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Steps to the process Establish what is being taught in class Ensure all state standards are taught Determine essential skills & assessments all district teachers must teach (consensus) Grade level or department work to write curriculum for appropriate grades Team meetings to review (consensus) on curriculum Individual teachers teach the agreed upon (approved) curriculum Team meetings (monthly) to check progress (gather data) or make changes to the curriculum
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District Curriculum
January 2009
Purpose• Define K-12 Math Curriculum … to ensure every student in Tea will
graduate with the essential skills necessary (educate and empower all students to succeed in a global society).
Steps to the process• Establish what is being taught in class• Ensure all state standards are taught• Determine essential skills & assessments all district teachers
must teach (consensus)• Grade level or department work to write curriculum for
appropriate grades• Team meetings to review (consensus) on curriculum• Individual teachers teach the agreed upon (approved) curriculum• Team meetings (monthly) to check progress (gather data) or
make changes to the curriculum
Advantages of a District Curriculum
• Sets pace for the year• Determine the level of instruction (introduction, master,
reinforcement)• Ensures all essential standards are taught• Ensures all students are prepared for the next grade level• Teachers know, understand and are able to teach the content• Collaboration of staff • Allows staff to locate weak areas in curriculum (takes away
blame)
Concerns
• I don’t have enough time.• This is a new textbook and delivery method.• I need to teach every page in the book.• I need to teach according to the scope and
sequence of the book.• My kids aren’t ready for these concepts. • Others …
“Doing What Works”
• National Math Panel
• http://dww.ed.gov/media/MathScience/MP2/MP/Learn/breeze/index.htm
Reality
• All standards need to be taught during the school year
• The curriculum is MORE than your textbook.• Students learn best completing activities that
engage them in their own understanding of the standards.
Example of District CurriculumSkills
(an ability that has been acquired by training) - VERB
Assessments(products or performances that demonstrate student learning)
Standards
Solve open addition sentences with one unknown using numbers equal to or less than 10.
Solve open subtraction sentences with one unknown using numbers equal to or less than 10.
•Teacher Observation Checklist•Practice Worksheet•Benchmark Assessment
•Teacher Observation Checklist•Demonstration•Benchmark Assessment
1.A.2.2. Students are able to solve open addition and subtraction sentences with one unknown () using numbers equal to or less than 10.
Standards• Standards articulate an essential
core of knowledge and skills that the state as a whole wants students to master.
• http://doe.sd.gov/contentstandards/ • also on the T:/ share drive
Skills
• Skills are key abilities and processes students will develop related to specific content.
• Skills are written beginning with a verb.
Skills Examples
• Solving word problems• Matching words and pictures• Reading a map• Writing a play• Analyzing non-fiction text
Activities• Key activities that lead to
acquisition of knowledge and skills.
• Describe the "how" for the knowledge and skills.
Activities Examples
• Watch School House Rocks• Sing “Three is a Magic Number”• Writing persuasive letters to local
government• Water analysis of local river • Critique a work of art• Create a 50 states quilt
What is the difference between skills and activities?
Skill ActivitySolve binomial using 2 variables
Practice worksheet where students are solving multiple binomial equations
Memorize multiplication facts to 12
Practice times tables to 12 x12
Tell time to the minute Look at time on a watch or clock
A skill is what students must be able to do.
An activity provides practice concerning a particular skill or skill set.
Your Turn
• Using one of your math standards, look at the unpacked standard.
• With your grade level or department, discuss what skill students will be able to do at the end of your lesson.
• Write a skill or two that will accomplish the objective.
Assessment• Assessments are the products or
performances that demonstrate student learning.
• Assessments are what the student does (the actual product or performance), not the evaluation tool used to assess the product.
FormativeAssessmen
t• Used to evaluate the
effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time.
• Goal: The results are used to make a judgment of student competency.
• Used to improve instructional methods and student feedback throughout the teaching and learning process
• Goal: The results are used to modify and validate instruction.
SummativeAssessmen
t
• State assessments • District benchmark or
interim assessments • End-of-unit or chapter tests • End-of-term or semester
exams • Scores that are used for
accountability for schools (AYP) and students (report card grades).
• Observations• Questioning strategies• Self and peer assessment• Criteria and goal setting• Student record keeping• Anecdotal records• Diagnostic tests
FormativeAssessmen
t
SummativeAssessmen
t
Assessment ExamplesIn groups, classify by type.
• Group presentation• Brochure• Research Paper• Essay exam• Reteaching worksheet• Teacher observation
Progress Report• Progress reports are a means of
reporting student successes and failures to others.
• Progress reports describe any evaluation of something for information
Progress Report Examples
• Report Card• Grade Sheet• Midterm grade• Accountability Report• IEP Progress Report
Your Turn
• Using the skill you wrote earlier, discuss how you will know students are successful in completing the skill.
• Write an assessment for each skill (How will students demonstrate proficiency?)
Work Smarter, Not Harder.
Goal for Tea Area School District: 85% of the students will be proficient or advanced in math.
Doing what we’ve always done will get
us what we’ve always gotten.
Next Steps
• Determine essential skills & assessments all district teachers must teach (consensus)
• Grade level or department work to write curriculum for appropriate grades
• Team meetings to review (consensus) on curriculum• Individual teachers teach the agreed upon (approved)
curriculum• Team meetings (monthly) to check progress (gather
data) or make changes to the curriculum
Observation Checklist
Solve open addition sentences with one unknown using numbers equal to or less than 10.
Solve open subtraction sentences with one unknown using numbers equal to or less than 10.
Amy Anderson
Bill Benson
Cody Carlson
Darla Davis
Edgar Edwards
Francine Frankenstein
George Gullickson
Practice Worksheet