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Planning Curriculum

Planning Curriculum. Hand in Hand with Assessment and Evaluation. From Curriculum Document to Course. Big Ideas Strands Overall expectations Specific expectations. What would it look like…. If a student has a deep level of learning? They demonstrate KICA Knowledge and Understanding

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Planning Curriculum

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  1. Planning Curriculum Hand in Hand with Assessment and Evaluation

  2. From Curriculum Document to Course • Big Ideas • Strands • Overall expectations • Specific expectations

  3. What would it look like… • If a student has a deep level of learning? • They demonstrate KICA • Knowledge and Understanding • Inquiry/Thinking • Communication • Application or Making Connections • (comes from Bloom’s taxonomy)

  4. How will I support students learning of the curriculum? • Diagnostic assessment • Lessons & Practice • Learning Goals & Success Criteria • Scaffolding • Assessment with Descriptive Feedback

  5. How would I measure a student’s learning? • Evaluations • Varied methods -triangulation where possible – to gain reliability • Based on assessment opportunities • With valid instruments

  6. Where strands are discrete units of study • BTT 1O1 • Digital Literacy • Productivity Software • Design Software • Business Communication • Ethics and Issues in Information and Communication Technology

  7. Where strands are discrete units of study • SNC 1D1 • Science Skills • Biology • Chemistry • Space Science • Electricity

  8. Issues • Timing of units limited • Do not revisit OE • May need the skills and info from one unit before another unit • Hard to evaluate more than once to triangulate or use most recent, most consistent strategy

  9. Where strands are skills that continue throughout • E.g English 1D1 • Oral communication • Reading and Literature Studies • Writing • Media studies

  10. Where strands are skills • AVI 1O1 • Creating and presenting • Reflecting, responding, & analyzing • Foundations

  11. Issues • Course not usually delivered in the order of the skill strands since they are not mutually exclusive • Develop another structure of units to deliver curriculum • Evaluate each OE several times across the course leading to more reliable triangulation, and most recent, most consistent in grade determination

  12. Board direction… • That overall expectations be evaluated and student performance be tracked in each • Grades be determined in each OE based on triangulation of achievement of multiple examples of evidence and used to determine 70%

  13. On the way there… • Use and weight strands based on… • Relative amount of time that will be spent on the strand • Importance of the material in the strand to the Big Ideas • Can be equal or not • Can be re-adjusted if in reality you do not finish

  14. Tracking Evidence by Strand • Still accountable for ensuring that all OE have been evaluated • Use professional judgement of evidence within the strand to determine 70%

  15. Track Evidence by OE • Could have 9-18 categories • Identify sections of evaluations that apply to each OE • Ensure multiple measurements of each OE • Make each measurement equal weighting (convert levels or make each measurement out of the same amount) • Use professional judgement; most recent, most consistent within each OE

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