoring own progress ? a focus on big ideas that have great transfer value ? focus and essential questions that stimulate inquiry and connections ? identi? ed valid and relevant skills and processes ? purposeful

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