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Rigorous Curriculum Design KeynoteApril, 2011

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© 2011All rights reserved.Copy only with permission.

Rigorous Curriculum DesignRigorous Curriculum Design

Presented byPresented byLarry AinsworthLarry Ainsworth

The Leadership and Learning CenterThe Leadership and Learning CenterEnglewood, ColoradoEnglewood, Colorado

www.LeadandLearn.comwww.LeadandLearn.comTollToll--Free 1Free 1--866866--399399--60196019

The Common Core State Standards–Insufficient By Themselves

The Common Core State Standards–Insufficient By Themselves

“To be effective in improving education and getting all students ready for college workforce training and life thecollege, workforce training, and life, the Common Core State Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.”

CCSSI Webinar, 2010

Rigorous Curriculum Design

How to Create Curricular Units of How to Create Curricular Units of Study that Align Standards, Study that Align Standards, y g ,y g ,Instruction, and AssessmentInstruction, and Assessment

Book and Seminar Published 2010Book and Seminar Published 2010Lead + Learn PressLead + Learn Press

Englewood, ColoradoEnglewood, Colorado


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A Curriculum Model That Provides The What, Why, and How

1. What do ALL students need to know and be able to do?

2. How do we teach so that all students will learn?

Standards

Instructionlearn?

3. How will we know if they have learned it?

4. What will we do if they don’t know or if they come to us already knowing?

DuFour and EakerProfessional Learning Communities At Work (1998)

Differentiation and Enrichment

Instruction

Assessment

An overview of a do-it-yourself process that

A Curriculum RoadmapA Curriculum Roadmap

curriculum design teams can follow—over time—to create a rigorous curriculum in any content area

“Your process is going great! We are enjoying every moment of our work (if you can call it ‘work’). Our first eight documents are comprehensive clear and all very

JANUARY, 2010

comprehensive, clear, and all very strongly based on the standards. Curriculum makes so much sense now!”

BONNIE FINEMANEast Hartford High School Curriculum Design Team


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Priority Standards

and Supporting Standards

“Unwrapping” the Standards, Big Ideas, Essential

Questions

F tTh D t

Common Formative

Assessments(Pre- and

Post-)A

Comprehensive FrequentProgress

Monitoring Checks

The Data Teams

Process

ComprehensiveModel

High-ImpactInstructional

StrategiesAuthentic

Performance Tasks & Scoring Guides

Big Picture Connections

Building the Foundation

Four Parts of Rigorous Curriculum Design Model

Designing the Units of Study

Implementing the Units

SEE THE “BIG PICTURE” FIRSTSEE THE “BIG PICTURE” FIRST

Part One


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What IsRigorous

Connecting Curriculum

Design to the “Big Picture”

Part 1:Part 1: Making ConnectionsMaking Connections

Rigorous Curriculum

Design?

Overview of Design

Sequence

Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher order

RigorDefinedRigorDefined

knowledge through higher-order thinking skills. Rigor also means the reaching for a higher level of quality in both effort and outcome.

Rigorous Curriculum Defined

Rigorous Curriculum Defined

A rigorous curriculum is an inclusive set of intentionally aligned

t l l i tcomponents—clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies—organized into sequenced units of study.


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Rigorous Curriculum Rigorous Curriculum Defined

Rigorous Curriculum Rigorous Curriculum Defined

A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.

Curriculum Big Design

gPicture

Effective Teaching Strategies with

Progress Monitoring Checks

Enrichment,Remediation,

Intervention Prior toNext Curricular Unit

Effective Teaching Strategies with

Progress Monitoring Checks

Enrichment,Remediation,

Intervention Prior toNext Curricular Unit

Common Formative Post-Assessment & Data Teams Process

Common Formative Post-Assessment & Data Teams Process

State Assessments; National Assessments

Rigorous Curricular Unit of Study

Based On “Unwrapped’ Priority CCSS

Common Formative Pre-Assessment & Data Teams

Process

PRIORITY CCSS and Supporting CCSS

Scope, Sequencing, and Pacing of Curricular Units

Common Formative Pre-Assessment & Data Teams

Process

Common Core State Standards


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Which of the“pieces” are

The Big Picture ConnectionsThe Big Picture Connections

pieces arealready in placein your school system?

Progress CheckProgress CheckProgress CheckProgress Check

Where are you now?________________________________________________________________________Which “big picture” practices are l d i l ?already in place?

