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8/14/2019 630saturdayl

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Intro to the courseYour cruise directors

Your cruise directors expectations

Course requirements


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Why Learn Anything?


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Activity #1In your group please brainstorm what

curriculum means to you. Define it andinclude as many components as you can


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Curriculum DefinedCurriculum is The explicit and

comprehensive plan developed to honor a

framework of standards. A curriculum isthe course or program of study composedof numerous units. (McTighe andWiggins).

Alternative: The sum of theknowledge, skills and attitudes thatthe school documents as goals for

student learning. ,


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Written vs Un-written

curriculumWritten curriculum is that which is set on

paper. Written curriculum is traditionallyformally taught and assessed by teachers.

Un written curriculum refers to any goals andstandards which are not formally outlined indaily plans. Generally, unwritten curriculum is

neither assessed nor evaluated.


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What does curriculum

include?Academic knowledge ABCsTimes tables Periodic charts

History Etc.

Desired skills ComputationWriting Reading Etc.

Desired attitudes CompassionHonesty Etc.


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Where does curriculum come

from?In your group please discuss and write where

you think curriculum comes from. Who, what,when, where and how?


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Sources of curriculum written and

unwrittenSchool boardsSchool missionGovernmentsStandards from organizations (NCTM), IBO,

universitiesAccrediting standardsOther schools

Parent inputTeachersStudents/needs


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What does a (good) curriculum

look like?Conceptually what is included in a good curriculum:Clarity

Can it be read and followed by all stakeholders?

Utility

Can it be used by all stakeholders?Comprehensiveness Does it include all of the objectives of the school organization? Are all objective linked developmentally?

Including unwritten, yet important, objectives

Assessable Can the goals and objectives outlined in the curriculum be measured in

terms of student achievement?

Realistic Can school organization realistically expect to have each of their

students meet the goals outlined in the curriculum? Critical factors include time, money ( resources), expertise

Can it be changed/reviewed? How?Should be reviewed and adjusted on regular basis.


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How can a curriculum organized

and/or designed?Some ways of organizing curriculum

include:

Text basedStandards based

Backward by Design Understanding by Design

Directed by external source National organization or government Franchise

Curriculum mapping

A combination of the above


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Text based CurriculaOlder than the hillsChaper one, chapter 2, etc

Table of contents=curriculum

Generally dictates methods of instruction aswell as assessmentHighly dependent upon textbook companiesNot always the worst way to go when working

with experienced/untrained staffTeacher ProofRarely speaks to any unwritten curriculumSometimes affected by politics as well as

profits.


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Standards-based curriculum?A program of study based upon a system

of behavioral-based expectations.

Essentially standards-based school programsare focused on what students are able toaccomplish at specific times in their career.

Standards-based programs make no directivesin regards to teaching methodology orresources.

Standards-based curricula is always written interms of what students will be able to do at thecompletion of study


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Some definitionsStandard: A general expectation for learning

documented for all students to learn in aspecific area of study and demonstrated by

each student A goal statement that identifies the knowledge and

skills to be learned in the content areas. Standardspecifies what we want students to no and to be ableto do.

Benchmark: Indicator of progress towards aspecific standard at a specific point in time. Abenchmark can serve as a minimum goal forstudents to achieve at the end of the year. Abenchmark is developmentally appropriateand can be used to anchor student


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StandardsServe as the core of most academic programs in

schoolTeaching materials and methods are determined by the

standards, not vice versa.Are written by experts in the various fields of

studyAre not viewed as negotiable once they are

adopted.

Tend to compartmentalize student learningexpectationsMath worries about mathScience worries about science

Attitudes and some skills are outlined separately, if at all(see McRel)


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BenchmarksUnlike standards, benchmarks for individual

grades are rarely offered by any expertgroup

However, most groups offer general banding

Are generally determined by individualschools or school systems based upon the

needs of specific students and theircapabilities

Benchmarks are negotiable

Time

$$$$


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Where do standards come

from?Nat ona organ zat ons an governmentsIn the United States every state has its own set

of standards

Other national/regional governments as wellVirtually every professional organization

dedicated to teaching specific subjects haspublished standards NCTM

NCSS NCTE

http://www.mcrel.org/standards-benchmarThe most comprehensive, yet confusing

collection of standards
http://www.mcrel.org/standards-benchmarks/http://www.mcrel.org/standards-benchmarks/


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Problem with standards--

-- --The sum of the expectations is unrealisticAmazing overload on HS

None of the organizations speak to oneanother

Civics, history, geography, economics overlap

No concrete benchmarking

By the time the student reaches 3rd grade.


