PCS Curriculum Review WeekDay 1June 18-22, 2013Eastern Elementary School
Welcome & Introductions
Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthu...
Remember…What is learned hereleaves here
Schedule for the WeekTuesday Wednesday Thursday• Establish Focus• Big Ideas, EssentialQuestions, and LearningTargets• Vert...
Schedule: Day 1• 8:00-10:30 – Opening Session• 10:30-11:45 – Work Session• Group Introductions• Establish Team Norms• Esta...
CRW: The Big IdeaCRW is about identifying and designing…The right kind and quality of instructiondelivered with…The righ...
Direction for Today1. Understand the purpose and formatof the new guides2. Examine Big Ideas, EssentialQuestions, and Lear...
Deliverables for Today1. Create group norms for your group2. Create draft big-idea framework for theyear3. Review vertical...
The GoalLearning Target:I will create a district curriculumguide.Criteria for Success:The district guide
Which do you choose?
New Guides: The VisionPCS’ District Curriculum Guides are a dynamictool to guide and assist education professionalsas they...
CRW Week Desired Outcomes• Create DRAFT District Curriculum PacingGuides• Begin the process for ContinuousImprovement of T...
Desired Outcomes
Begining with the End in Mind
Objectives/Learning Targets go here;Addresses what students NEED to learnCriteria for success goes here –focus is on stude...
Identifying Big Ideas &Essential Questions
Big Ideas: Defining Them•Broad and abstract•Conceptual lens•Represented by one or two words•Universal in application•Timel...
Big Ideas: Finding Them•Organization of Common Core/Essential Standardslends itself to these “Big Ideas”•Strands or Cluste...
Big Ideas: Examples of ThemScienceNatural PhenomenaCausal ExplanationsSystems, Order, OrganizationChange, Constancy, Measu...
Big Ideas: Ways to Find ThemReview the standards’ text and…•Circle recurring nouns to identify ideas•Underline verbs to id...
Big Ideas: Group Activity1. Read Essential Standards for thegrade/course at your table2. Use sticky notes to record “conce...
Essential Questions: Defining ThemAs a table, discuss the purpose of the“Essential Questions” based on thereading you did ...
Essential Questions: Defining Them•Great thought-provoking openers•Guide unit delivery
Essential Questions: Their Roles• Asked to be argued• Designed to “uncover” new ideas, views, lines ofargument• Set up inq...
Essential Questions: Examples• What makes wounds heal in different ways?• Why is asthma so prevalent in poor urban comminu...
Essential Questions: Group Activity1. Refer back to the affinity chart youcreated for your big ideas2. Craft one or two “E...
Targets defined…• Are specific generalizations about the “big ideas.” Theysummarize the key meanings, inferences, andimpor...
Unpacking/Deconstructing the Standard• Determine standard/target type(s)• Knowledge• Reasoning• Performance skill• Product...
Learning TargetsMeasurable achievementexpectations of whatstudents should know andbe able to doI will create adistrictcurr...
Learning Targets: Developing ThemQuestions to Ask•What will students do during the learningprocess?•What are the standards...
Learning Targets: Knowledge• What students need to know, be ableto do and/or be able to locate (knowoutright vs. know via ...
Learning Targets: Reasoning• Thinking proficiencies – using knowledge to solve aproblem, make a decision, plan, etc.• Appl...
Learning Targets: Performance Skill• Must be demonstrated, observed, heard,and/or seen to be assessed• Examples include or...
Learning Targets: Product• Call for students to create a product• The product isnt a medium to show the learning;the produ...
Reminder…Standard (target)TypeUnderpinningLearning TargetsKnowledgeReasoningPerformance SkillProduct Product + S + R + KRe...
Group ActivityLook at the clarifying objectives related to one clusterfrom your chart1.Record the Title for the “cluster”2...
Resource Review• Find them all athttp://successforeverychild.com• Wikispace(http://pittcountycommoncore.pbworks.com)• Cont...
Group WorkFor each content area/grade your groupis responsible for:1.Develop norms for your group (online)2.Develop big id...
3-2-1 Reflection Activity• List 3 things you were expectingwhen you arrived today• List 2 pleasant surprises• Write 1 ques...
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CRW2013 - New Guide Creation Day 1

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  • Cheryl
  • Sandra
  • Tom – Survival Activity
  • Group activity: Discuss this slide – who are guides designed for? What does “Dynamic” mean? Should their purpose dictate their format? Emphasis on dynamic – this is a living document that is changed and updated constantly
  • These are DRAFT guides – remember, these guides are “Dynamic” and “Living”
  • Let’s talk about the guides themselves – what do they look like? How will we use them?
  • This is what it will look like printed – but the guides themselves will be created, stored, and retrieved from electronic format in Google Docs. This will allow us to update them constantly – and everytime someone access the guides they will always have the most recent. Note that several areas will NOT be done this week: Essential Vocabulary and Resources are two of them (these will be done during the year and PLCs will have a lot of input on these)
  • Pat
  • These questions put the concept or central understanding in interrogative form. The elements on the map are framed by the essential questions that provide focus and guidance for both teacher and student.
