Introduction to Standards-based Curriculum Integration Part I and II

Introduction to Standards-based Curriculum

Integration Part I and II

Dr. Penni Hudis - Director of Pathway and Curriculum Development, ConnectED

Kathleen Harris - Director of Coaching and Technical Assistance, ConnectED

Rob Atterbury- Director of Professional Development, Connect Ed

www.connectedcalifornia.org510-849-4945

Partnering with NAF, NCAC, CASN, EDC

http://www.connectedcalifornia.org/

Objectives

• Recognize quality curriculum integration• Identify levels and types• Describe teacher roles• Surface obstacles and explore solutions• Access key resources

3

Why integrated curriculum?1. Tap motivation

FORCED TO…....NEED TO…….WANT TO You push…..They comply…..They seek

2. Engage in meeting standards that are aligned with assessment expectations

4

Why project based learning?

PBL

PBL engages students in complex, real-world problem solving

…is Academically Challenging

…is Relevant

…uses Active Learning

BASIC INTERMEDIATE COMPLEX

Integration Continuum

CTE

Math

ELA

ARTS

ForLang

SOC

SCI

Single Subject Paired Interrelated Conceptual

6

7

ACTIVITY 1 Review and critique a

curriculum sample using the Integrated Lesson and Project Quality Criteria

Integrated curriculum design

• Curriculum/Performance mapping

• Connecting concept or theme

• Essential questions

• Performance assessments

• Industry partners

• Reflection and revision 8

Integrated planning in action

9

Integrated projects should be

• Standards/performance driven –

• Inquiry based

• Authentic

• Personalized10

ACTIVITY 2:

Reflection Question 1

11

Begin with the end in mind

”All things are created twice:first mentally and then

physically.The key to creativity is to begin

with the end in mind, with a vision and a blueprint of the

desired result.”

Stephen R Covey12

What is the end?

• The project or activity

• The content topics

• Performance of standards

13

Curriculum maps – How it is

Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area

Subject Monday Tuesday Wednesday Thursday Friday

TopicsStandardsPerformance

Disease agents

Chain of infection

Tracking an epidemic classroom

simulation and computer simulation

Identifying fomites lab

Clinical epidemiology

lab

6.26.3

1.2 (10.a)1.2 (10.d)

6.26.3

1.1 (1.3)1.2 (10.c)

B3.1B4.0E1.0E2.0

Demonstrate proper experimental procedure

Draw conclusions from data regarding prevalence of bacterial contamination

Analyze and evaluate

symptoms to determine

patient health status

Explain how different factors

influence the spread of disease

Identify various modes of

transmission for common

pathogens14

Unpacking the standards

Uncover to determine:• Standard• Content/application• Skills to master (action verbs)• Demonstration of mastery

Unpacking the standardsVerbs matter!Verbs establish the level of learning and

drive the assessment methods

Activities in the project should require students to acquire and/or demonstrate the desired level of mastery

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Bloom’s Revised Taxonomy

17

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering


Subject Week 1 Week 2 Week 3 Week 4 Week 5

18

Mapping time units can vary:• Days• Weeks• Months

Curriculum map – how it should be


Monday Tuesday Wednesday Thursday Friday

Standards.PerformanceTopics

6.26.3

1.2 (10.a)1.2 (10.d)

6.26.3

1.1 (1.3)1.2 (10.c)

B3.1B4.0E1.0E2.0










pathogens

? ?? ?

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Performance Map Template Across Subject AreasSubject Week 1 Week 2 Week 3 Week 4 Week 5

Health ScienceEnglishScience

Find information on the topic using a minimum of five sources

Evaluate the credibility and

reliability of resources.

Paraphrase the research into your own words.

Formulate a preliminary thesis statement to reveal the specific point of the paper.

Prepare a formal outline using proper

outlining form.

Distinguish between active and passive transport along concentration gradients.

Analyze structural

differences between cells

and viruses

Compare and contrast viral replication and cellular division

Demonstrate proper experimental procedureDraw conclusions from data regarding prevalence of bacterial contamination



Identify various modes of transmission for common pathogens




20









outlining form.


Analyze structural


and viruses









21

Connections across subjects come from both verbs (skills) AND applications (content)

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The goal of performance mapping is to create

integrated lessons or projects that are standards-based and reflect and aligned to scope

and sequence

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ACTIVITY 3

Practice building performance maps and

finding connections24

Getting started on performance mapping

• Agree on the level of granularity (week vs. month) of map

• Establish the time spans for your maps

• Decide on the physical format

25

Getting started on performance mapping• Determine the means for sharing

the maps• Schedule curriculum design

meetings• Establish a strategy for providing

technical assistance

26


Subject Week 1 Week 2 Week 3 Week 4 Week 5

27

Mapping time units can vary:• Days• Weeks• Months

Curriculum map – how it should be


Week 1 Week 2 Week 3 Week 3 Week 4

Standards.PerformanceTopics

6.26.3

1.2 (10.a)1.2 (10.d)

6.26.3

1.1 (1.3)1.2 (10.c)

B3.1B4.0E1.0E2.0










pathogens

? ?? ?

28









outlining form.


Analyze structural


and viruses









29









outlining form.


Analyze structural


and viruses









30

31

Idea/Concept/Skill

Student Performances

Project Description

Essential Question

Subject Subject Subject Subject Subject

Online Toolhttp://devconnectedstudios.org/

http://devconnectedstudios.org/

Lesson or Problem/ProjectTopic

Essential Question

Driving Question #1

Sub-questions

Lessons

Sub-questions

Activities

Driving Question #2

Sub-questions

Labs

Driving Question #3

Sub-questions

Research

Sub-questions

Modeling

33

Forensic ScienceHow do we bring Mr. Diaz’s murderer to justice?

Driving Question #1

Sub-questions

Lessons

Sub-questions

Activities

Driving Question #2

Sub-questions

Labs

Driving Question #3

Sub-questions

Research

Sub-questions

Modeling

34


Law: How do we investigate a

murder?

Sub-questio

ns

Lessons

Sub-questio

ns

Activities

Biology: How can we be sure we got the right person?

Sub-questions

Labs

English: How is a murder suspect

prosecuted?

Sub-questio

ns

Research

Sub-questio

ns

Modeling

35


How do we investigate a

murder?

How can we tell when

the murder

occurred?

Lessons

What does the

crime scene

tell us?

Activities

How can we be sure we got the

right person?

How is DNA evidence used?

Labs

How is a murder suspect convicted?

How reliable

are witness

testimonies?

Research

Sub-question

s

Modeling

36

Multiple roles for industry

Curriculum Developm

ent

Instruction and

Implementation

Student Assessm

ent

37

Rubrics

• STANDARD: uses verbs that imply level of performance

• CRITERIA: describes competence

• SCALE: rates student performance in relationship to competence

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Building the lesson or project

1. Find the link—concept, idea, and/or skill in common

2. Determine authentic context for performance measures

3. Align the appropriate activities to the context and performance measures

39

Getting Started

Authentic Project

Local Industry

Connection

Gaps Identified

Using Student

Data

Standards-based

Performance Maps

Resources

• Integrated Curriculum Design Manual http://www.ConnectEdCalifornia.org

• George Lucas Education Foundation http://www.edutopia.org

• Buck Institute of Education http://www.bie.org

• What Kids Can Do http://www.whatkidscando.org

• Adria Steinberg’s Real Learning, Real Work and Schooling for the Real World: The Essential Guide to Rigor and Relevant Learning

http://www.connectedcalifornia.org/

http://www.edutopia.org/

Documents

Introduction to Standards-based Curriculum Integration Part I and II