IT,FCS,AG,BUS

Curriculum Team WorkYear 1

1. Name2. What you teach3. Hope or Fear

Who makes up this Curriculum Team?

Goal for the Year

Understand the meaning behind the Iowa Core Curriculum Benchmarks

Align what we teach to the Iowa Core Curriculum/CTE Standards (21st century skills/literacy)

Identify gaps and overlaps – fill/remove

Write a Mission Statement, Course Purposes, Grade Level Benchmarks and Components

Update the Curriculum Maps to reflect new GLB, Components and ICC Standards……

Goal/Outcomes for Today

Look at the big picture of our work – how the Iowa Core Curriculum fits in

Discuss the process for our work to understand expectations and work for the year

Define our current reality (what we teach) (Step 1)

Analyze the Iowa Core Curriculum (Step 2)

Align our BM to the ICC/CTE Standards (Step 3)

Questions we will answer

What is the Iowa Core Curriculum?

How does the Iowa Core Curriculum fit into our current Standards and Benchmarks?

What is the structure for curriculum going to look like?

Will our Curriculum Maps still be used?

What does the process look like for year 1, 2, and 3, and beyond?

Curriculum

Teaching And

Learning

Instruction Assessment

Year 1 – alignment to ICCWrite Grade Level

Benchmarks and Components for each grade/course

Alignment in Curriculum Maps

Year 3 – Aligning assessments with our curriculum. Writing common summative

assessmentsTraining on

Assessment OF and FOR LearningAlignment in

Curriculum Maps

Embedded in Year 2 and Year 3

Professional Development

planned around student and staff

needsCurriculum Mapping

Importance of CurriculumSecond biggest impact on learning is from what is taught. (Shanahan)

Explicit curriculum is important in ensuring that teaching occurs.

Explicit curriculum prevents excessive overlaps across grade levels.

Curriculum needs to be organized.

An explicit curriculum makes quality instruction possible.

Curriculum Framework – ICC and OCSD

Big Ideas/GLB: Declarative statements of enduring understandings for all students at all grade/course levels. Grade Level Benchmarks (Essential Questions)

Concepts: Describe what students should know, key knowledge, as a result of instruction, specific to grade level. Components (Concepts and Skills)

Competencies: Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level. Components (Skills)

Big Ideas – GLB or Essential Questions

Hierarchy of OCSD CurriculumThe Grade Level Benchmarks and Components drive instruction = they provide the roadmap to what the teacher needs to teach. Currently these are reflected in the Essential Question and the Content and the Skills.

But…. They all do not meet the requirements of “Big Ideas”

Bigger Ideas…..How do we help students “master” this content?What do we do if they don’t?

Steps in the Process Step 1: Define Current Reality

Step 2: Analyze the Iowa Core Curriculum 21st Century Skills

Step 3: Align current reality with IA Competencies and ICC – eliminate any gaps and/or overlaps

Step 4: Develop a Subject Mission Statement

Step 5: Develop Grade Level/Course Purposes

Step 6 and 7: Write Grade Level Benchmarks and Components

Step 8: Develop way to validate or monitor implementation of curriculum

ICC and the “Big Ideas”

What does the Iowa Core Curriculum look like?

Do we teach the big ideas described in the ICC or what we need our students to know? What’s our current reality?

What do our students need to be successful – from MS to HS?

Do we have any gaps or overlaps in our curriculum right now (after aligning to the ICC and CTE Standards/Benchmarks?)

Current Reality – Step 1

On the spreadsheet list what you are currently teaching

Look at the essential question/content/skills and identify the “Big Ideas” your grade level or course teaches.

Understanding ICC – Step 2

What do the Benchmarks of the Iowa Core Curriculum mean – what do they expect our students to know and be able to do within a grade band?

http://www.corecurriculum.iowa.gov/Home.aspx

Determine what big idea they are wanting our students to know……

Aligning with the ICC – Step 3

Using the strands from the Iowa Core and the CTE Standards and Benchmarks, determine which Benchmarks you are currently teaching and in what course… highlight what is NOT covered in OCSD now.