  • David
  • Identify the types of underpinning targets for types of standards In general: Knowledge level targets will have no reasoning, skill, or product components. Reasoning targets will have knowledge components, but will not require skill or product components. Skills targets require underlying knowledge and reasoning, but not products. Product targets will require knowledge and reasoning, and might be underpinned by skill targets.
  • Identify the types of underpinning targets for types of standards In general: Knowledge level targets will have no reasoning, skill, or product components. Reasoning targets will have knowledge components, but will not require skill or product components. Skills targets require underlying knowledge and reasoning, but not products. Product targets will require knowledge and reasoning, and might be underpinned by skill targets.
  • Identify the types of underpinning targets for types of standards In general: Knowledge level targets will have no reasoning, skill, or product components. Reasoning targets will have knowledge components, but will not require skill or product components. Skills targets require underlying knowledge and reasoning, but not products. Product targets will require knowledge and reasoning, and might be underpinned by skill targets.
  • Go to successforeverychild.wordpress.com and follow links on that page – show them where all this is.
  • Refer to hand-outs in resource book on level; Norms are the first thing you need to do – and this should be done before you leave for lunch. Write them down on a piece of paper and keep them
  • Preston
  • CRW2013 - New Guide Creation Day 1

    1. 1. PCS Curriculum Review WeekDay 1June 18-22, 2013Eastern Elementary School
    2. 2. Welcome & Introductions
    3. 3. Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthusiastically• Focus completely (monitor yourtechnology)• Have Fun
    4. 4. Remember…What is learned hereleaves here
    5. 5. Schedule for the WeekTuesday Wednesday Thursday• Establish Focus• Big Ideas, EssentialQuestions, and LearningTargets• Vertical Alignment•Criteria for Success• Continue work fromyesterday• Cross-Curricular Units• ESL & Literacy Integration•Finalize Guides
    6. 6. Schedule: Day 1• 8:00-10:30 – Opening Session• 10:30-11:45 – Work Session• Group Introductions• Establish Team Norms• Establish the Goals• 11:45-1:00 – Lunch (on your own)• 1:00-4:30 – Working on the Work• 4:30-4:45 – Listening/Debrief Session
    7. 7. CRW: The Big IdeaCRW is about identifying and designing…The right kind and quality of instructiondelivered with…The right level of intensity and duration to…The right children at…The right time- Joseph K. TorgeseonCatch Them Before TheyFall (1988)
    8. 8. Direction for Today1. Understand the purpose and formatof the new guides2. Examine Big Ideas, EssentialQuestions, and Learning Targets3. Identify the big ideas for the year4. Examine Vertical Alignment
    9. 9. Deliverables for Today1. Create group norms for your group2. Create draft big-idea framework for theyear3. Review vertical alignment with othergrades
    10. 10. The GoalLearning Target:I will create a district curriculumguide.Criteria for Success:The district guide
    11. 11. Which do you choose?
    12. 12. New Guides: The VisionPCS’ District Curriculum Guides are a dynamictool to guide and assist education professionalsas they:• Develop student sequencing•Plan, design, and implement daily instruction•Integrate instruction across disciplines•Assess student learning
    13. 13. CRW Week Desired Outcomes• Create DRAFT District Curriculum PacingGuides• Begin the process for ContinuousImprovement of Teaching and Learning
    14. 14. Desired Outcomes
    15. 15. Begining with the End in Mind
    16. 16. Objectives/Learning Targets go here;Addresses what students NEED to learnCriteria for success goes here –focus is on students and notteachersMediaCoordinatorswill assist withthisSampleunit/lessonideasStandards taught go here; this section willchange based on the subject/grade-level(Stage 1)Some subjects will have multiple content areas on the same guide(see next example)(Stage 1)
    17. 17. Identifying Big Ideas &Essential Questions
    18. 18. Big Ideas: Defining Them•Broad and abstract•Conceptual lens•Represented by one or two words•Universal in application•Timeless—carries through the ages•Represented by different examples that sharecommon attributes
    19. 19. Big Ideas: Finding Them•Organization of Common Core/Essential Standardslends itself to these “Big Ideas”•Strands or Clusters HELP to determine focus•Within Strands or Clusters there are “Big Ideas”and “Themes” that can be unified for the unitframework
    20. 20. Big Ideas: Examples of ThemScienceNatural PhenomenaCausal ExplanationsSystems, Order, OrganizationChange, Constancy, MeasurementForm and FunctionEquilibrium/BalanceSystems and InteractionsModels
    21. 21. Big Ideas: Ways to Find ThemReview the standards’ text and…•Circle recurring nouns to identify ideas•Underline verbs to identify tasks•Compare with list of transferable concepts•Ask questions about a topic/standard (Why study..?What’s transferrable about…? How would…beapplied in the real world?)•Generate ideas related to suggestive pairs (light &shadow; matter & energy; sum & difference)
    22. 22. Big Ideas: Group Activity1. Read Essential Standards for thegrade/course at your table2. Use sticky notes to record “concepts”or “skills” reflected in the standards.3. Use one sticky note per concept/idea4. Work as a team to organize theconcepts into similar groupings (usesticky notes and brainstorming paper)5. Name the groupings with a Title
    23. 23. Essential Questions: Defining ThemAs a table, discuss the purpose of the“Essential Questions” based on thereading you did to prepare for theweek.