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Samples to reviewMcRel (from web)

Math

ScienceSAS

Math


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ActivityFind a Partner (or 2)

Think about what it takes to be a teacher and

write standards for teacher behaviors thatcould be used to design an assessment for usby an outside appraiser

After writing standards, write at least one

benchmark:A veteran teacher

A first year teacher


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How to choose standardsUnderstand your vision and missionIt all starts with your mission

Understand your school populationAgeCultureSESPast experience

Understand the amount of time andresources that are at your disposal toimplement standards

Pick a reputable source


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Simple examplesShanghai American schoolAmerican-basedCollege preparatory As opposed to comprehensive

All expatriate student bodyNo Chinese nationals

Concordian international schoolMostly Thai nationalCollege preparatoryTrilingual with Mandarin/English immersion


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ActivityBy yourself write a mission statement that

someone else could use to write a curriculumfor.

Trade it with someone else.

Decide if the mission you have is specificenough for you to use to write a mission


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Backward Design Jay McTighe/Grant Wiggins

A process to designing a curriculum or unitby beginning with the end in mind anddesigning toward that end. (M&W)

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction3. This is more than flavor of the month.


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Rationale for Backward

DesignWhy is such a view backward when it seemslogical? Many teachers begin their unit designwith textbooks, favorite lessons, and time on

activities rather than deriving it from targetedgoals or standards. In backward design, one startswith the end the desired results and thenidentifies the evidence necessary to determinewhat the results were achieved the

assessments. With the results of assessmentsclearly specified, one can determine thenecessary enabling knowledge and skill, and thenteaching needed to equip students to perform.(M&W)

Thats it!!!


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Note:This conceptualization does not dictate

content. Specifically, no value is added forspecific learner outcomes.

Backward design is appropriate for lots ofdifferent activity


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Understanding by DesignAn added set of beliefs by M&W related to

curriculum that speak to a philosophyregarding the way curriculum should be

conceived and documented


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Understanding is different

from KnowingE=mc SQUARED

Aspirin will cure my headache

High Bad cholesterol is really bad, High Goodcholesterol doesnt mean I get to eatwhatever I want.

ey pr nc p es o earn ng


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ey pr nc p es o earn ngunderlying Understanding

by designPatterns:

Interconnection:

Authenticity:Experience:

The big picture

Understanding


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Definitions related Understanding

by designENDURING understandings

Essential questions

Knowledge and skills


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Enduring understandingsThe important ideas or core processesthat have lasting value beyond theclassroom. Such understandings are

generally abstract in nature, so theyrequire an coverage through sustainedinquiry. To determine enduringunderstandings for unit or course, teachers

are encouraged to ask, what do we wantstudents to understand and to be able touse several years from now, after theyhave forgotten the details?

See also Postman and Weingartner


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Samples of Enduring

UnderstandingsThese are stated as full sentence statement.

The understandings specify what we wantstudents to come to understand about the big

ideas.Numbers are concepts that enable people to

represent quantities, sequences, and rates.

The greatest artists often do away withestablished traditions and techniques to betterexpress what they see and feel.

Movement can communicate ideas and feelings.

In a free-market economy, price is a function ofsupply and demand.


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continued.

Studying other languages and cultures offersinsights into our own.

All maps distort the earths representation ofarea, shape, distance, and/or direction.

Democratic governments must balance therights of individuals with the common good.

Effective teaching and learning result from

careful and thoughtful planning.The need for behavior management is

reduced when teaching is engaging andmeaningful to the learners.

Teachers job is not to cover textbook. The


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Framing understandings:Frame the understanding in a full sentence

generalization. Complete the phrase,students will understand that.

Avoid understandings that are true or toovague

Triangles have three sides

Musicians work with soundsFractions are important

Avoid How to statements

These tend to be skills, not understandings


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Essential questionsA provocative question designed to engage

student interest and guide inquiry into theimportant ideas in a field of study. Rather

than yielding pat answers, essential questionsare intended to stimulate discussion andrethinking overtime.


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Samples of essential

questionsWhere do artists get their ideas?

When is it okay deviate from a recipe?

In what ways can motion evoke emotion?How does where we live influence how we

live?

How should we balance the rights of

individuals with the common good?How can a diet be healthy for one person and

not another?

Who is a winner?


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Essential questions

summary.Have no right answer

Designed to provoke and sustained studentinquiry, while also focusing learning.

Often address the conceptual or philosophicalfoundations of the discipline.

Raise other important questions

Naturally and appropriately recur

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