Workshop Preparation

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STUDENT-CENTEREDTEACHING AND LEARNING

EPS Curriculum Overview

What are the Ingredients?

Highly Experienced Faculty of Flexible Mind

and Shared Vocabulary

Highly Engaged StudentsSeeking Personal Relevance

for Both Knowledge and Skills

Where do we start?ORIGIN

Student-Centered Design

Grade Level Experience (Horizontal)

5-1

2 E

xpe

rie

nce

(V

ert

ical

)

F&PA English Spanish Social Science

Science Math PhysicalEducation

Electives

Grade 12

Grade 11

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Grade5

What values are the foundationof our curricular design?

FOUNDATION

COLLABORATIVEthrough

EXPRESSIVE AND RECEPTIVE EXPERIENCE

MULTI-DISCIPLINARY

through INTEGRATION

What constructs do we use to frame our thinking and drive our curriculum?

CONSTRUCTS

Ideas and ConceptsThe Building Blocks of

Language

QuestionsThe Building Blocks of

Thinking & Inquiry

BIG Idea

What does it mean to be human?

How did we get here?

What is the world made of?

Who am I?

What is my responsibility to the global community?

What does good leadership look like?

What is effective critical thinking?

SELF

COMPOSITION

PATH/JOURNEY

HUMANITY/HUMANESS

RESPONSIBILITY

LEADERSHIP

CRITICAL THINKING

-------------------------------------------------------------------------------------------------------------

UPPER SCHOOL

MIDDLE SCHOOL

What is the measure of creative and wise innovation?

WISE INNOVATION

Broad-Based

BIG Question

How do we develop a sharedcurricular vocabulary?

VOCABULARY

How do we do INTEGRATION?

2009-10

By Meeting at the Big Ideas

BIG Idea

Spanish

English

Computer Science

Social Science

Physical Education

Math

Science

F&PA

COMPOSITION

How do we do INQUIRY?

2010-11

(a) Essential Background Knowledge

(1) Guiding Question

(2) Initial Hypothesis/Thesis Statement

(3) Data Sources/Data Sets

(4) Revised Hypothesis/Thesis Statement

(5) Reflection on/Extension of Inquiry Process and Findings

Inquiry Components

In what discipline and course contexts are methods of inquiry most effective for student learning at EPS, and why?

How we do ASSESSMENT?

2011-12

Assessment CycleOutcome or

Standard

Metrics or Criteria

Feedback

EVIDENCE

ReflectionAuthentic

Performance

INTEGRATION WORKSHOP

Essential Ideas

(1) represent core discipline concepts

(2) offer opportunities to understand core concepts at new levels of complexity

(3) ask students to build and understand core discipline concepts in multiple contexts

(4) encourage meaningful connections with prior knowledge

(5) create opportunities for transfer to other situations and subjects

By Meeting at the Big Ideas

BIG Idea

Spanish

English

Computer Science

Social Science

Physical Education

Math

Science

F&PA

COMPOSITION

Integration Workshop (Four11)

Step #1

• On separate Post-its, list the titles of 2 of the courses you are teaching this year

• On separate Post-its, under each class title list 2-3 Essential Ideas for each class (max of two words each)

• Once you are done please stick Essential Idea Post-its on wall in front of room around screen

Visual

US HISTORY

IDENTITYNARRATIVE

Integration Workshop (Four11)

Integration Builder

//four11.eastsideprep.org/integration/new

Step #2

a) Use the Integration Builder in Four11 try to create an Integration from one of your courses to a Big Idea

b) Engage in discussion about an Integration to a Big Idea

with yourself (or folks who teach on the same grade level/have the same students with)

ASSESSMENT ACTIVITY

What does it mean to think like an assessor in addition to a designer?

Thinking Like A Designer• What would be fun and

interesting activities for this topic?

• What projects might students like to do on this topic?

• What test should I give based on the content I taught?

• How will I give students a grade and justify it to their parents?