    24. 24. Essential Questions: Defining Them•Great thought-provoking openers•Guide unit delivery
    25. 25. Essential Questions: Their Roles• Asked to be argued• Designed to “uncover” new ideas, views, lines ofargument• Set up inquiry, heading to new understandings• Deepens understanding• Leads to more questions• Helps to organize material
    26. 26. Essential Questions: Examples• What makes wounds heal in different ways?• Why is asthma so prevalent in poor urban comminutes?• What keeps things from rusting, and why?• How do chemicals benefit society?• Are animals essential for man’s survival?• How do scientists find out about objects, living things, events and phenomena?• What does it mean to be living?• How do living things adapt to the environment?• What makes a great story?• Why is communication/reading important?• How do authors use words to create images?• Does a good read differ from a ‘great book’? Why are some books fads, and othersclassics?• What does an independent reader look like?• What do good readers do?• How can the way a story is structured help me to read with understanding?
    27. 27. Essential Questions: Group Activity1. Refer back to the affinity chart youcreated for your big ideas2. Craft one or two “EssentialQuestions” that could be used toguide the development of a unit foryour grade level/content area
    28. 28. Targets defined…• Are specific generalizations about the “big ideas.” Theysummarize the key meanings, inferences, andimportance of the ‘content’• Can be framed as a full sentence – “I can…”
    29. 29. Unpacking/Deconstructing the Standard• Determine standard/target type(s)• Knowledge• Reasoning• Performance skill• Product• Identify its underpinning learning targets• Create student-friendly “I Can” statements
    30. 30. Learning TargetsMeasurable achievementexpectations of whatstudents should know andbe able to doI will create adistrictcurriculumguide
    31. 31. Learning Targets: Developing ThemQuestions to Ask•What will students do during the learningprocess?•What are the standards/ criteria for success(content, 21st Century Skills) for desired quality ofwork?•Will the learning targets be met after achievingthe criteria for success? If not, what is the nextstep?
    32. 32. Learning Targets: Knowledge• What students need to know, be ableto do and/or be able to locate (knowoutright vs. know via reference)• Often stated in verbs: knows, lists,names, identifies, and recalls
    33. 33. Learning Targets: Reasoning• Thinking proficiencies – using knowledge to solve aproblem, make a decision, plan, etc.• Application of knowledge• Make up the majority of learning targets• Represent mental processes such as predicts,infers, classifies, hypothesizes, compares,concludes, summarizes, analyzes, evaluates, andgeneralizes.
    34. 34. Learning Targets: Performance Skill• Must be demonstrated, observed, heard,and/or seen to be assessed• Examples include oral fluency in reading,playing a musical instrument, demonstratingmovement skill in dance, serving a volleyball
    35. 35. Learning Targets: Product• Call for students to create a product• The product isnt a medium to show the learning;the product IS the learning.• Found more often in the arts than in core subjectareas• Examples include notating music, using desktoppublishing software to create a variety ofpublications, creating a scatterplot to display data,creating a personal wellness plan.
    36. 36. Reminder…Standard (target)TypeUnderpinningLearning TargetsKnowledgeReasoningPerformance SkillProduct Product + S + R + KReasoning + KSkill + R + KKnowledge
    37. 37. Group ActivityLook at the clarifying objectives related to one clusterfrom your chart1.Record the Title for the “cluster”2.Develop a question or two that illustrates the “Big Idea”and could get to the heart of what we want students todiscover or uncover during their learning.3.Record on chart paper4.From the “Big Idea” and Essential Question in onecluster from your diagram Determine theUNDERSTANDINGS students should uncover throughoutand by the end of the unit. (Learning Targets)
    38. 38. Resource Review• Find them all athttp://successforeverychild.com• Wikispace(http://pittcountycommoncore.pbworks.com)• Content/Grade Level Standards• Unpacking Guides
    39. 39. Group WorkFor each content area/grade your groupis responsible for:1.Develop norms for your group (online)2.Develop big ideas for the entire year3.Discuss vertical alignment (may need tomeet with other grade levels)4.List the Curriculum Standards/ClarifyingGoals associated with the Theme/Big Idea
    40. 40. 3-2-1 Reflection Activity• List 3 things you were expectingwhen you arrived today• List 2 pleasant surprises• Write 1 question you needclarification on for tomorrow

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