Curriculum Transformation

Guide

Created Collaboratively by the Staff of:

Seton Catholic Central

Welcome to the Seton Catholic Schools Curriculum

Transformation Guide. Within these pages, you will find

examples of upgraded lessons, units, assessments, and

methodologies.

This represents a collaborative effort of the Seton

Catholic Staff to transform instructional design and

practice in a collegial, transparent way; providing

opportunities for curricular dialogue and curriculum

consensus to help maintain our collaborative culture.

Two of the primary 21st Century Skills are collaboration

and communication. This guide represents an attention

to both as the teachers become models for the skills that

they want to develop in their students.

To add to or make changes to this Transformation Guide,

please do the following:

Send an email, with your information or attachments, to:

mikefisher821@gmail.com

In the subject line of your email, please type: Seton

Catholic Transformations

The changes will be made ASAP, and uploaded shortly thereafter.

There are multiple ways to TRANSFORM:

Start with assessments and upgrade the evidence of learning, then

backwards align any associated skills to go with new assessment.

Create opportunities for more Formative Assessment

Consider how "independent" your students can work, and frame the

teaching and learning around whether or not, without your help, they

can provide evidence of learning independently. (Standards based

lens...)

Create a multi-tiered approach to instructional practice around existing

skills (multiple ways to engage the skill versus one way - then give stu-

dents choices around how they will learn.)

Upgrade units and/or lessons in terms of available 21st Century tools,

21st Century skills, 21st Century Literacies, Research Based Instruc-

tional Strategies, Interventions, Differentiation, Interdisciplinary Con-

siderations / Collaborations with other teachers.

Reformat Curriculum Design in comparison to new Common Core

Standards

Curriculum Transformations

What is your content area/grade level/integrated area, etc? Describe the students for

whom you are transforming your practice?

Math /grades 10-12 mixed/

Students in class, some of whom are independent and confident and some that are

not.

What is your upgrade area? (Lesson Plan? Unit Plan? Assessment? Methodology?

Methodology

What does the previous version look like?

Lecture for content- work independently- groups used rarely

What does the new version look like?

Trying to have students work collaboratively in groups.

Lecture as needed – have students work in groups for a specified time or to com-

plete an assigned number of problems.

Assessment will be to hand in completed assignment or to be able to give answers to

class for certain problems.

Groups will be chosen in different ways – students decide own group, teacher

chooses group members, members chosen randomly

Why do you think this would be a good transformation decision, or how do you

think the transformation will impact engagement and achievement?

More active learning

Higher interest level

Better retention

More independence/self confidence

What is your content area/grade level/integrated area, etc.? Describe the students for

whom you are transforming your practice. Middle School, combination of health, language, International students, character building

What is your upgrade area?

Lesson plans working toward a Unit Plan. This will take place in the month of November

throughout the middle school. THIS IS A NEW IDEA at SETON

What does the previous version look like?

7th and 8th grade

Research of countries and culture

Students present from research based activities and learning is shown through presenta-

tions, papers, and discussion

What does the new version look like?

Learning will happen throughout the month, with one day a week for celebration of our

school and the rich cultural background our students have

During those specific days, special lessons will happen in which there is an integration of

International Students with middle school American students. This integration through

specific lessons will yield student learning through mentoring, cultural exchange,

language education, character building, physical education, communication from

peer to peer and peer to teacher, etc. Lesson plans revolve around:

Language learning with Spanish and French speaking students to assist teacher

Creation of portfolio/project in which a group of middle school students are paired with

an International student from a specific country. Additionally, similarities and differ-

ences of each students culture is highlighted

Physical education classes modeled after ―traditions‖ of different cultures of Interna-

tional students (i.e. yoga, group calisthenics, etc)

Cultural exchange (i.e. food potlucks, school lunches include International recipes, etc.)

Why do you think would be a good transformation decision, or how do you think the

transformation will impact engagement and achievement?

More students engaged (both American and International) together

A reciprocity of ideas between students from different backgrounds

Building of character = foundation to learning with less resistance

Collaboration between teachers/faculty/staff and students to help facilitate the activities

and lessons of the month

Will boast the culture and opportunities of Seton’s unique environment

Enhance the cohesiveness of every person in the building

BEFORE SCENARIO:

THE POWER OF SOUND: PROTECTING YOUR HEARING For Intermediate and Middle School Levels

RECOMMENDATION

Invite an audiologist to do an assembly presentation defining the functions of hearing, the anatomy of the outer ear, ear canal, and inner ear, and the effects of high decibel level sound on human hearing. If possible, schedule the presenta-tion before an upcoming rock/rap concert and have the audiologist explain the physical harm a person can endure as the result of short or long-term exposure to loud music. Perhaps he/she could demonstrate the limitations of modern technology in aiding a person with permanent hearing loss in the inner ear. If possible, borrow or rent an audiometer to measure familiar sounds around the school.

