curriculum development and design
DESCRIPTION
Curriculum Development and Design. Baker University EDU 5103 Cohort Topeka 93 July 27-Sept. 5, 2012. Vicki Bechard, Instructor. In the Beginning…. Table Tents What do you know about curriculum? What are your expectations for this course? Here are mine! . Defining curriculum. - PowerPoint PPT PresentationTRANSCRIPT
CURRICULUM DEVELOPM
ENT
AND DESIGN
B A K E R U N I V E R S I T Y E D U 5 1 0 3
C O H O R T TO P E K A 9
3
J ULY 2
7 - SE P T. 5
, 20 1 2
Vicki Bechard, Instructor
IN THE BEGINNING…
Table Tents
What do you know about curriculum?
What are your expectations for this course?
Here are mine!
DEFINING CURRICULUMImagine a Vacation….Where would you go? What would you do? How would you get there? And Why?
THE PARALLELS OF PLANNING…
VA C AT I O NWhat is the first
thing you typically decide?
• Where?• How?• What to do?
C U R R I C U LU MWhat is the first
thing you typically decide?
• What to do?• How?• Where does this
tie to the curriculum?
What question(s) come to mind as a result of this awareness?
THE PARALLELS OF OUR FOCUS
T E A C H I N GLesson PlanningDelivery methodInstructional
strategiesActivitiesOrganization &
management
L E A R N I N GWhat knowledge
will students gain?
How will they use this knowledge?
What new skills or questions will they have as a result?
How much better will the results be if we focus on planning the learning before we plan the teaching?
WHAT IS CURRICULUM?
GUARANTEED
Used by school officials to provide the necessary learning experiences and supports for students to achieve.
VIABLEOne that can be taught in the time allotted for instruction in a school year.
•The content?•The vehicle?•The journey?
COMMON CORE
How w
ill it i
mpact t
each
ing and
learning?
WHAT DO I ALREADY KNOW ABOUT COMMON CORE?
Activating Prior Knowledge: Partner
Quiz
THE COMMON CORE STATE STANDARDS INITIATIVE
9
Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.
The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
The Kansas State Board of Education formally adopted the Common Core State Standards for mathematics and English language arts on October 12, 2010.
www.corestandards.org
http://www.ksde.org/kscommoncore
WHAT THE COMMON CORE STANDARDS DO
ELA: Define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed
• Focus on results rather than the means
MATH: Define what students should understand and be able to do in their study of mathematics
• Mathematical understanding and procedural skill are equally important,
Dictate the methods or materials used or the order in which topics should be taught
Provide interventions for students above grade level or below grade level
Provide supports for ELL or SPED students
WHAT THE COMMON CORE STANDARDS NOT DO?
MATHEMATI
CS
Mathem
atica
l Prac
tices
and Stan
dards
K-8 an
d High Schoo
l
The Standards define what students should understand and be able to do at their grade level.
Asking a student to understand something means asking a teacher to assess whether the student has understood it.
What does mathematical understanding look like?
the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.
UNDERSTANDING MATH COMMON CORE
Tricks to rememberMnemonic device ex:
Division: Does McDonalds Serve Cheese Burgers and Shakes?
Rules What you do to one side
you do to the other
Explaining the Rule = understanding of the process
Mathematical understanding and procedural skill are equally important
MEMORIZING VS. UNDERSTANDING
KEY CHANGESFocused Standards (not just fewer) Aiming for clarity and specificity
Ramping up some required elements or emphasis at earlier grade levels than in the previous standards: Counting to 100 in Kindergarten Fractions in 3rd grade Use of protractors in 4th grade Algebra in 8th grade instead of HS
Providing Pathways for HS math Integrated approach (Math 1, 2, 3, 4) Traditional approach (Algebra, Geometry, Algebra II, 4th courses)
KANSAS ADDITIONS: 2 MAJOR TOPICS OF EMPHASIS
Probability and Statistics (p. 11) begin 6th grade Earlier introductory instruction & experiences with real life
examples will be strengthen this strand Possible vs. impossible Likely vs. not likely Properties of sets of data with contextual examples
Algebraic Patterning (p. 10) begins in 3rd grade encouraged to use throughout elementary in all areas of math
not just numeric patterns
HIGH SCHOOLC O N C E P T U A L T H E M E S I N H I G H S C H O O L
• Number and Quantity• Algebra• Functions• Modeling• Geometry• Statistics and
Probability
C O L L E G E A N D C A R E E R R E A D I N E S S T H R E S H O L D
(+) standards indicate material beyond the threshold; can be in courses required for all students.
Not included in the Traditional Pathway Courses – would be used in additional courses beyond Algebra II
1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning
of others 4. Model with Mathematics 5. Use appropriate tools strategically 6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
MATH PRACTICES FOR MATHEMATICS INSTRUCTION: WHAT STUDENTS NEED TO BE ABLE TO DO
Can do Now!!!
How is the organization, structure, and terminology of this new document different from the previous standards documents?
MAKING SENSE OF THE NEW STANDARDS DOCUMENTS.