________________________________________________________________________What should your next steps be?_____________________________________________________________________

Overview of Part 2:Building the Curricular Foundation


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Building the Foundation for

Designing

Building the Foundation for

Designing

Part TwoPart Two

Designing Curricular

Units

Designing Curricular

Units

Five Sequential Steps

Building the FoundationBuilding the Foundation

1. Prioritize the Standards

Common Core State StandardsCommon Core

State Standards

CCSS are presented in the context of Priority Standards in Chapter 5, pp. 47-53.


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“The question of national standards is

FEWER, CLEARER, FEWER, CLEARER, HIGHERHIGHER

inescapable. The U.S. needs fewer, clearer, and higher national standards.”

Sir Michael Barber in interview with A. Klein, Education Week, September 24, 2008, p. 24.

Are There Fewer?

Counting The CCSS

Priority Standards Priority Standards Defined

Priority Standards Priority Standards Defined

Priority Standards are a carefully selected subset of the total list of the grade-specific and course specific standards within eachand course-specific standards within each content area that students must know and be able to do by the end of each school year in order to be prepared to enter the next grade level or course.


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Supporting Standards Supporting Standards Defined

Supporting Standards Supporting Standards Defined

Supporting standards are those standards that support, connect to, or enhance the Priority Standards They are taught within thePriority Standards. They are taught within the context of the Priority Standards, but do not receive the same degree of instruction and assessment emphasis as do the Priority Standards.

Prioritization, Not Elimination!Prioritization, Not Elimination!

• All grade-level or course-specific standards are not equal in importance!

• Prioritize those standards by• Prioritize those standards by distinguishing those that are essentialfrom those that are supporting.

• Teach the supporting standards in the context of or in relation to the essentials.

Priority Standards and Supporting StandardsPriority Standards and Supporting Standards

Like fence posts, Priority Standards provide curricular focus in which teachers need to “dig deeper” and assure

Like fence posts, Priority Standards provide curricular focus in which teachers need to “dig deeper” and assure

Priority Standards

(Essential)

to dig deeper and assure student competency.

Like fence rails, “Supporting Standards” are curricular standards which connect to and support the Priority Standards.

to dig deeper and assure student competency.

Like fence rails, “Supporting Standards” are curricular standards which connect to and support the Priority Standards.

Supporting Standards

Rigorous Curriculum Design KeynoteApril, 2011Page P-10


Two Standards: One Post, One Rail

Two Standards: One Post, One Rail

CC.5.R.I.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a

CC.5.R.I.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in aindividuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CC.5.R.I.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.5.R.I.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Helpful TipHelpful Tip

When considering whether to select one standard over another, determine which one is the more comprehensive or rigorous.

“If students could do this one, that would take care of this other one.”

Endurance(concepts and skills that last over time)

Endurance(concepts and skills that last over time)

Readiness(for next level learning)

Readiness(for next level learning)

Priority StandardsPriority Standards

))

Leverage(crossover application to other areas)

Leverage(crossover application to other areas)

External Exams(national, state, college, career)

External Exams(national, state, college, career)



Priority Standards StepsPriority Standards Steps

Step 1: Make initial selections.Step 2: Look for connections to state tests.Step 3: Chart selections for each grade.Step 4: Vertically align standards K-12.Step 5: Acquire feedback, revise, publish. Step 6: Provide professional development.

Progress CheckProgress CheckProgress CheckProgress Check

Where are you now?________________________________________________________________________Is your school district or state ready to

i iti th C C ?prioritize the Common Core?________________________________________________________________________What should your next steps be?_____________________________________________________________________


2. Name the Units of Study

1. Prioritize the CCSS



A series of specific lessons, learning experiences, and related assessments—based on designated

Unit of Study Defined

Unit of Study Defined

assessments based on designated Priority Standards and related supporting standards—for a topical, skills-based, or thematic focus that may last anywhere from two to six weeks.

TOPICAL Units of Study

Topical Examples

Focus on a specific portion of a larger subject or discipline.

S i S lid d Li id

Math: Estimation

Reading: Story Elements

Science: Solids and Liquids

SKILLS-BASED Units of Study

Skills-Based Examples

Emphasize Application

Converting Fractions to

Making Text Connections

Editing and Revising

gDecimals



THEMATIC Units of Study

Thematic Examples

Emphasize connections to other topics within the same discipline or to completely different disciplines

S i Lif C l

Social Studies: Impact of War

Visual Arts: Art and Multimedia

Science: Life Cycles


3. Assign the Standards



Assign the Standards—Priority and SupportingAssign the Standards—Priority and Supporting

Determine the appropriate number of Priority Standards for each unit based on their cognitive difficulty – averageon their cognitive difficulty – average is three or four.