If there is content not on your spreadsheet you will need to add it to the appropriate course. OR……..

Is there something in your curriculum you would like to update or do differently? Now is the time to have these conversations……

Mission Statement – Step 4Answer the questions:

Why do we have an IT, FCS, AG, or BUS curriculum and what we want students to know and be able to do?

Why does this area exist in our curriculum?

Is:Student focused (Students will be able to…)MeasurableDescriptive about curricular area

Mission Statement

The mission of Family and Consumer Sciences Education is to prepare students for family life, work life, and careers in Family and Consumer Sciences by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed for:

* Strengthening the well-being of individuals and families across the life span.

* Becoming responsible citizens and leaders in family, community, and work settings.

* Promoting optimal nutrition and wellness across the life span.

* Managing resources to meet the material needs of individuals and families.

* Balancing personal, home, family, and work lives.

* Using critical and creative thinking skills to address problems in diverse family, community, and work environments.

* Successful life management, employment, and career development.

* Functioning as providers and consumers of goods and services.

* Appreciating human worth and accepting responsibility for one's actions and success in family and work life.

Grade Level/Course Purpose – Step 5

Answers the questionsWhat will students in the 8th grade or a particular

course know and be able to do?

What will be different from the emphasis in another grade? What will the focus be in this grade/course?

Is:Student focused (Students will be able to…)MeasurableDescriptive about grade level/course

Course Purpose

IT Example

Drafting students will apply the drafting practices of lettering, metric construction, and technical sketching through the use of pictorial drawings and preparation of working and detailed drawings.

Writing Grade Level Benchmarks – Step 6

Must:Be student focused “The student will….

Be measurable

Begin with a verb which determines level of thinking and indicate method of summative assessment

Be from Bloom’s top 4 levels of Bloom’s taxonomy

Be indicative of the main skill/concept – the essential question or purpose of the unit of study

Writing Components – Step 7

Must:Be student focused “The student will….

Begin with a verb which determines level of thinking and indicate method of formative assessment

Be measurable

Be from Bloom’s any levels of Bloom’s taxonomy – scaffolding of skills and concepts should take place

Provide direction for instruction toward success of the Grade Level Benchmark

Big Ideas/GLB are…Reflect Higher Order Thinking - Rigorous

They require “uncoverage.” or “investigation” or “evaluation” These abstract concepts stimulate higher-level thinking. They are more than just facts. They come from the top 4 levels of Bloom’s taxonomy. They have a greater potential for engaging students. The verb provides clues as to the assessment

Student Centered

They reflect what the student will know or be able to do as result, not what the teacher will do

Timeless

The concept transcends individual examples and/or activities. They have enduring value beyond the classroom. They will be relevant to any time teaching and do not reflect specifics – reflect skills such as problem solving

Measurable

They can be measured to determine success.

Essential Concepts or Skills

They are the heart of the discipline. They are worthy of the time it will take to study them at some depth

(www.movingbeyondthepage.com and Understanding by Design. Wiggins & McTighe. ASCD. 1998.)

Big Ideas/GLB Are Not…

Topics (Apples, Winter, Shakespeare, Maps, Fractions)

Facts (2x4=8, red and yellow make orange, the capital of Illinois is Springfield)

Skills (multiplying, painting, memorizing, rhyming)

Assignments (research paper, collage, speech, book report)

Textbook Units (Unit 1, The World At War, Rational Numbers)

Science Example

Apples

Better Choices:

Students will describe different species of plants and animals and different classify them by observable characteristics

Students will demonstrate understanding that plants and animals have life cycles including being born, developing into adults, reproducing, and eventually dying.

Students will illustrate that organisms have basic needs.

Students will consider a variety of ways humans change environments in ways that can be either beneficial or detrimental to themselves or other organisms.

