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Introduction to Standards-based Curriculum Integration <br />Part I and II<br />Dr. Penni Hudis - Director of Pathway and ...
www.connectedcalifornia.org<br />510-849-4945<br />          Partnering with NAF, NCAC, CASN,  EDC<br />
Objectives<br />Recognize quality curriculum integration<br />Identify levels and types<br />Describe teacher roles<br />S...
Why integrated curriculum?<br />Tap motivation<br />FORCED TO…....NEED TO…….WANT TO<br />	   You push…..They comply…..They...
Why project based learning?<br />PBL engages students in complex, <br />real-world problem solving<br />…is Academically C...
Integration Continuum<br />Single <br />Subject<br />Paired<br />Interrelated<br />Conceptual<br />BASIC                  ...
Activity 1<br />Review and critique a curriculum sample using the <br />Integrated Lesson and Project Quality Criteria<br ...
Integrated curriculum design<br />Curriculum/Performance mapping<br />Connecting concept or theme<br />Essential questions...
Integrated planning in action<br />9<br />
Integrated projects should be<br /><ul><li>Standards/performance driven –
Inquiry based
Authentic
Personalized</li></ul>10<br />
ACTIVITY 2: Reflection Question 1<br />11<br />
Begin with the end in mind<br />”All things are created twice:first mentally and then physically.The key to creativity is ...
What is the end?<br />The project or activity<br />The content topics<br />Performance of standards<br />13<br />
Curriculum maps – How it is<br />Identifying fomites lab<br />Tracking an epidemic classroom simulation and computer simul...
Unpacking the standards<br />Uncover to determine:<br /><ul><li>Standard
Content/application
Skills to master  (action verbs)
Demonstration of  mastery</li></li></ul><li>Unpacking the standards<br />Verbs matter!<br />Verbs establish the level of l...
Bloom’s Revised Taxonomy<br />17<br />
Mapping time units can vary:<br /><ul><li> Days
 Weeks
 Months</li></ul>18<br />
Curriculum map – how it should be<br />6.2<br />6.3<br />1.1 (1.3)<br />1.2 (10.c)<br />1.2 (10.a)<br />1.2 (10.d)<br />6....
Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<...
Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<...
Connections across subjects come from both verbs (skills) AND applications (content)<br />22<br />
The goal of performance mapping is to create integrated lessons or projects that are standards-based and reflect and align...
ACTIVITY 3Practice building performance maps and finding connections<br />24<br />
Getting started on performance mapping<br />Agree on the level of granularity (week vs. month) of map<br />Establish the t...
Getting started on performance mapping<br />Determine the means for sharing the maps<br />Schedule curriculum design meeti...
Mapping time units can vary:<br /><ul><li> Days
 Weeks
 Months</li></ul>27<br />
Curriculum map – how it should be<br />6.2<br />6.3<br />1.1 (1.3)<br />1.2 (10.c)<br />1.2 (10.a)<br />1.2 (10.d)<br />6....
Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<...
Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<...
Idea/Concept/Skill<br />Subject<br />Subject<br />Subject<br />Subject<br />Subject<br />Student Performances<br />Essenti...
Online Tool<br />http://devconnectedstudios.org/<br />
33<br />
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Naf 2010 presentation teachers rev 7.10 copy

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  • P. 1 of handout, review objectives and frame the day
  • So, why do we focus on project/problem-based? Refer to examples from previous sharing. Conclusion: PBL is an instructional strategy (not the only one, but a powerful one) that brings together (almost) all of the elements associated with powerful and engaging learning experiences.Stuff like:Inquiry driven – becomes the students’ problemAuthentic – complex, real world product, performance, service or solutionPersonalized – differentiated based on students’ motivation and skillsAnd lastly, though maybe not mentioned, when properly designed: Standards driven – timely and identifies level of mastery
  • A. Discuss in small groups and report out the levels of integration in for each discipline
  • Overview of development process on p. 2
  • Reattach video from hard drive, if necessary…Right-click on video screenOpen “Properties” menuIn the “URL” row, type in location of video on your hard driveIn the “fullscreen” row, set to “True” (you need to reset to “True” everytime you test or play the video)
  • A. Discuss in small groups and report out the levels of integration in for each discipline
  • Project is the blueprint, not the desired result
  • Teachers usually start with topics based on textbook or course outlines provided by district, or with standards, providing by state and pacing guides(Remind that standards need to be written out)But we really want to end up looking at what students are actually being asked to demonstrate – the performance measures make the best map Where do you think your subject area teachers are with this task?
