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Vertical Alignment (Art/Music)
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Vertical AlignmentProfessional Development
February 8, 2012Northern Vance High School
Where We’ve Been
Introduction to Common Core/NC Essential Standards
Changes in specific course objectives
What’s Next
Today’s Purpose
To explore the vertical alignment of
instruction and assessments to ensure that
course expectations (2012-2013) are
appropriately aligned to Common Core/NC
Essential state standards.
Activity: Building a Map
• In two separate groups,
remove the content of the
envelope and place them
on the table so that all
members can read its statements
• Discuss what statements should be learned
and/or mastered at each grade band (K-2,
3-5, 6-8 and 9-12)
Activity: Building a Map
• Have one group member keep notes of the
conversations and/or questions that arise
• Once a group consensus has been made,
arrange them on the table under the
appropriate grade band
• Make note of how one statement may
contribute to the understanding of another
Activity: Building a Map
• Have a group member share out the group’s
progression map and discussions with the
whole group
Compare your maps to the NC Essential
Standards for Visual Art
K.V.1.2: Create
original art that
expresses
ideas about
oneself.
1.V.1.1: Identify
tools, media and
processes.
2.V.1.4:
Understand
characteristics of
the
Elements of Art
3.V.2.3: Create
art from realistic
sources of
inspiration.
4.V.1.5:
Understand how
the Principles of
Design work in
relation to each
other.
5.V.2.2: Use
ideas and
imagery from
the
global
environment as
sources for
creating
art..
6.V.2.2: Use
observation skills
of the
immediate
environment to
create original
imagery.
7.V.2.3: Create
original art
emphasizing
selected
elements and
principles to
express
ideas or
feelings.
8.V.1.3: Identify
how the Elements
of Art
and Principles of
Design
differentiate
movements,
contemporary
styles, and
themes in art
B.V.2.2:
Understand the
relationships
between sensory
awareness and
artistic
expression
I.V.1.4:
Analyze
images
through the
process of
deconstruction
P.V.3.2:
Analyze the
relationship
between media,
processes, and
result.
A.V.2.1:
Create
original art in
response to
artistic
problems.
Compare your maps to the NC Essential
Standards for Music
K.MR.1.4:
Illustrate
different vocal
timbres by type
1.MR.1.1:
Use corresponding
movements or
actions to respond
to prominent music
characteristics
2.MR.1.2:
Illustrate melodic
patterns,
dynamics, and
forms
3.MR.1.2:
Use musical
terminology
when describing
music that is
presented
aurally
4.MR.1.4:
Classify
instruments into
Western orchestral
categories of wind,
string, percussion,
and brass
5.MR.1.1:
Interpret
through
instruments
and/or voice the
gestures of the
conductor
6.MR.1.3: Identify
criteria for
evaluating
performances,
compositions, and
musical ideas and
apply the criteria
in personal
listening
and performing
7.MR.1.2: Analyze
aural musical
examples
representing diverse
genres, styles, and
cultures, using
appropriate music
terminology
8.MR.1.1: Interpret
the gestures of a
conductor when
singing or playing an
instrument
B.MR.1.3: Identify
criteria for
evaluating
performances,
compositions, and
musical
ideas
I.MR.1.1:
Interpret the
gestures of a
conductor when
singing or
playing an
instrument
P.MR.1.3:
Critique
musical
performances
and
compositions,
generating
suggestions for
improvement
A.MR.1.2:
Analyze
musical
works using
correct
music
terminology
HOW DID YOUR GROUP DO?
Discuss your reactions and any
misconceptions that you/your
group may have had.
Inch-deep
coverageLengthy
review
Definition
of insanity
Re-teaching
at next level
The Current Dilemma
DAILY instructional
activities/lessons
are aligned to state
standards
The Solution
(Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994;
Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989)
VERTICAL ALIGNMENTEstablishing and/or recognizing the scope and sequence of
course content to ensure…
An appropriate
amount of time is
devoted to
instruction
Unnecessary
repetitions are
removed
Gaps are
indentified
Assessments are
appropriate
Activity: Course Reflection
• Independently answer the four reflection
questions on the front side of the handout
provided
• Share your responses with members of your
content area
Common Core/NC Essential Standards
Correlation
• On the back side of the handout provided, complete
the first three columns based on your input on the front
side
• For the Common Core/NC Essential Standards
Correlation column, search your new standards for
those major concepts/skills; provide the objective
number and a brief description of all occurrences
Click here for instructions
PLEASE PAY CLOSE ATTENTION TO THE DETAILS AND
VOCABULARY OF THE STANDARDS; not intended to be new
wording for old ways of doing things!
Common Core/NC Essential Standards
Correlation cont.• Share your table with members of your content area
• Have one member compile an electronic group response;
upload it to the Moodle forum Major Course Concepts (click here for instructions)
• Have a whole-group discussion on the common/major
ideas Things to Discuss (should include but not limited to): Concepts/Skills learned at lower levels that should lend themselves to
major concepts in upper levels
Any repetition of course concepts/skills
The amount of time spent on concepts/skills identified as strengths and
weaknesses
What topics/skills are nice to know as opposed to what is essential?
Power Standards
Refer back to the fourth question on Course Reflection sheet – “What do you wish you could give your students more
of?”
Your response to that prompt were probably items considered as “power
standards”
Power Standards
are… “those
standards that, once
mastered, give a
student the ability to
use reasoning and
thinking skills to
learn and
understand other
curriculum
objectives
Not intended
to undermine
CCSS/NCES
Idealism
vs. Realism
Prioritization
NOT
Elimination
Marzano’s
Instructional
Strategies
Emphasis on
enduring
understanding
Power Standards Criteria
Power Standards help teachers focus and prioritize what is most important for students to know and be able to do in
the time available for teaching and learning. Three criteria of PS:
Readiness for Further Study: Students should have an opportunity to master skills, concepts and processes that will provide the necessary foundation for being successful in their studies.
Leverage: Students should study skills, concepts and processes that have wide applicability to other areas of study.
Endurance: Students should study skills, concepts and processes that they will likely draw on throughout their lives.
What are YOUR Power Standards?
What will you provide your students with to ensure
success – in your class, in their next level class and
so on (leverage, readiness for next levels of learning),
in life (endurance), and on your final/state exam
under the new curriculum?
Post your response on the Moodle discussion
forum Power Standards; we will refer to
these standards along with our major concepts
in our next session
Where We’re Going
On next/last early release session will be on
Wednesday, March 21 at Northern
We will begin Unit/Assessment Planning and
Locating Resources
There will be two days of Common Core/NC
Essential Standards training for core teachers
this summer – Dates TBA
Before you GO…
To submit an evaluation on today’s
professional development session:
•Return to the 1:1 Professional
Development VCS Moodle
http://moodle.vcs.k12.nc/moodle
•Under the EVALUATION topic,
select
“Professional Development
(Feb. 8, 2012) EVALUATION”
*Hard copies are available
for those without
laptops/internet
connection
Instructions Go to the VCS Moodle site
Click on Instructional Technology from the Course
Categories
Click on 1:1 Professional Development VCS
Under today’s section, open the Word document Major
Course Concept
Complete the table based on the input provided by your
group members; SAVE the document
Return to the Moodle and attach the file to the forum Major
Course Concept Return to Activity
Locating YOUR Standards Go to the VCS Moodle site
Click on Instructional Technology from the Course
Categories
Click on Common
Core & NC Essential
Standards
Locate your
content area
Select the
document that
you wish to viewReturn to Activity Part 2