In the spaces
provided on the Curriculum Evaluation worksheet, write the unit
titles. Use as many sheets as necessary. Make photocopies to distribute
Distribute worksheets, unit descriptions, and community sustainability
goal lists to your participants.
Ask your participants to read the first unit description and determine
how often they use such concepts in daily life. Ask participants to
assign a value to the unit, following the directions given on the worksheet.
Explain that if a participant uses x, he/she
must explain this choice in the area provided.
Ask participants to evaluate whether or not the unit reinforces one
or more community sustainability goals.
Repeat Steps 2 and 3 for each unit under consideration.
Collect the worksheets and give your participants a 30-minute break
while you tabulate the data.
Calculate the average score for each unit. If a unit received any
xs, tally the number of xs
and subtract this number from your total number of participants. Use
this new number to calculate the average. Be sure to note the number
of xs next to the score. (Examples of average
scores include 1.75xxxx and 3x.)
While your participants are on break, list the units on the chalkboard
in descending order by average score received, ranking scores with x
higher than scores without (e.g., 3x is
ranked higher than 3, which is ranked higher than 2x.)
Invite your participants to return; redistribute the worksheets.
Examine the rankings list on the chalkboard. As a group, determine
the threshold above which units will be kept and below which units will
no longer be taught.
Discuss each unit falling below the threshold as it pertains to your
community's sustainability goals. If the group determines that a unit
reinforces these goals, we recommend it be kept. If the group determines
that a unit does not reinforce these goals, we recommend it be reserved
for later discussion of ways it might be enhanced to reinforce the goals
of your community. If a unit is determined to run counter to your community's
sustainability goals, we recommend it be dropped from the curriculum.
units that appear to be used regularly by only a few participants, bear
in mind that the concepts and skills involved may still be important to
teach to the next generation, as it cannot be foretold which students
will need those skills and concepts as adults.
used infrequently (e.g., yearly) may not need to be taught as a unit.
Consider engaging in a special classroom activity that utilizes the
concept. The activity should present the concept in a realistic setting
to help students to tie the concept to their parents' or communities'