  • Activities in the project must allow students to demonstrate the desired level of learning
  • Template sample on p. 12Granularity of map can vary – this by week
  • Where do you think your subject area teachers are with this task?
  • See example on page 13 of handoutYou can look for connections based on skillsAND on content
  • See example on page 13 of handoutYou can look for connections based on skillsAND on content
  • Subject area specialists work together on one month of performance map, and they put their stuff together. Compare level of performance and language used. These need to be aligned for map to be helpful. How can you get teacher teams to agree on this?
  • Template sample on p. 12Granularity of map can vary – this by week
  • Where do you think your subject area teachers are with this task?
  • See example on page 13 of handoutYou can look for connections based on skillsAND on content
  • See example on page 13 of handoutYou can look for connections based on skillsAND on content
  • Essential questions are what drive the instruction. They set up the need-to-know situations that make learning relevant and engaging for students. But their other, equally important goal, is to connect the context of the project to the underlying, standards-based content.
  • In a forensics unit, a common essential question that shapes the unit is asking about the crime: How can be bring Mr. Diaz’s murderer to justice? This seems like a simple question, but actually it’s very complex. There is a lot stuff involved in fully answering that question.
  • So you break it down. How do we bring Mr. Diaz’s murderer to justice? What does that entail? You need to know how do you go about investigating the crime. How can you be sure you got the right person? Once you’re sure, how are they prosecuted?
  • Each of these questions leads to more, and more specific sub-questions, which subject area teachers can use introduce and apply their content. How can we tell when the murder occurred? Newton’s Law of Cooling, an exponential equation, is often used to determine time of death. What does the crime scene tell us? angle of an entry wound, distance between footprints give can give information about physical characteristics of the perpetrator. How can we be sure we got the right person? How reliable are witnesses? Evaluating credibility is a concept in English language arts. These questions are how you link your standards to the larger project, so you need to be thoughtful about crafting an essential question that will be engaging and interesting for students yet still legitimately require the learning you need them to engage in.
  • Industry professionals, like Detective Holliday provide specialized industry content expertiseIndustry partners can suggest connections that may not be apparent to teacher teamStudents visit crime labStudents observe autopsyDetectives provide supplemental instruction, mentor students during investigationLawyer visits classroom to talk about courtroom proceduresLaw professionals serve on the jury during the “trial”Judges render verdictWeb designers evaluate final project to industry standardsForensic scientists evaluate site content
  • Strongly encourage starting the design process from standards, but keep in mind that data and local industry/community connections can also provide valuable information/opportunities for project ideas.
