ABC Curriculum ShowcaseABC Curriculum ShowcaseCoventry Public SchoolsCoventry Public Schools

February 10, 2009February 10, 2009

An introduction for parents An introduction for parents and community membersand community members

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Curriculum Curriculum

Provides parents with comprehensive overview Provides parents with comprehensive overview of all classes taught during the yearof all classes taught during the year

Informs parents of timelines for specific unitsInforms parents of timelines for specific units

Enables parents to discuss topics related to Enables parents to discuss topics related to student learningstudent learning

Informs parents of primary learning activities for Informs parents of primary learning activities for each unit each unit

Allows parents to anticipate major projects and Allows parents to anticipate major projects and assignments assignments

ABC PhilosophyABC Philosophy

Higher order thinking skills empower students to Higher order thinking skills empower students to answer essential questions.answer essential questions.All students have equal access to an aligned All students have equal access to an aligned curriculum.curriculum.ABC is a promise that all students receive ABC is a promise that all students receive consistent educational experiences. consistent educational experiences. District evaluation of K-12 educational District evaluation of K-12 educational experience is ongoing. experience is ongoing.

Why ABC?Why ABC?

State of the art, cutting edge, 21State of the art, cutting edge, 21stst century century web-based curriculumweb-based curriculum

Curriculum mapping is the key to helping Curriculum mapping is the key to helping students learn more and score higher.students learn more and score higher.

Curriculum, testing, and teaching must Curriculum, testing, and teaching must change together to improve education. change together to improve education. Unless all improve in concert, nothing will Unless all improve in concert, nothing will change. change. (L.A. Steen, 1989)(L.A. Steen, 1989)

AlignmentsAlignments

The alignment process ensures that the The alignment process ensures that the curriculum matches the Connecticut State curriculum matches the Connecticut State Standards for each content area.Standards for each content area.

ABC OverviewABC Overview

Step 1

Step 2

Step 3Step 4

Step 5

ABC

Time Line

Unit Introduction

Significant TaskAlignments

Assessments

TimelinesTimelines

The First Step in ABCThe First Step in ABC

Structure time and contentStructure time and content

Sequence the units to build on one anotherSequence the units to build on one another

Ensure content can be covered in time allocatedEnsure content can be covered in time allocated

Unit IntroductionsUnit IntroductionsContain general introduction summarizing the Contain general introduction summarizing the skills, knowledge and conceptsskills, knowledge and concepts

Contain one or more essential concepts:Contain one or more essential concepts:– Open ended, non judgmental; invite exploration of Open ended, non judgmental; invite exploration of

ideasideas– Encourage collaboration and integrate technology to Encourage collaboration and integrate technology to

support the learning processsupport the learning process

Provide framework for the development of Provide framework for the development of significant taskssignificant tasks

Language from state standards explicitly and Language from state standards explicitly and consciously usedconsciously used

Significant TasksSignificant TasksDefine major student outcomes for each Define major student outcomes for each unitunit

Specify Specify whatwhat is to be learned and is to be learned and howhow it is it is to be learnedto be learned

Contain enough information to:Contain enough information to:

– devise daily lesson plansdevise daily lesson plans

– devise content assessmentsdevise content assessments

Bloom’s Taxonomy of Learning Bloom’s Taxonomy of Learning ObjectivesObjectives

Benjamin Bloom developed categories to Benjamin Bloom developed categories to describe different levels of cognitive processes describe different levels of cognitive processes that might be involved in learning.that might be involved in learning.His system arranges those thinking skills from His system arranges those thinking skills from lower level understandings to higher order lower level understandings to higher order thinking processes, from the simple and thinking processes, from the simple and concrete to the complex and abstract.   concrete to the complex and abstract.   Rigorous curriculum provides ample Rigorous curriculum provides ample opportunities for students to engage in higher opportunities for students to engage in higher level thinking. level thinking. ABC facilitates our use of Bloom’s taxonomy in ABC facilitates our use of Bloom’s taxonomy in planning a challenging academic program. planning a challenging academic program.

Critical Thinking Skills Level 1Critical Thinking Skills Level 1

KnowledgeKnowledge: recall or recognize : recall or recognize information and ideasinformation and ideas

ComprehensionComprehension: Understand the main : Understand the main idea of material heard, viewed or readidea of material heard, viewed or read

ApplicationApplication: Apply an abstract idea in a : Apply an abstract idea in a concrete situation to solve a problem or concrete situation to solve a problem or relate to a prior experiencerelate to a prior experience

Critical Thinking Skills Level 2Critical Thinking Skills Level 2

AnalysisAnalysis: Break down a concept or idea : Break down a concept or idea into parts and show relationships among into parts and show relationships among the partsthe partsSynthesisSynthesis: Assemble parts of knowledge : Assemble parts of knowledge in order to combine concepts and build in order to combine concepts and build new ideas for new situationsnew ideas for new situationsEvaluationEvaluation: Make informed judgments : Make informed judgments about the value of ideas or materials using about the value of ideas or materials using standards and criteria to support opinionsstandards and criteria to support opinions

AssessmentsAssessmentsTwo types of assessments: Two types of assessments: – ContentContent

Project, hands-on activity or testProject, hands-on activity or test

Only one per Significant TaskOnly one per Significant Task

– Format Format Standardized testStandardized test

Only one per UnitOnly one per Unit

Assessments are necessary for students Assessments are necessary for students to demonstrate proficiency to demonstrate proficiency

Content AssessmentsContent Assessments

These assessments are used to assess These assessments are used to assess students’ proficiency on Significant Tasksstudents’ proficiency on Significant Tasks

The Significant Task description should specify The Significant Task description should specify what needs to be assessedwhat needs to be assessed

Significant Tasks are already aligned to Significant Tasks are already aligned to standards, thus standards are embedded in standards, thus standards are embedded in assessmentsassessments

Taken from: Taken from: Aligning and Balancing the Standards Based CurriculumAligning and Balancing the Standards Based Curriculum by David A. Squires by David A. Squires

Format AssessmentsFormat Assessments

These assessments provide needed practice on These assessments provide needed practice on the format of standardized testing, i.e., CMT & the format of standardized testing, i.e., CMT & CAPTCAPT

Can be done once at the end of each UnitCan be done once at the end of each Unit

Allows students to demonstrate their knowledge Allows students to demonstrate their knowledge in a specialized wayin a specialized way

Taken from: Taken from: Aligning and Balancing the Standards Based CurriculumAligning and Balancing the Standards Based Curriculum By David A. Squires By David A. Squires

Where are we?Where are we?

Year three of the initiative; a work in Year three of the initiative; a work in progressprogressMany areas “under construction”Many areas “under construction”Collaboration across grade levels Collaboration across grade levels determines content for courses K-12determines content for courses K-12Timelines, Unit Introductions, Significant Timelines, Unit Introductions, Significant TasksTasks

For more information, please visit the ABC Curriculum

Website at: www.balancedcurriculum.com

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“Quick Links.”

Thank you!