Innovation Zone 2011 – 2012

Next Generation Curriculum and Assessment Affinity

Group

OUR PURPOSE

One of the iZone’s guiding principles is to design and implement engaging, competency-based curricula and rigorous performance tasks

to help understand each student’s strengths and needs. Through discussion and analysis of sample curricula, this Affinity Group will develop a working definition and portfolio to guide schools in their

understanding and development of Next Generation Curriculum and Assessment.

OUR PARTICIPANTS

1 2

How do we close the gap?

3

Qualitative Characteristics and

Examples of:

Assessment Units Instruction

OUR CHALLENGE…

• Develop pride and respect for themselves and others

• Become a global citizen

• Leadership

• Activism

• Evaluate their own strengths & needs

• Solve complex problems

• Find their individual interests &cultivate them

What is the mission of our schools? What should graduates be

capable of doing?

Productively Contribute to Society

Think Critically & Creatively

• Adapt to continually evolving technology

• Empower them to understand the need for education

• Apply what they learned to the real world

• Learn as a social activity

Lifelong Learning

Back to “Our Challenge”

Where to look

What to look for

Assessment

Unit Instruction

Whole-school

Transfer (Competence

)

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Performance CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Rigorous Content

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Authenticity CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Inquiry CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Task Unit Instruction

Whole-school

Transfer

Performance

Rigor/content

Authenticity

Inquiry Sample task with annotations to

highlight transfer

• Revised ideas• Next steps• Questions to consider

Indicates progression: will show 2

examples with increasing

effectiveness/ sophistication

for each characteristic.

Transfer: How deep is the thinking?

Level Description Math sample History sample

Acquisition Basic facts & skills

Draw a line graph from a

linear equation

The US Constitution

Meaning Making

Connect, analyze,

understand basic facts and

skills.

Interpret the meaning of data on a line graph

Analyze the constitution with

regard to balance of power

Transfer(Competenci

es)

Apply understanding

to new situations –

independently!!

Solve a non-routine problem

where there may or may not

be a linear relationship

Design a government for

Afghanistan using lessons learned

from the Constitution

“I want you to learn ________ so that you can independently do _________ in a new situation.”

INVESTIGATE Ask and refine a researchable question, design a valid experiment or inquiry, and gather appropriate information

to complete the inquiry.

EXPLAIN

ARGUE

COMMUNICATE

DISCERN

PLAN

COLLABORATE

INNOVATE

iZone DRAFT Competencies Common Core Math Practices

** Includes behaviors

** Not inclusive of all content areas.

Performance: How complex is the task?

Level Description Samples

No performa

nce

No task analysis, selected response or

fill in the blank

If a=1, b=2. What is a+b?

Routine performa

nce

Involves a familiar script, recipe, or

process (More like the drills

than the game)

Briefly describe a fad or trend that you dislike. Explain why it

has attracted so many followers and why you dislike it. 

Complex performa

nce

Realistic, complex task that requires analysis,

strategy, using a repertoire of skills to self assess and self-

adjust.  (More like the game

than the drills.)

You are a science consultant to the editors for Snopes.com. You

need to convince the editors about the validity of a YouTube video where Kobe Bryant jumps over a pool of snakes and makes

a slam dunk.

We’re not suggesting all tasks need to be the highest level of performance or transfer!

We’re suggesting we need to be strategic about where and when we use each type of task.

Bronx International HS Biology Task – Winter 2007

Argumentative Essay: Do you recommend the continued use of genetically modified

organisms?

The purpose of this portfolio project is for you to recommend whether organisms should continue to be modified or not. This recommendation is based on the material you have learned this semester. In

order to answer this question, look at the information we have learned in genetics, the

different examples of genetically modified organism (GMO), and arguments in favor and

against the use of GMOs.

Your challenge: how would you revise this task?