1 / 10

“I have a huge binder…now what?”

“I have a huge binder…now what?”. Encouraging Words from a Classroom Teacher for Implementing Updated ERWC Curriculum. Jason Charles. The Paradox of Theseus’ Ship.

hakan
Download Presentation

“I have a huge binder…now what?”

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. “I have a huge binder…now what?” Encouraging Words from a Classroom Teacher for Implementing Updated ERWC Curriculum Jason Charles

  2. The Paradox of Theseus’ Ship Treat this paradox as a framework for considering how you can adjust and supplement the curriculum to meet the needs of your class.

  3. The Convergence Problem College Apps New Common Core Demands 12th Grade novels Grammar Instruction ISTE/ NETS Tech Standards Big Fat Binder “Humanities”Interdisciplinary Vocabulary Instruction Department Writing Prompts Block Schedule Benchmarks

  4. Solutions Paradigm Shift 2. You have more control than you think: Scope Sequence Pacing

  5. For it to be the same ship: • Minim. 4 of the 6 semester modules • Learning Targets generally consistent with those found at beginning of Module • Students exercising sustained interrogation of rigorous & relevant texts • Students are supported in achieving the skills necessary to read/write at the CSU level

  6. 2 district/site approaches “All Aboard” • Collaborative and secure • Wikis, Shared Drives • Units taught in the same sequence • Pacing Guides • Activity/Resource Sharing • Common Assessment • Each crewmate can select a unit they prefer, showcase and share

  7. 2 district/site approaches “Divide and Conquer” • Exploratory & Innovative • Websites, “SOS!” E-mails • Freedom to dramatically adjust • Constantly checking heading • Lots of resource creation or sticking to the script • Allows for the “scenic route” • If collaboration is authentic, more successes and failures

  8. 3 Timelines • All 6 Modules Sequentially:+Experience with all units-Must be very hasty, especially in Sem. 1 • Narrow down to 4 Modules Sequentially: +Narrow scope to increase depth of study-Are skills cumulative? Missing an essential? • Frankenstein’s Monster (Juvenile Justice Example)+Customized for your campus/class/style-Need to stay true to the ship

  9. Use the curriculum materials to discuss these questions: In staying true to the original ship, what elements of the course do you believe to be absolutely essential and why? What elements are negotiable/flexible? What resources are available to help you navigate the convergence problem? In other words, give an example of how some of these “competing” factors can actually nest together. How is your site/district approaching the voyage? Are there innovative teachers who may benefit the larger group by dividing and piloting on their own? Which time-line model do you think will be most effective? What concerns do you have about implementing the curriculum?

  10. For more resources and a copy of this presentation, visit www.MyStudentWorks.comor Tweet @MyStudentWorks

More Related