Curriculum, Planing using UbD and Interdisciplinary Instruction

1. Using Curriculum and Effective Planning as a Basis for Instruction Curriculum, Planing using UbDand Interdisciplinary Instruction

2. Objective of today’s session: • Participants will • Understand the importance of using curriculum as a basis for planning. • Use an effective strategy for planning to meet all students’ needs. • Have a better understanding of interdisciplinary learning

3. What is curriculum? How does curriculum differ from: Standards? Programs?

4. Table Talk • In what role do teachers in your school typically feel most comfortable? • Providers of Direct Instruction (for facts and skills) • Facilitators of Meaning-Making • Coaches of Application and Transfer • What happens when teachers release responsibility to students and expect application and transfer?

5. Curriculum

6. Definitions of Curriculum Curriculum is all of the experiences children have under the guidance of teachers. Curriculum encompasses all learning opportunities provided by school. Curriculum is a plan for all experiences which the learner encounters in school.

7. The Written Curriculum • The written curriculum is the open, or public, dimension and includes current and historical interpretations, learning experiences, and learning outcomes. • Openly discussed, consciously planned, usually recorded, presented through the instructional process • Textbooks, learning kits, lesson plans, school plays etc.

8. Written Curriculum • Provides students with science, history, math, literature • Provides students with the knowledge society wants them to have…beyond the academics • Social Responsibility…the written curriculum should be “society’s messenger” (Benjamin Franklin)

9. “Society’s Messsenger” • In the 1600s…curriculum developed for religious purposes… • In order to organize what students should learn and teachers should teach, The New England Primer was published (1690) • In the late 1700s and 1800s, goal was Americanization • 1900s – today - “Equipping saints.”

10. The Hidden Curriculum • The processes…the “noise” by which the overt curriculum is transmitted • “they are also learning and modifying attitudes, motives, and values in relationship to the experiences…in the classroom.” • The nonacademic outcomes of formal education are sometimes of greater consequence…than is learning the subject matter….

11. Results of the Hidden Curriculum • Notions of truth, ways of thinking, unstated implications • Appraisals of self-worth • Social Roles • Socio-economic -Class Perspectives • Attitudes and Behavior Required for Work

12. Standards

13. Curriculum Standards • Nothing new…in 1909 E.L. Thorndike developed handwriting standards measuring students’ penmanship performance • Standards consider content and performance and remove the need for teachers to guess or make inferences about what students need to know • Content standards specify what students should know and be able to do • Performance standards specify the evidence needed to demonstrate achievement

14. Curriculum Mapping Curriculum Structure Curriculum Alignment Curriculum Pacing

15. Curriculum alignment refers to the process of interpreting learning standards, then developing learning objectives that are directly targeted to the standards What is Curriculum Alignment?

16. A Curriculum Pacing Guide is a planning tool that helps teachers plan the pacing of their instruction so that all tested topics are taught prior to the administration of any testing

17. TYPES OF PLANNING • Long-Range Plans • Curriculum Mapping • Unit Plans • Daily Plans

18. What is Curriculum Mapping? • Curriculum mapping is a process that helps teachers keep track of what has actually been taught throughout an entire year

19. Why Curriculum Mapping? • The map becomes a tool that is used to help modify and refine next year’s instruction

20. 1. Collect data (record what was actually taught) using a • calendar-based format: • Content • Skills • Activities • Assessments Steps for mapping...

22. Steps for mapping... 2. Review data This analytic tool can be used by: An individual teacher A group of teachers of the same grade level or the same course A group of teachers from varied grade levels or varied courses within a department

23. Steps for mapping... 3. Identify changes that can be made to curriculum alignment or curriculum pacing guides to correct deficiencies

24. Description: What? Collect data Analysis: So What? Review data Reflection: Now What? Identify possible changes

32. Remember... Your curriculum map reflects what actually occurs in your classroom

33. Some Guidelines... • Include enough specifics to make the map useful (so it “tells” you something upon reflection) • Use specific vocabulary vs. vague/generic terms

34. Some Guidelines... • Don’t write too much! • No need to write out objectives or complete activities

37. ? ?

38. ? What video? ?

39. ? What video? What kind of test? ?

40. ? What video? What kind of test? ?

43. Steps for mapping... 2. Review data This analytic tool can be used by: • An individual teacher • A group of teachers of the same grade level or the same course • A group of teachers from varied grade levels or varied courses within a department

44. As an individual teacher... • Can review timing, sequence, level of instruction • Serves as documentation of successful instructional activities • Assists in monitoring types of instructional methods used (ex., cooperative learning, direct instruction, etc.)

45. As a group of teachers of the same grade level or course... • Can share activities and assessments (both successful and unsuccessful) • Collaboration enhances “team” feeling • Can serve as a guide for new teachers

46. As a group of teachers of varied grade levels or varied courses within a department... • Can examine for “gaps” in the curriculum • Can note “repetitions” in the curriculum • Provides opportunity to collaborate with colleagues across grade levels and courses

47. Social Studies Realized while mapping that having to write down what she was teaching helped to keep her on track. Concluded that mapping was an easy way to ensure she stayed focused and followed her pacing guide.

48. English Noticed that different teachers were using different novels to teach concepts, and pacing varied greatly. Identified which novels and pacing formats seemed to be most successful. Shared successful learning activities.

49. Science Noticed that test scores were weak in the area of scientific investigation. Realized the process was not being taught consistently across grade levels. Defined how process would be taught across grades. Agreed to use consistent vocabulary/ terminology.

50. A Review... • Make sure that your course curriculum is aligned with the Standards of Learning • Develop a pacing guide to ensure that all tested topics are taught prior to the administration of the End-of Level testing • Use curriculum mapping as a tool to monitor and “fine tune” your curriculum