  • Transcript of "Naf 2010 presentation teachers rev 7.10 copy"

    1. 1. Introduction to Standards-based Curriculum Integration <br />Part I and II<br />Dr. Penni Hudis - Director of Pathway and Curriculum Development, ConnectED<br />Kathleen Harris - Director of Coaching and Technical Assistance, ConnectED<br />Rob Atterbury- Director of Professional Development, Connect Ed<br />
    2. 2. www.connectedcalifornia.org<br />510-849-4945<br /> Partnering with NAF, NCAC, CASN, EDC<br />
    3. 3. Objectives<br />Recognize quality curriculum integration<br />Identify levels and types<br />Describe teacher roles<br />Surface obstacles and explore solutions<br />Access key resources<br />3<br />
    4. 4. Why integrated curriculum?<br />Tap motivation<br />FORCED TO…....NEED TO…….WANT TO<br /> You push…..They comply…..They seek<br />Engage in meeting standards that are aligned with assessment expectations<br />4<br />
    5. 5. Why project based learning?<br />PBL engages students in complex, <br />real-world problem solving<br />…is Academically Challenging<br /> …is Relevant<br />…uses Active Learning<br />PBL<br />
    6. 6. Integration Continuum<br />Single <br />Subject<br />Paired<br />Interrelated<br />Conceptual<br />BASIC INTERMEDIATE COMPLEX<br />6<br />
    7. 7. Activity 1<br />Review and critique a curriculum sample using the <br />Integrated Lesson and Project Quality Criteria<br />7<br />
    8. 8. Integrated curriculum design<br />Curriculum/Performance mapping<br />Connecting concept or theme<br />Essential questions<br />Performance assessments<br />Industry partners<br />Reflection and revision<br />8<br />
    9. 9. Integrated planning in action<br />9<br />
    10. 10. Integrated projects should be<br /><ul><li>Standards/performance driven –
    11. 11. Inquiry based
    12. 12. Authentic
    13. 13. Personalized</li></ul>10<br />
    14. 14. ACTIVITY 2: Reflection Question 1<br />11<br />
    15. 15. Begin with the end in mind<br />”All things are created twice:first mentally and then physically.The key to creativity is to begin with the end in mind, with a vision and a blueprint of the desired result.”<br />Stephen R Covey<br />12<br />
    16. 16. What is the end?<br />The project or activity<br />The content topics<br />Performance of standards<br />13<br />
    17. 17. Curriculum maps – How it is<br />Identifying fomites lab<br />Tracking an epidemic classroom simulation and computer simulation<br />Disease agents<br />Chain of infection<br />Clinical epidemiology lab<br />6.2<br />6.3<br />1.1 (1.3)<br />1.2 (10.c)<br />1.2 (10.a)<br />1.2 (10.d)<br />6.2<br />6.3<br />B3.1<br />B4.0<br />E1.0<br />E2.0<br />Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<br />Analyze and evaluate symptoms to determine patient health status<br />Explain how different factors influence the spread of disease<br />Identify various modes of transmission for common pathogens<br />14<br />
    18. 18. Unpacking the standards<br />Uncover to determine:<br /><ul><li>Standard
    19. 19. Content/application
    20. 20. Skills to master (action verbs)
    21. 21. Demonstration of mastery</li></li></ul><li>Unpacking the standards<br />Verbs matter!<br />Verbs establish the level of learning and drive the assessment methods<br />Activities in the project should require students to acquire and/or demonstrate the desired level of mastery<br />16<br />
    22. 22. Bloom’s Revised Taxonomy<br />17<br />
    23. 23. Mapping time units can vary:<br /><ul><li> Days
    24. 24. Weeks
    25. 25. Months</li></ul>18<br />
    26. 26. Curriculum map – how it should be<br />6.2<br />6.3<br />1.1 (1.3)<br />1.2 (10.c)<br />1.2 (10.a)<br />1.2 (10.d)<br />6.2<br />6.3<br />B3.1<br />B4.0<br />E1.0<br />E2.0<br />Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<br />Analyze and evaluate symptoms to determine patient health status<br />Explain how different factors influence the spread of disease<br />Identify various modes of transmission for common pathogens<br />?<br />?<br />?<br />?<br />19<br />
    27. 27. Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<br />Identify various modes of transmission for common pathogens<br />Explain how different factors influence the spread of disease<br />Analyze and evaluate symptoms to determine patient health status<br />Paraphrase the research into your own words.<br />Formulate a preliminary thesis statement to reveal the specific point of the paper. <br />Find information on the topic using a minimum of five sources <br />Evaluate the credibility and reliability of resources. <br />Prepare a formal outline using proper outlining form. <br />Distinguish between active and passive transport along concentration gradients.<br />Compare and contrast viral replication and cellular division<br />Analyze structural differences between cells and viruses<br />20<br />