POST-ASSEMBLY FOLLOW-UP LESSON(S)

Possible Objectives To be able to: 1. Identify the parts and functions of the outer ear, ear canal, and the inner ear 2. Explain the definition of “decibels” and discuss the dangers of loud sounds on the cilia of the inner ear 3. Determine differences in the decibel levels of familiar sounds in the school, with a focus on musical instruments 4. Discuss, research, and report on the potential ramifications of continuing exposure to loud music, instruments, and machines used in their homes

Materials A thermometer chart for decibel levels, arrow tabs with the names of measurable sounds throughout the school, an audiometer, a tuning fork, a folded piece of construction paper that is cut with a fringed end, chart of the ear, chart of common irritants to the inner ear, articles about hearing loss in the rock music field.

New/Review words outer ear inner ear pinna cilia (within cochlea) auditory nerve middle ear ear canal eardrum cochlea audiometer

Procedure Using diagram of ear, introduce the path of sound from outside the pinna to the cochlea, with the eardrum and conduc-tive bones of the ear assisting in the magnification and movement. To illustrate, place a vibrating tuning fork on the bridge of the noses of the students and have them describe the sensation (those who cannot feel/hear the vibrations may not be candidates for future cochlear transplants). Describe the cochlea as a “waterbed with 25,000 floating pieces of seaweed.” Using the fringed construction paper, show by brushing your hand softly, harder, and very hard across the top how sound waves move the cilia to move the sound to the auditory nerve for translation in the brain: the hardest movements breaking some of the “cilia,’” which are broken permanently. Discuss the ramifications of living with no healthy cilia. Using audiometer, measure and record the sounds of instruments, the bell to change classes, the fire drill bell (if possi-ble), the “teacher talk” in a buzzing classroom shown by asking them to talk to each other with the teacher having to project his or her voice to be heard, cafeteria chatter, etc. Discuss how those sounds would affect student listeners and others in the school. Discuss the volume at concerts and how it can harm them as well as the pitfalls of wearing head-phones with loud volume and bass levels.

Possible Follow up Have students research articles on hearing loss related to rock music and machinery used to cut trees, mow lawns, clean cars, etc. Students can write newspaper articles or a Letter to the Editor informing others of the dangers of the improper use of sound in people’s everyday lives.

AFTER SCENARIO:

PLATTSBURGH—SETON CATHOLIC CENTRAL SCHOOL

Mary Ann Trombley

Kelly Donnelly

Lita Paczak

What is your content area/grade level/integrated area, etc? Describe

the students for whom you are transforming your practice.

Science, ELA, Music

Grades 7 – 9, with reference occurring in later grades (i.e., to assembly

program and content made public)

What is your upgrade area? (Lesson Plan? Unit Plan? Assessment?

Methodology?)

Unit Plan for ELA, science and music with potential for art and computer

components

What does the previous version look like?

See lesson plan on preceding page, ―The Power of Sound: Protecting

Your Hearing‖

What does the new version look like?

Unit Procedure:

1. Pretest to establish schema/prior knowledge and personal experiences with hearing loss

2. Survey to rate hearing risk (available from audiologist)

3. Assembly with audiologist: functions and anatomy of hearing and effects of high decibel

level sound on human hearing

4. Decibel level investigation lab experience (Students will…)

A. Do Chart Quest – generating questions and hypotheses following illustration of

problem

B. Measure decibel levels within environments (school, home, businesses, etc.)

C. Compile data into visuals (charts, graphs, Excel, etc.)

D. Formalize conclusions

5. Research and Interview Options for Minimalization of Detrimental Sounds (Teachers/

students will design and orchestrate…)

A. Gallery Walk to delineate reliable sources of information

B. Lesson on interviewing skills (techniques, preparation, audiences, etc.), including

modeling, role playing, scaffolding, etc.

C. Research and interviews—options for minimalization of detrimental sounds

(earplugs)

6. Publication of Findings (Students will design and produce…)

Pamphlets

Letter to Editor

Podcasts

Posters

Glogster

Original songs/music

Persuasive essay

Community Outreach (Students will participate in…)

Panel discussion (TV, community)

Presentations to elementary schools

Presentations to potentially affected area business/Rotary/Kiwanis

Why do you think this would be a good transformation decision, or how do you think

the transformation will impact engagement and achievement?

This unit is cross-curricular and adaptable for other further adjustment in the future. The

appeal to the students because of its relevance to each student’s life is motivational. It is ap-

pealing because of its potential for student ownership. The unit has been developed as a

concrete application of Seton Catholic’s mission statement, especially as it relates to com-

munity outreach.

