CurriculumCurriculum Department of Curriculum & Testing March, 2011 A Look at the New Curriculum Guides & the Instructional Process.

CurriculumCurriculumCurriculumCurriculum

Department of Curriculum & Testing

March, 2011

A Look at the New Curriculum Guides &

the Instructional Process

A Look at the New Curriculum Guides &

the Instructional Process

What do we know about What do we know about Learning?Learning?

What do we know about What do we know about Learning?Learning?

• Students learn best when:Students learn best when:

– The goal is explained clearlyThe goal is explained clearly

– New content is connected to prior New content is connected to prior knowledge or familiar conceptsknowledge or familiar concepts

– Content is organized around Big Ideas or Content is organized around Big Ideas or Enduring Understandings instead of a string Enduring Understandings instead of a string of facts or isolated skillsof facts or isolated skills

– Content is presented in a variety of ways to Content is presented in a variety of ways to address different learning needsaddress different learning needs

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Begin with the end in mind – Begin with the end in mind –

What Big Ideas/Enduring Understandings do What Big Ideas/Enduring Understandings do we want students to gain?we want students to gain?

What are the Learning Outcomes? What are the Learning Outcomes?

– We need to understand clearly the content and the reasons you are teaching it

– Look for the skills that will demonstrate learning– Develop a content blueprint (within the curriculum

guide)– Develop a Handbook of resources for each

course

Where do we begin?Where do we begin?Where do we begin?Where do we begin?

Guides to the Guides to the Instructional ProcessInstructional Process

Guides to the Guides to the Instructional ProcessInstructional Process

• Curriculum Guide– Curriculum Guide– a plan, not a scripta plan, not a script– StandardsStandards– Student OutcomesStudent Outcomes

• Handbook– Handbook– the deliverythe delivery– ActivitiesActivities– ResourcesResources– Instructional practicesInstructional practices– AssessmentsAssessments

Components of a Components of a Curriculum FrameworkCurriculum Framework

Components of a Components of a Curriculum FrameworkCurriculum Framework

Curriculum Guide -Curriculum Guide -Philosophy or rationaleDescription of CourseStandards – NJ & Common CoreInstructional Framework and/or Blueprint

Teacher Handbook -Teacher Handbook -BibliographyDetailed resourcesSample unit and lesson plansExamples of cross discipline integrationUnit PlansFormative and Summative AssessmentsLiving document constantly revised

Change in FormatChange in Format

Curriculum GuideCurriculum GuideChange in FormatChange in Format

Curriculum GuideCurriculum Guide

• The curriculum guide is mapped according to the standards

• Its focus is Learning not Teaching therefore the guide’s focus is the learning outcomes, not the activities

HandbookHandbookHandbookHandbook

The handbook is written to The handbook is written to address the instructional process address the instructional process from the teaching perspective.from the teaching perspective.

Curriculum Management Curriculum Management within the Curriculum within the Curriculum

GuideGuide

Curriculum Management Curriculum Management within the Curriculum within the Curriculum

GuideGuide

Key Elements/Big IdeasKey Elements/Big Ideas

ContentContent (What students should know)

Performance Targets Performance Targets (Skills: What students should be able to do)

The Blueprint: NJ CCCS &The Blueprint: NJ CCCS &Common Core StandardsCommon Core Standards

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Three Columns:Three Columns:Key Elements, Content, Key Elements, Content,

Performance TargetsPerformance Targets

Three Columns:Three Columns:Key Elements, Content, Key Elements, Content,

Performance TargetsPerformance Targets

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We include important We include important featuresfeatures

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New InitiativesNew Initiatives

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An Outline or Focal PointsAn Outline or Focal Points

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Handbook to be writtenHandbook to be writtenHandbook to be writtenHandbook to be written

• Representatives of all stakeholders• Living Document• Renewable and sustainable

because it is not dependent upon any particular textbook series

• All references are amendable and, hopefully, constantly added to

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