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Quad-District Curriculum Update

This update focuses on aligning social studies and science curricula across grades K-12, emphasizing articulation factors and enrichment. Integration of history, literacy, and cross-cutting concepts aims to enhance student learning.

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Quad-District Curriculum Update

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  1. Quad-District Curriculum Update Amy D’Ambola and Brad Siegel Allendale School District April 7, 2014

  2. Social Studies Science Enrichment Prof. Development

  3. Grades 5-12 Social Studies Articulation Factors driving curricular change: • Lack of articulation and cohesion - discrepancy and redundancy • Integration of history, social science, and social studies • Local  National  Global continuum and balance • Literacy, Common Core and PARCC

  4. Grades 5-12 Social Studies Articulation Scope and Sequence Vision “It matters, for without social understanding, there can be no wisdom” W. Parker 8th grade Compelling question What role should government have in regulating society? Supporting question How has government changed its role based on changes to technology in society?

  5. Grades 5-12 Social Studies Articulation 5th grade: World Geography & Cultures 6th grade: Early World History 7th grade: Early U.S. History 8th grade: Contemporary Issues and Problems 9th grade: U.S. History I 10th grade: U.S. History II 11th grade: World History-Studies Key Points • 3.5/3.5 year split (global movement) • Capstone course on civic competence • Integration of geography, cultural studies, economics, and civics • Thematic structure aligning middle-high school (e.g., AP US History) • Apply C3 Inquiry Arc to courses and units of study

  6. Grades K-12 Science Articulation 4th grade performance expectation Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

  7. Science and Engineering Practice Standards

  8. Grades K-12 Science Articulation Activity: Exploring the Cross Cutting Concepts Part I. Closely analyze the cross cutting concept “energy and matter.” Determine, develop, and display an appropriate progression for grades K-12. For each grade level, determine a statement that best summarizes the performance expectation as well as an essential question that captures the big idea of the grade level. “Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas”. — Framework p. 233

  9. K – 8 Enrichment Articulation Curriculum Focus Enhance and diversify intellectual, cognitive, and creative rigor Seek purposeful integration of content, skills, and values across academic areas Increase STEM (science, technology, engineering and mathematics) components of enrichment education

  10. K – 8 Enrichment Articulation

  11. K – 8 Enrichment Articulation • Professional days to develop a curricular foundation and write units of study (K-2, 3-5, 6-8) • Units of study follow Marshall unit plan (UbD) • Extensive professional collaboration and coaching from staff developer

  12. Quad-District Professional Development 2013-14 Quad Task Force Aims • Curriculum-PD Alignment • Quality, progressive professional learning • Differentiated and sustained professional learning • Efficient sharing of response in response to common needs Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. E. Wenger Task Force Activities: Needs assessment, Northern Valley presentation, PD on PD, Feedback on plans

  13. Quad-District Professional Development 2014-15 Plans • Regional Professional Development Committee • PARCC Institute • Content Mini-Courses • New Teacher Induction • Math Explorations (Students)

  14. Quad-District Curriculum UpdateApril 7, 2014 Wonderful ideas build on other wonderful ideas. They are not had without content. . .Schools and teachers can provide materials and questions in ways that suggest things to be done with them; and children, in doing, cannot help being inventive. E. Duckworth

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