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Rigorous Curriculum Design

Rigorous Curriculum Design. Greetings and Introductions. What is your name, position, and school? Why is it important that the teachers from CVUSD develop a new K-12 curriculum? How will students and teachers benefit from a vertically aligned, clearly articulated curriculum?.

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Rigorous Curriculum Design

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  1. Rigorous Curriculum Design

  2. Greetings and Introductions What is your name, position, and school? Why is it important that the teachers from CVUSD develop a new K-12 curriculum? How will students and teachers benefit from a vertically aligned, clearly articulated curriculum?

  3. Learning Intentions By the end of this session you will • Consider the context for the development of Rigorous Curriculum Design (RCD) units of study. • Explore the components included in RCD units of study. • Examine a current draft of unit one and provide feedback. • Provide suggestions for future unit development.

  4. Thinking Together: Determining Discussion Partners

  5. What does the word rigor mean to you? What components should be included in a rigorous curriculum design? • How are standards, assessment, and instruction connected within a strong curriculum?

  6. In order for teachers to deeply implement the components of a rigorous curriculum so that students benefit, what processes and supporting structures need to be in place? • What changes have occurred in the 21st century that set the stage for the CCSS and Rigorous Curriculum Design?

  7. “ In the 21st century, the question is not what do you know, but rather what can you do with what you know and how do you update your knowledge continuously? —Tony Wagner, 2009

  8. A Portrait ofStudents Who are College & Career Ready Are your current curriculum and instruction preparing students to reach the capabilities described in the CCSS behaviors? Please explain your response.

  9. Are your current curriculum & instructional practices preparing students to reach the capabilities described in college and career readiness behaviors? Please explain your response.

  10. View a Video Clip

  11. Read About The Formative Process Students as leaders of their own learning

  12. Share the points that you have highlighted with discussion partner 1

  13. The Formative Process

  14. What would your students say about you?

  15. What has the greatest influence on student learning? • 900+ meta-analyses • 50,000 + studies • 240+ million subjects

  16. What did the research indicate about effect sizes (ES)? An ES of 0.4 equates to one year’s growth for one year’s time. An ES of 1.0 equates to two to three years of growth in one year’s time.

  17. What are Assessment Capable Learners?

  18. SBAC Sample Selected Response

  19. SBAC Sample Constructed Response

  20. SBAC Sample Performance Assessment

  21. How Do SBAC Assessments for the CCSS Compare with CA and CVUSD Assessments Under NCLB?

  22. Discussion Partners Based on the information about the CCSS (ELA) college and career readiness practices, components of the formative process, and SBAC assessments, what next steps need to be taken in planning for student learning?

  23. Learning Intentions By the end of this session you will • Consider the context for the development of Rigorous Curriculum Design (RCD) units of study. • Explore the components included in RCD units of study. • Examine a current draft of unit one and provide feedback. • Provide suggestions for future unit development.

  24. Rigorous Curriculum Defined A rigorous curriculum is an inclusive set of the following intentionally aligned components organized into sequenced units of study • Clear learning outcomes (CCSS) • Aligned formative assessments • Engaging learning experiences • Effectiveinstructional strategies Page 3

  25. Rigorous Curriculum Defined Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills. Rigor also means reaching for a higher level of quality in both effort and outcome.

  26. Four Parts of Rigorous Curriculum Design Model 1. Context and Big Picture Connections 2. Building the Foundation 3. Designing the Units of Study 4. Implementing the Units

  27. Building the Foundation 5. Construct the Unit Planning Organizer 4. Prepare a Pacing Calendar 3. Guidelines for Assigning Standards 2. Name the Units of Study 1. Prioritize the CCCS

  28. Jigsaw “Laying the Foundation”

  29. Priority Standards Priority Standards (Essential) Connecting Standards

  30. Step 1: Prioritize the Standards Readiness(Prepares for next level of learning) Endurance(Value that lasts through life) Leverage(Value in many disciplines)

  31. Step 1: Prioritize the ELA Standards

  32. Steps 2, 3, 4: Name and Pace Units, Connect Standards Limit the number of priority standards per unit in order to ensure that students reach the desired level of mastery.

  33. Steps 2, 3, 4: Name and Pace Units, Connect Standards Build in a buffer period for remediation and enrichment between units of study.

  34. Steps 2, 3, 4: Name and Pace Units, Connect Standards Correlation Chart: Check to see that every prioritized standard is addressed in at least two units of study.

  35. Rigorous Curriculum Design ANCHORED on the CCSS Engaging Scenario Mid-Unit Formative Assessments Common Formative Pre-Assessment Common Formative Post-Assessment

  36. Science, 6th Grade View the engaging scenario for a 6th grade unit of study on cellular structure. Rob Olazagasti from The School of the Future in New York City

  37. MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function

  38. Reading Standards for Literacy in Science and Technical Subjects RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

  39. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects • WHST. 6-8.2.:Write informative/explanatory texts. . . • a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

  40. Performance Task 1 Observe, research, & create an annotated diagram of a cell recorded in students’ science logs Performance Task 2 Use a Metaphor -- Build and explain models comparing structures in NYC to the organelles and their functions Performance Task 4 Create a lesson plan outlining the presentation, include an assessment and listening guide Performance Task 3 Write a report focusing in greater detail on one part of a cell using five sources.

  41. View a Video

  42. Describe the effective practices included in the learning experiences depicted in this video clip? • What are your thoughts and questions about the culminating learning experience? Discussion Partners

  43. Building the Foundation 5. Construct the Unit Planning Organizer 4. Prepare a Pacing Calendar 3. Guidelines for Assigning Standards 2. Name the Units of Study 1. Prioritize the CCCS

  44. Rigorous Curriculum Design

  45. Jigsaw “Developing the Unit”

  46. Unit Planning Organizer

  47. Examine the Unit Planning Organizer

  48. Examine the Unit Planning Organizer

  49. Examine the Unit Planning Organizer

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