Distribute Priority Standards across multiple units as long as it makes instructional sense to do so.




4. Prepare a Pacing Calendar




A pacing calendar is a yearlong (or course-long) schedule for delivering all

Pacing CalendarDefined


g) gof the planned units of study for a designated grade level or course, notthe instructional materials used within those units.

A pacing calendar helps ensure that students learn the Priority Standards



and related supporting standards in the right order through instructional “building blocks” or learning progressions (Popham, 2007).



“A carefully planned pacing calendar provides suggested horizontal learning



progressions within grades and courses and suggested vertical learning progressions between grades and courses. (Ainsworth, 2010).”


4. Prepare a Pacing Calendar

5. Construct Unit Planning Organizer




Brainstorm The Elements Brainstorm The Elements

What Key Components

What Key Components Does a Unit Organizer Need to Include?

Does a Unit Organizer Need to Include?



46

See The Design FormatSee The Design Format

Unit Planning Organizerg

A Universal Template For Creating

Each of the Curricular Units of Study

Rigorous Curriculum Design Planners

Assessment Planner

Unit Planning Organizer

Engaging Learning

Experiences

Details Organizer

Weekly and Daily Planners



Overview of Part 3:Designing the Curricular Unit of Study

Part Three

DESIGNING THE CURRICULAR UNIT OF STUDY



1. “Unwrap” P i it

Design the Curricular Unit –Twelve Sequential Steps

Priority Standards

2. Create Graphic Organizer

3. Decide Big Ideas & Essential Questions

4. Create End-of-Unit Post-Assessment

1. “Unwrap” P i it


Priority Standards

2. Create Graphic Organizer

3. Decide Big Ideas & Essential Questions

4. Create End-of-Unit Post-Assessment

Step 4:

Create the End-of-Unit AssessmentAssessment



Selected-Response: Multiple-ChoiceQuestion is directly matched to “unwrapped” concept, skill, and level of Bloom’s Taxonomy.

Student Directions: Choose the bestanswer from the answer choices.

Wh t i th i id f thi t l ? (L l 2)

Level 2—RECOGNIZE (main idea)

1.What is the main idea of this tale? (Level 2)a. Two frogs accidentally jumped into a

pail of milk.b. The little frog lived because he didn’t

give up.c. Milk can be churned into butter with

enough effort.55

Selected-Response: Multiple-ChoiceQuestion is directly matched to “unwrapped” concept, skill, and level of Bloom’s Taxonomy.

Level 4—DRAW (inferences, conclusions, generalizations)

This tale best illustrates which one of the following generalizations: (Level 4)a. Danger can show up in the most

ordinary places.b. Events sometimes take a surprising

turn if you refuse to quit.c. Everyone fails some of the time.

Extended-Response Question directly matched to “unwrapped” concept, skill, and level of Bloom’s Taxonomy.

Level 5—SUPPORT (inferences, conclusions with text evidence, prior knowledge)

Write one or more paragraphs defending p g p gyour answer choice for the multiple-choice question above. State your choice and three reasons to support it, using examples from the folktale. Write a concluding sentence to summarize or support your choice. (Level 5)



Scoring GuideGoal

❑ States answer choice

❑ Supports answer choice with three examples from tale

❑ Writes one or more paragraphs

❑ Writes concluding sentence that summarizes or supports answer choice

Create the Remaining Levels of the Scoring Guide:Advanced, Progressing, Beginning

5. Create Pre-8 G th


Assessment

6. Identify Vocabulary, Interdisciplinary Connections, 21st Century Learning Skills

7. Plan Engaging Learning Experiences

8. Gather Instructional Resource Materials



Assessment








Assessment

6. Identify Vocabulary, Interdisciplinary Connections, 21st

Century Learning Skills



Step 7:

Plan Engaging Learning E iExperiences

A collection of several related performance tasks, distributed th h t it f t d th t

Performance AssessmentDefined

Performance AssessmentDefined

throughout a unit of study, that progressively develop and reveal student understanding of the “unwrapped” concepts, skills, and Big Ideas.