Old New Math New ELAStandard Domain Strand
Benchmark Cluster Boxed Subheadings
Indicator Standard Standard (anchor & grade level)
NEW STANDARDS TERMINOLOGY
ELA: ENGLIS
H LANGUAGE
ARTS
Reading, W
riting, S
peakin
g and Li
stening, L
anguag
e
Litera
cy fo
r Hist
ory/Soc
ial Studies
, Scie
nce &
Tech
nical
Subjects
WHAT DOES COLLEGE & CAREER READINESS LOOK LIKE?Demonstrate independence in
“the 4 C’s”1.Comprehend complex text2.Critique the craft used to create text3.Construct rich understandings of content4.Convey multifaceted meaning
Build strong content knowledge through research and study
From KSDE Common Core Intro power point
27
WHAT DOES COLLEGE & CAREER READINESS LOOK LIKE?Respond to varying demands of audience,
purpose, task, and discipline in writing and speakingAdjust purposeAppreciate nuanceProvide evidence as appropriate to the discipline
Use technology and digital media strategically and capably to deepen encounters with text and content and to present and share information
Understand other perspective and cultures
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Reading• Balance of literature and informational texts• A focus on appropriate levels of text
complexity
Writing• Emphasis on argument and
informative/explanatory writing• Writing about sources and supplying evidence
for claims and ideas
29
KEY ADVANCES FORENGLISH LANGUAGE ARTS AND LITERACY
KEY ADVANCES FORENGLISH LANGUAGE ARTS AND LITERACYStandards for reading and writing (literacy) in
history/social studies, science, and technical subjects
• Complement rather than replace content standards in those subjects
• Shared responsibility of all educators regardless of discipline
31
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10
standards Writing – 10
standards Speaking and
Listening – 6 standards
Language – 6 standards
32
Overview of Reading Strand
ReadingProgressive development of reading comprehension; students gain more from what they read
Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated
Standards for Reading Foundational Skills (K-5)
Reading Standards for Literature (K-12)
Reading Standards for Informational Text (K-12)
Reading Standards for Literacy in History/Social Studies (6-12)
Reading Standards for Literacy in Science and Technical Subjects (6-12)
All of these “sets” of grade-level reading standards are anchored by the College and Career Ready (CCR) Standards
33
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS College and Career
Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10
standards Writing – 10 standards Speaking and
Listening – 6 standards
Language – 6 standards
Strand
34
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS College and Career
Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10
standards Writing – 10 standards Speaking and
Listening – 6 standards
Language – 6 standards
Boxed Sub-heading
35
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS College and Career
Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10
standards Writing – 10 standards Speaking and
Listening – 6 standards
Language – 6 standards
Anchor Standard
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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades
37
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades
Strand
38
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades
StrandAbbreviatio
n
39
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades
Grade Levels
40
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades
Boxed Sub-heading
41
ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades
Grade Level Standard
42
Appendix A
Appendix A contains:• Research supporting key
elements of the Standards• Explanation of the text
complexity model• Definitions of the Standards’
three text types• A three-tiered model of
vocabulary development• Glossary of key terms
Document available at: http://www.ksde.org/kscommoncore
43
Appendix B
Appendix B contains:• Text samples to exemplify the
level of text complexity, quality, and range the Standards require. (The list offers examples; it is not exhaustive.)
• Sample performance tasks that illustrate the application of the Standards to texts of sufficient complexity, quality, and range.
Document available at: http://www.ksde.org/kscommoncore
44
Appendix C
Appendix C contains:
• Annotated student writing samples that illustrate the criteria required to meet the Standards for particular types of writing—argument, informative/explanatory text, and narrative—in a given grade.
Document available at: http://www.ksde.org/kscommoncore
Balance of Literature and Informational Text50% informational in elementary70% informational in high schoolLiteracy in ALL content areasText-based instruction vs. Teacher-based
InstructionAppropriate levels of Text Complexity
HOW THIS MIGHT CHANGE MY CURRENT PRACTICE
“The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3).
TEXT COMPLEXITY
CCR ANCHOR STANDARDS FOR READING
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Boxed Subheading
Text Complexity Model:(Appendix A)
Text Complexity Grade Bands
Suggested Lexile Range
Suggested ATOS Book Level Range**
K-1 100L – 500L* 1.0 – 2.5
2-3 450L – 790L 2.0 – 4.0
4-5 770L – 980L 3.0 – 5.7
6-8 955L – 1155L 4.0 – 8.0
9-10 1080L – 1305L 4.6 – 10.0
11-CCR 1215L – 1355L 4.8 – 12.0
Quantitative Measures Ranges for
Text Complexity Grade Bands
Kansas Common Core Standards
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
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NOW WHAT?
??
How do I
get st
arte
d?
CC – ENGLISH LANGUAGE ARTS
Anchor Standards
ReadingWritingSpeaking & ListeningLanguageVerbs/actionsDepth of Knowledge
Unpacking the standards as you plan for instruction
Content/ConceptsSkills/VerbsDepth of KnowledgeLiteracy
responsibility
MAKING THE TRANSITION TO CC
What we did beforeAsk students about their prior knowledge or experience
Ask students what they know (facts, procedures)
Identify, recallNarrative writing form prompt
What we need to do now
Get students involved with text
Ask text dependent questions
Writing & speaking to sources
To use evidence to support claims
HOW DOES THIS IMPACT OUR CLASS?Understanding the Design of Curriculum
must include the understanding Common Core Standards.
This is what you’ll be teaching in your own classrooms.
Curriculum Design Project will include Common Core Standards!
UNDERSTANDING BY DESIGN
Interacting with the Text: Modeling Common Core
• Chapter overviews • Rubric• Partner
This…
Not That!
EXIT ACTIVITY: SQUARE, TRIANGLE, CIRCLE
Something that you understand or already knew (square with your thinking) 3 new things
you learned or plan to do with the information you received today.
Something that is still “circling” in your head…. Question… concern…. Future application…