    28. 28. Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<br />Identify various modes of transmission for common pathogens<br />Explain how different factors influence the spread of disease<br />Analyze and evaluate symptoms to determine patient health status<br />Paraphrase the research into your own words.<br />Formulate a preliminary thesis statement to reveal the specific point of the paper. <br />Find information on the topic using a minimum of five sources <br />Evaluate the credibility and reliability of resources. <br />Prepare a formal outline using proper outlining form. <br />Distinguish between active and passive transport along concentration gradients.<br />Compare and contrast viral replication and cellular division<br />Analyze structural differences between cells and viruses<br />21<br />
    29. 29. Connections across subjects come from both verbs (skills) AND applications (content)<br />22<br />
    30. 30. The goal of performance mapping is to create integrated lessons or projects that are standards-based and reflect and aligned to scope and sequence <br />23<br />
    31. 31. ACTIVITY 3Practice building performance maps and finding connections<br />24<br />
    32. 32. Getting started on performance mapping<br />Agree on the level of granularity (week vs. month) of map<br />Establish the time spans for your maps<br />Decide on the physical format<br />25<br />
    33. 33. Getting started on performance mapping<br />Determine the means for sharing the maps<br />Schedule curriculum design meetings<br />Establish a strategy for providing technical assistance<br />26<br />
    34. 34. Mapping time units can vary:<br /><ul><li> Days
    35. 35. Weeks
    36. 36. Months</li></ul>27<br />
    37. 37. Curriculum map – how it should be<br />6.2<br />6.3<br />1.1 (1.3)<br />1.2 (10.c)<br />1.2 (10.a)<br />1.2 (10.d)<br />6.2<br />6.3<br />B3.1<br />B4.0<br />E1.0<br />E2.0<br />Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<br />Analyze and evaluate symptoms to determine patient health status<br />Explain how different factors influence the spread of disease<br />Identify various modes of transmission for common pathogens<br />?<br />?<br />?<br />?<br />28<br />
    38. 38. Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<br />Identify various modes of transmission for common pathogens<br />Explain how different factors influence the spread of disease<br />Analyze and evaluate symptoms to determine patient health status<br />Paraphrase the research into your own words.<br />Formulate a preliminary thesis statement to reveal the specific point of the paper. <br />Find information on the topic using a minimum of five sources <br />Evaluate the credibility and reliability of resources. <br />Prepare a formal outline using proper outlining form. <br />Distinguish between active and passive transport along concentration gradients.<br />Compare and contrast viral replication and cellular division<br />Analyze structural differences between cells and viruses<br />29<br />
    39. 39. Demonstrate proper experimental procedure<br />Draw conclusions from data regarding prevalence of bacterial contamination<br />Identify various modes of transmission for common pathogens<br />Explain how different factors influence the spread of disease<br />Analyze and evaluate symptoms to determine patient health status<br />Paraphrase the research into your own words.<br />Formulate a preliminary thesis statement to reveal the specific point of the paper. <br />Find information on the topic using a minimum of five sources <br />Evaluate the credibility and reliability of resources. <br />Prepare a formal outline using proper outlining form. <br />Distinguish between active and passive transport along concentration gradients.<br />Compare and contrast viral replication and cellular division<br />Analyze structural differences between cells and viruses<br />30<br />
    40. 40. Idea/Concept/Skill<br />Subject<br />Subject<br />Subject<br />Subject<br />Subject<br />Student Performances<br />Essential Question<br />Project Description<br />31<br />
    41. 41. Online Tool<br />http://devconnectedstudios.org/<br />
    42. 42. 33<br />
    43. 43. 34<br />
    44. 44. 35<br />
    45. 45. 36<br />
    46. 46. Multiple roles for industry<br />37<br />
    47. 47. Rubrics<br />STANDARD: uses verbs that imply level of performance<br />CRITERIA: describes competence<br />SCALE: rates student performance in relationship to competence<br />38<br />
    48. 48. Building the lesson or project<br />Find the link—concept, idea, and/or skill in common<br />Determine authentic context for performance measures<br />Align the appropriate activities to the context and performance measures<br />39<br />
    49. 49. Getting Started<br />
    50. 50. Resources<br />Integrated Curriculum Design Manual http://www.ConnectEdCalifornia.org<br />George Lucas Education Foundation http://www.edutopia.org<br />Buck Institute of Education http://www.bie.org<br />What Kids Can Do http://www.whatkidscando.org<br />Adria Steinberg’s Real Learning, Real Work and Schooling for the Real World: The Essential Guide to Rigor and Relevant Learning<br />
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