1 / 25

An Overview of the ACE Collaborative for Curriculum & Instruction

Learn about the ACE Collaborative, a professional development approach that promotes collaboration, common language, and continuous improvement in curriculum, instruction, and assessment.

edwardnichols
Download Presentation

An Overview of the ACE Collaborative for Curriculum & Instruction

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. An Overview ofthe ACE Collaborative for Curriculum & Instruction

  2. The ACE Collaborative • A sustained professional development approach that seeks to strengthen curriculum, instruction & assessment by • Promoting collaboration among teachers (professional learning communities) • Providing a common language & structure • Fostering a culture of continuous improvement

  3. Team/Department Outcomes A Review

  4. Team/Dept. Outcomes: A Summary • Teams of teachers formed by grade level and subject • K-2, 3-5, 6-8, 9-12 + Math, Science, Social Studies, etc. • Example: 3-5 Social Studies • Each team collaborates on curriculum, instruction & assessment • Team/Department Outcomes articulate what all students will be able to do at the broadest level—at the end of a sequence of courses or grades • These Outcomes: • Incorporate standards that require more than one year to accomplish • Focus primarily on skills • Are the responsibility of the entire team

  5. The Big Picture

  6. Team/Department Outcomes:Components • 4-7 outcomes • Begin with “SWBAT” • Use one verb from Bloom’s Taxonomy • Verb must be: • Active • Observable • Challenging & Developmentally Appropriate • Creates a “floor” not a “ceiling” of student achievement

  7. Progression ofCritical Thinking Levels

  8. Course Outcomes A Review

  9. Course Outcomes: A Summary • Course Outcomes articulate what all students will know and be able to do by the end of one specific subject or course • These Outcomes: • Incorporate standards that require more than one unit to accomplish • Focus on content knowledge and skills • Span one subject and one year • Build on and do not repeat Team/Dept. & Course Outcomes from previous grades • May contribute directly to relevant Team/Dept. Outcomes

  10. The Big Picture

  11. Course Outcomes: Components • 4-7 outcomes for each course/subject • Begins with “SWBAT” • Uses one verb from Bloom’s Taxonomy • Verb must be: • active • observable • challenging & developmentally appropriate • Create a “floor” not a “ceiling” of student achievement

  12. Progression ofCritical Thinking Levels

  13. Course Outcomes vs.Team/Department Outcomes • Course Outcomes • collectively ensure that all students can meet the corresponding Team/Department Outcomes • may not directly address any Team/Department Outcome; instead may lay the basis for later concepts or skills • mastered by all students by the end of the course • Team/Department Outcomes • mastered by all students by the end of a sequence of courses

  14. Unit Concepts: A Summary • Based on standards that typically require 2-4 weeks to accomplish • Each is the basis for a Unit Goal that articulates the level of critical thinking students will engage with the Unit Concept • “Chunk” information in useful ways • Identify the core concepts for a subject/course that will lead to “enduring understandings” • Sequenced in order to form a “story” or course narrative • Opening Unit ought to be engaging

  15. The Big Picture

  16. Unit Concepts: Components • 8-10 Unit Concepts for each course/subject • Elementary subjects with less academic time (e.g. science, social studies) or electives may only have 4-6 for the year • Not in SWBAT form • Plants And Their Parts (2nd Grade Science) • River Valley Societies: Harnessing Nature (6th Grade Soc. Stud.) • Systems of Linear Equations (HS Algebra) • May be phrased in terms of an essential question • The American Revolution: What were the reasons for and against the colonists’revolt from England? (7th Grade Soc. Stud.) • Sequenced in order to form a course narrative

  17. Unit Goals: A Summary • Unit Goals articulate what ALL students will know and be able to do at the end of a 2-4 week unit • They do so by stating the level of critical thinking, or the level at which students will engage with the Unit Concept • Unit Goals: • Incorporate standards that require 2-4 weeks to accomplish • Focus on content and skills • Assessed independently and individually on previously unseen material

  18. The Big Picture

  19. Unit Goals: Components • 8-10 (or 4-6) Unit Goals – one for each Unit Concept • The stem “SWBAT” (students will be able to) • Each uses one verb from Bloom’s Taxonomy • Verb must be: • Active • Observable • Challenging & Developmentally Appropriate • Constitutes a “floor” not a “ceiling” of student achievement

  20. Resources

  21. Accessing the Curriculum • If you do not currently have an account on the ACE Collaborative Wikispace, go to http://www.acecollaborative.org/ to create one

  22. The Unit Cover Page

More Related