OVEC Curriculum Alignment Initiative (the math way)

1. OVEC Curriculum Alignment Initiative(the math way)

2. Expectations • Review Core Content 4.0-DOK • Chunking Units • Unraveling – Know/Do/Understand • Critical Vocabulary • Essential Questions • Assessments • K-12 Alignment

3. Depth of Knowledge • Assigning depth-of-knowledge to content standards and assessment items is an essential requirement of alignment analysis • Four levels of depth of knowledge were used for our analysis: Recall and Reproduction – Level 1 Skills & Concepts – Level 2 Strategic thinking- Level 3 Extended thinking – Level 4

4. Organizing State Document Content into Units of Study

5. Program of Studies • Minimum content for Kentucky graduation requirements and the elementary • and middle school courses leading to those requirements. • Referenced in legislation (KRS) and mandated by Kentucky Administrative Regulation. • Organized by • Grade Level • Content Area • Big Idea • Enduring Knowledge—Understandings • Skills and Concepts • Content Area specifics

6. Program of Studies Big Idea: Nutrition (Health Education) Proper nutrition is critical to good health. To maintain a healthy weight, good dietary habits and physical activity are essential. Nutritious foods are necessary for growth, development and maintenance of healthy bodies. Academic Expectations 2.30 Students evaluate consumer products and services and make effective consumer decisions. 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. 3.2 Students will demonstrate the ability to maintain a healthy lifestyle. 3.5 Students will demonstrate self-control and self-discipline. Grade 8 Enduring Knowledge – Understandings Students will understand that • proper nutrition is essential to growth and development. • nutrients have a role in the development of an individual’s health. • resources are available to assist in making nutritional choices. • individuals, families and community values influence nutritional choices. Grade 8 Skills and Concepts Students will • evaluate the role of nutrients and food sources in the growth and development of healthy bodies • identify problems that occur from extreme eating behaviors (overeating, obesity, anorexia, bulimia) • analyze factors (e.g., geography, family, cultural background, convenience, cost, advertising, friends, personal taste) that influence healthy food choices • apply the decision-making process when analyzing resources needed in making dietary choices

7. Core Content for Assessment • Content that is considered “fair game” for the Kentucky Core Content Test. • “Mandated” by high stakes accountability • Organized by • Content Area • Big Idea • Grade Level • Content Area Specifics

8. Core Content for Assessment

9. Organizing State Document Content into Units of Study • Determine a unit topic, theme, idea, organizer for the content area • and grade level that you teach or will be working on during alignment days. • 2. Decide which content statements (and Big Ideas) from Program of • Studies to include in the unit. • 3. Pull in the corresponding Core Content for Assessment statements (and • Big Ideas) into the unit framework.

10. UNRAVELING

11. What Students Will Understand… • What are the “big” ideas? • Have lasting value beyond the classroom. • May be abstract, counterintuitive, often misunderstood ideas. • What specific understandings about the “big” ideas are desired? • What misunderstandings are predictable?

12. What Students Will Understand… • Can “unpack” the nouns and verbs in the standards (Core Content and Program of Studies) • Can ask questions such as: • Why exactly are we teaching __________? • What do we want students to understand and be able to do in five years? • What couldn’t people do if they didn’t understand __________?

13. What students will know and What students will do… • What do students have to be able to do and know to be successful? • What key knowledge will students acquire as a result of the unit? • What skills will students acquire as a result of the unit? • What should students eventually be able to do as a result of the knowledge and skills they acquire from the unit?

14. Critical Vocabulary • Vocabulary that is essential/critical for students to understand the content. • Vocabulary that students do not know and instruction is required to acquire. • Vocabulary that is often misunderstood or confused. (bulimia and anorexia) • Does not include vocabulary that students already know. • Essential vocabulary requires that teachers plan instruction for students’ acquisition.

15. Essential Questions

16. What types of questions might guide our teaching and engage students in uncovering the important ideas at the heart of each subject?

17. Purpose of Essential Questions • Frame the learning • Engage the learner • Link to more specific or more general questions • Guide the exploration and uncovering of important ideas (enduring understanding) • Can effectively establish priorities in a unit.

18. Unit Essential Questions • Unit questions frame a specific set of lessons • Designed to point to and uncover big ideas – what’s the enduring understanding you want students to know • Answers to unit questions are not self-evidently true. They serve as discussion starters and problem posers, rather than lead toward “the answer the teachers wants”. • Are deliberately framed to provoke and sustain student interest. • Student friendly language

19. Good Essential Questions-Basic Criteria • They center on major issues, problems, concerns, interests, or themes. • They are open-ended and resist a simple or single right answer. • They are deliberately thought-provoking, sometimes controversial, and are usually higher order type questions. • They require students to draw upon content knowledge and personal experience. • They can be revisited throughout a unit, or beyond, to engage students in evolving dialogue or debate. • They lead to other essential questions • They are NOT just a rewrite of a teaching objective. • While content often repeats, essential questions show the difference in the approach.

20. Mathematics • What is a number? • Why do we have numbers? • What if we didn’t have numbers? • Can everything be quantified? • When is the “correct” answer not the best solution? • What are the limits of mathematical representation and modeling?

21. Units of Study Work Time Take the unit that you are developing and create essential questions.

22. Assessments

23. Assessments “Begin with the end in mind…” Once you have the essential questions, all assessments should be focused toward demonstrating an ability to answer those questions and reflect understanding of the standards, know’s and do’s.

24. Assessments should include: • KCCT-like assessments = Multiple Choice & Open Response Questions • Writing = longer pieces that could become portfolio pieces (variety of formats/genres) • Performance Assessments / Projects

25. Assessments should be: • at a level at least equivalent to the DoK level in the Core Content for Assessment • formative as well as summative • in a variety of formats and genres • not everything in every unit • based on concept/substance: what do you want them to remember forever? • tied back to the Big Ideas/EQ’s/Standards

26. K-12 Alignment Checklist/Questions • Is the Core Content in appropriate grade levels? • Is the Program of Studies in appropriate grade levels? • Do previous grades provide the foundation for students to be successful as they progress through school? • Are the units at the appropriate levels to provide students with the background foundations needed to be successful? • Are there overlaps in expectations from one grade level to another? If so, are these appropriate?