• How well did the activities work?

Thinking Like An Assessor• What would be sufficient and

revealing evidence of understanding?

• Given the goals, what performance tasks should anchor the unit and focus the instructional work?

• Against what criteria should I consider work and assess levels of quality?

• Did the assessment reveal who understood from those who seemed to understand?

• Am I clear on the reasons behind learner mistakes?

Assessment CycleOutcome or

Standard

Metrics or Criteria

Feedback

EVIDENCE

ReflectionAuthentic

Performance

Par For Your Course Activity

• Groups—self-select into Groups of 3 (mentors in mentees groups)

• Materials—get 1 or 2 putters and 1 cup for your group

• 5 Minutes (Designer)—identify location for your putting area and secure your golf hole (cup) with tape

• 20 Minutes (Assessor)—assess at least one of your group members in the act of “putting” using the terms Outcome/Standard, Authentic Performance, Metric/Criteria, Feedback, and Reflection

The Assessment Project

Topics

• Effective Feedback

• Paper and Electronic Portfolios

• Standards-Based Grading

• Understanding By Design (Outcome Based Planning)

• Digital Assessment Tools

• Project-based Assessment (Design Process)

• Faculty Suggested Topic

Teams

• Groups: 4 to 5 people (max. 5)

• Topic sign-ups /team rosters solidified in first 3 weeks of school (by survey and e-mail)

• Each team gets an EPS copy of a text related to their topic (picked by group or Matt)

• Faculty should suggest Assessment Topics not listed

• Group work begins on October 28th PDD

Reflection

• Was the design of the hole too simple or too complex to assess the act of putting?

• Did your conversation as a group focus more on assessment of putting (the learner) or design of the course (the teacher)?

• What metrics did you create? Did they help improve performance?

• What kind of feedback did you give to the learner?

At what levels will our curriculum work be created, processed and aggregated?

LEVELS

4 Curricular Levels

Broad-Based

Discipline Focused

Course Specific

Daily Class

10/14/11 10/28/11 11/18/11 1/13/12 2/17/12 3/9/12 4/6/11 4/27/11 5/18/12

PNAIS ConferenceI-Grant Day

PDD PDD PDD PDDPDD

Innovation Day

PDD PDD TEDx EPS

A Bucket Full of Development

Focus on Student Learning, Accreditation Response, Collaborative Learning Topci

Discipline Scope and Sequence& Best Practices

Syllabi & *Unit Bins

Assessment Topic (PDDs)Integration Workshops (PDDs)

Discipline Group Meetings (PDDs)

Start of Class (PDD)*TBA

Curriculum Committee (PDDs)7:30-9AM (Open to ALL FACULTY)

Yearly Curricular Topic, Integration& Professional Development

Innovation Grants (iGrants)

The Why“We actively cast a wide learning net because innovations often arise when

ideas in a seemingly unrelated field are applied to our field.”

-Independent School Magazine, Fall 2010

• To push our thinking about professional development beyond the traditional activities.

• To expand the notion of how teachers grow as professionals.

iGrants (2011-12)Overview

Up to $250 Grant Per Faculty MemberFunds are intended for faculty experiences that evidence

Pursuit of direct impact on student learning.

GuidelinesFunds may be used any time from the start of school year through March 9, 2012 PDD.Expenses to be covered – food, travel, and lodging in pursuit of a professional experience.

*Funds are not intended for equipment or other such consumable items.

Faculty may pursue individual interests or work in groups.

DatesOctober 14, 2011—Release for iGrant activities which can include PNAIS Conference attendance*Personal Days are not intended for iGrant activities

March 9, 2012 PDD—A Culminating Innovation Day is scheduled for second half of PDD when each individual or group will give a presentation or create an activity for the full faculty based on their experience (9 minutes maximum).

Curricular Summary

Student-Centered

Knowledge Is Lived

Shared Vocabulary

Thinking Trumps Content