August 22 PD Day #2 RIGOROUS CURRICULUM DESIGN
Jan 24, 2016
August 22PD Day #2
RIGOROUS CURRICULUM DESIGN
“Inclusive set of intentionally aligned components-clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies- organized into sequenced units of study that serve both the detailed road map and the high quality delivery system for ensuring that all students achieve the desired end” (Ainsworth 2010)
WHAT IS RIGOROUS CURRICULUM?
Specific learning outcomes students are to achieve from pre-k to 12 th grade
Vertical representation of those outcomes (grade-to-grade)Units of study- topical, skills-based, thematicEmphasis on standards based skills and contentAcademic vocabulary specifi c to discipline and related to
each unit of studyExplicit links to assessments21s t- century learning skillsHigher-level thinking skills (Blooms Taxonomy: remember,
understand, apply, analyze, evaluate, create)Authentic, student-centered performance tasks that
engage learners in applying concepts and skills to the real world
WHAT DOES IT LOOK INCLUDE?
NC adoption of the Common Core State Standards
In preparation of the new aligned assessments rolling out in 2014-2015
To build stronger links between curriculum and professional best practices
Broaden our view of curriculaTo raise the level of teaching so that students
are prepared for the 21st-century with skills that “drive knowledge economies: innovation, creativity, teamwork, problem solving, flexibility, adaptability, and a commitment to continuous learning” (Hargreaves and Shirley, 2009)
WHY DO WE NEED TO REDESIGN CURRICULA?
THE BASIC IDEA
Step 1: chart students’ assessment results according to levels of proficiency
Step 2: analyze results to diagnose students’ needsStep 3: set a SMART goal (Specific, Measureable,
Achievable, Relevant, Timely)Step 4: select research-based instructional
strategies to meet their goalStep 5: differentiate performance levels of
students, including accommodations and modifications
Step 6: monitor effectiveness of targeted strategies(Teams will work together to decide Tier levels (1-3) and what interventions strategies to use)
STEPS TO IMPLEMENTING THE CURRICULAR UNIT:
Prioritize Standards, Name the Units of Study, Assign Priority Standards and Supporting Standards, Prepare a Pacing Calendar, Construct a Unit Planning Organizer
Prioritize the Standards: Too many to focus equal time on. Make sure standards are prioritized by:
Endurance (lasting beyond grade level), Leverage (cross-over application to other content subjects), and Readiness for next grade level
School (know and do at each grade level), Life (know and do after schooling), and Tests (aligned with external assessments)
CURRICULAR FOUNDATION
Step 1: ‘unwrap” the Unit Priority Standards: determine the specifi c, teachable concepts and skills (what do students need to know and do with standard)
Step 2: Create a Graphic Organizer: organize standards by concepts and skills, related concepts, and levels of Bloom’s thinking level
Step 3: Decide the Big Ideas and Essential Questions: write Essential Standards that will engage students to discover Big Ideas and be able to state them in their own words
Step 4: Create the End-of-Unit Assessment: align with benchmark assessments and EOGs
Step 5: Create the Unit Pre-Assessment: based on the Post-Assessment
Step 6: Identify Relevant and Related Vocabulary Step 7: Plan Engaging Learning Experiences
STEPS TO DESIGNING A UNIT