Recognize Interpret Apply Evaluate

4

Performance Tasks

“Unwrapped”Concepts and

Skills

Engaging Learning Experiences

g

List

Describe

p

Summarize

Compare

pp y

Model

Analyze

Justify

CreateTask

1

Task

2

Task

3

Task

4

Tasks Increase in Thinking Skill Rigor to Help Students Discover

Big Ideas

Whole and Small-Group Instruction throughout Tasks 1-4

Engaging Scenario

Engaging ScenarioGood news! Your parents have

finally agreed to let you have that new cell phone. But here’s the catch: You have to convince them that you’ve done your homework and found the cellyour homework and found the cell phone package with the greatest number of “perks” for the least amount of cash. To do this, you must analyze three cell phone packages to determine the one that best meets your parents’ requirements.

Engaging Scenario

Be prepared to present your information mathematically in a persuasive letter that you will write and deliver to your parents. If you

k t d b k itmake a strong case, and back it up with data, you may soon be text-messaging your friends on your new phone. Good luck!



Synopses of Math and Language Arts Performance Tasks

Task One: Create a Venn diagram representing the features of three different cell phone packages.

T k T C t i Task Two: Create a comparisonchart showing the cost of each phone, cost of each package, number and type of minutes included, and perks offered by each cell phone company.

Synopses of Math and Language Arts Performance Tasks

Task Three: Write a summary essay comparing and contrasting the pros and cons of each of the three cell phone typesthree cell phone types.

Task Four: Write a persuasive letter to your parents stating your choice of cell phone package with data to support the reasons for your choice.





Assessment




9. Recommend High-Impact


g pInstructional Strategies

10. Detail Unit Planning Organizer

11. Create Informal Progress Monitoring Checks

12. Write Weekly Plans; Design Daily Lessons

2121stst Century Century Learning SkillsLearning Skills

ResearchResearch--Based Effective Based Effective

Teaching Teaching StrategiesStrategies

DifferentiationDifferentiation

English English Language Language LearnerLearner

High-Impact Instructional Differentiation, Differentiation,

Including Including EnrichmentEnrichment

Response to Response to Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3)(Tiers 1, 2, 3)

Specially Specially Designed Designed

InstructionInstruction

Learner Learner StrategiesStrategies

Instructional Strategies









Greater Detail NeededGreater Detail Needed

Sequencing and Pacing of Learning Experiences

Suggested Ways to Use Instructional Strategies









Teach, Teach, Teach, Teach, Teach, Teach,Teach, TEST

OLD MODEL

76

Teach, Assess, Re-Teach,Assess, Teach, Re-Assess, Teach, ASSESS, INTERVENE, ENRICH

NEW MODEL

Step 11: Progress Monitoring Checks

Step 11: Progress Monitoring Checks

Administer short, informal progress monitoring checks that coincide with learning progressions—the “building blocks” of instruction—in order to determine student learning and differentiate instruction accordingly.









Implementing th U it fthe Unit of

Study

Analyze Student Data; Decide How

to Differentiate Instruction

Ad i i t

Introduce the Unit and

Administer Pre-

Assessment

Enrich,

Implementing Learning-

Begin Teaching the

Unit

Administer Post-Assessment;

Analyze Results

Administer FrequentProgress

Monitoring Checks

Enrich, Remediate, Intervene

gCentered Units of Study

Evaluate Effectiveness of Instructional Strategies;

Change as Needed

“I can't wait for you to see our final product… these units are quite rich. Our group worked … to make the curriculum accessible to the teachers. More importantly, I

JUNE, 2010

teachers. More importantly, I believe it is going to be extremely valuable to our students. As I said before, it all makes sense now! ”

BONNIE FINEMANEast Hartford High School Curriculum Design Team



“Rigorous Curriculum Design should be a required course in EVERY teacher education program in the country. Without it educators will never see the

FEBRUARY, 2011

whole picture that makes up their professional career.”

GARY L. SACKET Aurora Learning Community

AssociationFairview, Oklahoma

ReflectionReflection

• What new ideas or insights have you gained as a result of this preview of the Rigorous Curriculum Designthe Rigorous Curriculum Design model?

• What impact do you see this work having on instruction and assessment in your school system and state?

Together We CANMake This Work!

Together We CANMake This Work!



Your FeedbackYour Feedback

• Thank you for the opportunity to present this information to you!

• Please take a few momentsPlease take a few moments to complete the feedback form.

• Your comments, insights, and inquiries are appreciated!

Larry AinsworthLarry AinsworthLarry AinsworthLarry AinsworthThe Leadership and Learning Center

1.866.399.6019 ext. [email protected]

LeadandLearn.com

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Rigorous Curriculum Design - Parkway Schools / · PDF filesame discipline or to completely different disciplines Si Lif C l Social ... Multimedia Science: Life Cycles Building the