(ICC/Life Science/K-2)

Literacy ExampleMain Idea

Better Choices

Students will use a variety of strategies to make sense of what they read.

Students will monitor their thinking as they read so that the text makes sense

Students will use a variety of strategies to fix their reading when meaning breaks down.

Business Example

Business Skills

Better Choices

Students will apply record-keeping skills to track costs and make adjustments to budgets as needed.

–Students will set goals and create plans which take into account personal characteristics, abilities, qualities, and values.

–Students will apply various leadership styles in a variety of real-life situations.

Developing big ideas/GLB helps students–“Understand rather than memorize

–Retain ideas and facts longer because they are more meaningful

–Make connections between subjects and facets of a single subject

–Relate ideas to their own lives, and

–Build networks of meaning for effectively dealing with future knowledge.”

(from How to Differentiate in Mixed-Ability Classrooms, 2nd Edition; C.A. Tomlinson; ASCD; 2001)

Grade Level Benchmarks

• Describes the “essential” things ALL students in this grade level or course MUST KNOW or BE ABLE TO DO in FCS, AG, Business, or IT

• GLB's are units of instruction that make connections between separate concepts or skills

• Year-long course = 7-12 GLB's

• Trimester = 3-6 GLB's

Grade Level Benchmarks

• Each GLB requires high level of student thinking as well as dynamic student involvement in their learning

• Written with verbs from top 4 level of Bloom's Taxonomy – application, analysis, synthesis, and evaluation

• Each GLB written directs assessments–Formative and Summative

GLB's• Criteria:

–A positive statement about what the students will do

–Verbs describing specific, measurable actions

–Includes an end result – what the student will be able to do

–High levels of achievement – Bloom's top 4 levels of thinking

GLB's - Example• What is wrong with these examples?

– By the end of the lesson, students should be able to complete a spreadsheet

– Introduce the vocabulary words– Students will understand how to use the

CAD program– Students will read the textbook chapter

about parenting

Components• Statements of concepts or skills that describe

what students must know or do in order to perform the GLB.

• Can be written from all levels of Bloom's Taxonomy

• Content or skills scaffold as the GLB is taught

• 3-8 per GLB

Components - Continued• Simple and Complex skills

• Must have students being active, not passive learners

• Teachers become more facilitative instead of only providing information that students memorize

Components - Continued• Which are simple and which are complex?

–Students will list the common characteristics of an adolescent

–Students will conduct research to locate and analyze successful marketing techniques for a small business

–Students will classify the states according to the amount of agricultural products they provide

–Students will explain in their own words the way to wire a circuit

–Students will design a house using specified criteria

Grade Level Benchmarks• How do you go about identifying GLB's?

– What are the “essential” skills/topics?

– What is the relevance of the topic/skills?

– What might students “do” with the information they learn?

– What skills will be involved?

– Are several topics related – if yes, group together

– Those connected skills/topics make up a GLB•Quiz time!

Grade Level Benchmark

– Answer the following questions to make sure it meets all GLB requirements

– DOES IT....?• Uses a positive statement and tells what the student will do• Uses a specific measurable action verb• Contains an end result• Requires high levels of thinking• Requires dynamic student involvement• Make connections – topics, skills and applications related• Directs the summative assessment

Grade Level Benchmarks– How do we write the GLB?

• Group topics/skills together – lay out your “wall”– Don't force groupings

• Visualize the grouping – what will students be able to do when they participate in the learning?

• What will students know or be able to do?• Check the criteria to be sure all are present• Are all the components – skills and topics – identified

and included in the GLB?• Remember to make all statements specific and

measurable• Components tend to scaffold content or skills

Monitor Implementation

• How will we know if the curriculum is leading students to mastering the content?

– What do we do if our students have mastered the content before instruction?

–What will we do if they are not mastering the content?

– What supports are we providing to the struggling learners in our classroom?

– What will you do to make sure ALL students master the content?

Updating Curriculum Maps