What is your content area/grade level/integrated area, etc? Describe

the students for whom you are transforming your practice.

The content area is Regents Physics, grade 12. The students are usually

seniors who are interested in earning an advanced regents diploma.

What is your upgrade area? (Lesson Plan? Unit Plan? Assessment?

Methodology?)

I would like to add a new component to the curriculum. The addition

would involve students familiarizing themselves with some of the basic

concepts in Physics. It would foster an interest in the concepts that will be

discussed throughout the year. It will be a way for students to become

connected to the material in a fun and challenging way.

What does the previous version look like?

Nonexistent.

What does the new version look like?

Students will play physics games online (http://www.physicsgames.net/ )

over the summer. Students will receive a list of games from this website

that they are required to play. Students will be instructed to keep a journal

of any observations, questions, or conclusions that they make. They may

also be required to answer posted discussion questions, providing a way to

interact with classmates.

Why do you think this would be a good transformation decision, or

how do you think the transformation will impact engagement and

achievement?

I believe that students will become interested in the topics that we will be

discussing. They may not have realized how much Physics is involved in

video games. As a class we will be able to refer back to these games and

simulations during class.

I think that by asking students to be engaged before September will be

very beneficial to their overall success in the course.

What is your content area /grade level / integrated area, etc?

Describe the students for whom you are transforming your

practice. Religion 12: two large classes of above-average learners. (No

IEPs /504s, some ESL students.) These students are harder to motivate

as graduation approaches.

What is your upgrade area?

I will improve my unit on Capital Punishment using the LiveBinders

website tool.

What does the previous version look like?

My current unit is a jumble of text, web, and video resources. It is frag-

mented. It is assessed with an individual student reflection paper.

What does the new version look like?

It will be more unified in presentation; I hope to emphasize the larger

connections between Church teaching, moral theology, and civil law. I

hope to create a new student assessment featuring options for student

tasks and/or collaboration.

Why do you think this would be a good transformation deci-

sion, or how do you think the transformation will impact en-

gagement and achievement? I hope this change in methodology will more fully engage the students

during instruction, and that a modified assessment will be both more for-

mative and more authentic.

What is your content area/grade level/integrated area, etc? Describe the students for

whom you are transforming your practice.

The unit we are looking to revise is designed for a 10th grade classroom.

What is your upgrade area? (Lesson Plan? Unit Plan? Assessment? Methodology?)

The area we plan to revise is a Unit Plan.

What does the previous version look like?

Lessons would ordinarily be taught independently and at different times in each class-

room. While the Math, Global Studies, Physical Education & French curricula include

lessons on geometrical shapes, the Dreyfus Affair, operation of a bicycle and French vo-

cabulary, the unit would be taught independently.

What does the new version look like?

The new version would use a cross-curricular approach to teaching the material where

all teachers involved would use a common theme to teach their individual content. The

common theme in this case could be the Tour de France. The unit would begin on the

same day in all classrooms. Each teacher would determine what it is that he/she wants

students to know and be able to do at the end of the unit. Assessment would be based on

the desired results, but would be a single piece that requires students to demonstrate all

they have learned in all subjects. An example would be using Microsoft Photo Story to

put together a presentation.

The content that will be taught is as follows:

French vocabulary pertaining to culture and geography as it pertains to the Tour

de France. The cultural component of the race & the role it plays in French society. The

global history component would be based on the events surrounding the Dreyfus affair,

explaining how it led to the development of the original 1903 contest and the purpose

behind the creation of the original race. The mathematical component would use the

shapes involved in cycling such as the wheels and frame. Students could measure the

different shapes and calculate area and volume of the shapes. Students could be asked

to find examples of these shapes in Tour pictures and videos as well. The physical edu-

cation component could include the actual use of the bicycle, study of the exercise in-

volved and perhaps the approach to nutrition cyclists and other endurance athletes

take. This might even put into perspective what a healthy diet for someone who does

not exercise at this level looks like.

Why do you think this would be a good transformation decision, or how do you think the

transformation will impact engagement and achievement?

By using a cross-curricular approach, students will be able to make real-world connec-

tions and will be able to better understand the importance of each of the subjects in-

volved.

Challenge… The challenge now is two-fold: 1)Plan another upgrade before the end of

the year and submit it for inclusion in this guide.

2)After you engage your new lesson/unit/methodology/activity/etc.—revisit it and think about what worked/didn’t work, and make plans accordingly for keeping it, cutting it, or replacing it. Ask yourself how you know that it worked well? What is your evidence that it impacted student engagement and achievement?

KEEP UP THE GOOD WORK!