Day 1 training


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  • Cheryl
  • Sandra
  • Tom – Survival Activity
  • Remind everyone of PLC focus this year – PLCs will meet weeklyFirst two areas are what we are addressing as a district – the others are decided at the school/PLC level.
  • PLCs need to use the results from common assessments (some which they will develop) to chart steps for improvement.
  • 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?
  • Dynamic guides should be easily updated (so they’re online now)The guide must identify the learning target (what students need to learn)The guide must identify the criteria for success (how we will know they learned it)The guide must identify a sequence for learning for each marking period and, for K-8, each mid-marking period (if PLCs are to develop CFAs they need to know what those CFAs should cover)The guides must be developed COLLABORATIVELY. These guides are a contrast to how this has been done in the past – look around the room at the number of people involved in developing the guides. It can not be “You do this section and I’ll do this section” – that’s not collaboration.
  • 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
  • The big idea is a conception statement of purpose for the curriculum maps, and our with the with the CCSS needs to reflect the language and intent of the standards. The big idea is a relational statement that suggests the reason for examination in the classroom.
  • 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 standardsIn 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 standardsIn 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 standardsIn 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 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
  • Day 1 training

    1. 1. PCS Curriculum Review Week June 18-21, 2012 Ridgewood Elementary School Day 1
    2. 2. Welcome & Introductions
    3. 3. Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthusiastically• Focus completely (monitor your technology)• Have Fun
    4. 4. Remember…What is learned here leaves here
    5. 5. Schedule for the Week Monday Tuesday Wednesday Thursday • Establish Focus • Vertical Alignment • ESL & Literacy • ELA Integration (cont) Integration• Big Ideas, Essential • Finalize Guides Questions, and •Establishing • Cross-Curricular Learning Targets Learning Targets Units (cont)• Vertical Alignment •Criteria for Success • Establishing Learning Targets
    6. 6. Schedule: Day 1• 8:00-11:00 – Opening Session• 11:00-12:00 – Work Session • Group Introductions • Establish Team Norms • Establish the Goals• 12:00-1:00 – Lunch (on your own)• 1:00-4:00 – Working on the Work• 4:00-4:30 – Listening/Debrief Session
    7. 7. CRW: The Big IdeaCRW is about identifying and designing… The right kind and quality of instruction delivered with… The right level of intensity and duration to… The right children at… The right time - Joseph K. Torgeseon Catch Them Before They Fall (1988)
    8. 8. Direction for Today1. Understand the purpose and format of the new guides2. Examine Big Ideas, Essential Questions, and Learning Targets3. Identify the big ideas for the year4. Examine Vertical Alignment
    9. 9. Deliverables for Today1. Create group norms for your group2. Provide feedback on the Curriculum Guide template3. Create draft big-idea framework for the year4. Review vertical alignment with other grades
    10. 10. The Goal Learning Target:I will create a district curriculum guide. Criteria for Success: The district guide
    11. 11. Which do you choose?
    12. 12. New Guides: The Reason• New North Carolina Standard Course of Study• District-Level Focus on PLCs • What do students NEED TO LEARN? (District-Driven) • What evidence will we gather to monitor student learning—how will we know WHEN THEY HAVE LEARNED IT? (District-Driven) • What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING? (School-Driven) • What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY? (School-Driven) • How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE? (School-Driven)
    13. 13. New Guides: The ImpactHow can we use our SMART goals and evidenceof student learning to inform and improve our practice?This critical question has implications for gradelevel improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….
    14. 14. New Guides: The Vision PCS’ District Curriculum Guides are a dynamictool to guide and assist education professionals as they: • Develop student sequencing•Plan, design, and implement daily instruction •Integrate instruction across disciplines •Assess student learning
    15. 15. CRW Week Desired Outcomes• Create DRAFT District Curriculum Pacing Guides• Begin the process for Continuous Improvement of Teaching and Learning
    16. 16. Desired Outcomes Provide Assess Along Deliver Descriptive Identify the the Way Plan (CRW) Instruction Feedback andTarget (CRW) (School/District (Teacher-led) Assistance Partnership) (Teacher-led)
    17. 17. Begining with the End in Mind
    18. 18. Types of GuidesAt your table, discuss the differences between the two types of guides covered in the pre- reading for the week (diary and consensus)• Which one are we developing this week?• What implications does this have for our work? What should our work look like?
    19. 19. Objectives/Learning Targets go here; Criteria for success goes here – Addresses what students NEED to learn focus is on students and not teachers Standards taught go here; this section will change based on the subject/grade-level Sample Media (Stage 1) unit/lesson Coordinators ideas will assist withSome subjects will have multiple content areas on the same guide (see next example) this (Stage 1)
    20. 20. Objectives/Learning Targets go here; Criteria for success goes here –Addresses what students NEED to learn focus is on students and not teachers Each content area’s standards go here; Media Use the vertical space on the page(s) to show Coordinators horizontal alignment between subjects and cross- will assist with curricular lesson/units when appropriate (Stage 1) this
    21. 21. Identifying Big Ideas & Essential Questions
    22. 22. Big Ideas: Defining Them As a table, discuss the purpose of the “BigIdeas” based on the reading you did to prepare for the week.
    23. 23. 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 share common attributes
    24. 24. Big Ideas: Defining Them
    25. 25. Big Ideas: Finding Them• Organization of Common Core/Essential Standards lends 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 unit framework
    26. 26. Big Ideas: Examples of Them Science Natural Phenomena Causal Explanations Systems, Order, Organization Change, Constancy, Measurement Form and Function Equilibrium/Balance Systems and Interactions Models
    27. 27. 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…be applied in the real world?)• Generate ideas related to suggestive pairs (light & shadow; matter & energy; sum & difference)
    28. 28. Big Ideas: Group Activity1. Read Essential Standards for the grade/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 the concepts into similar groupings (use sticky notes and brainstorming paper)5. Name the groupings with a Title
    29. 29. Essential Questions: Defining ThemAs a table, discuss the purpose of the “Essential Questions” based on the reading you did to prepare for the week.
    30. 30. Essential Questions: Defining Them•Great thought-provoking openers•Guide unit delivery
    31. 31. Essential Questions: Defining Them
    32. 32. Essential Questions: Their Roles• Asked to be argued• Designed to “uncover” new ideas, views, lines of argument• Set up inquiry, heading to new understandings• Deepens understanding• Leads to more questions• Helps to organize material
    33. 33. 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 others classics?• 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?
    34. 34. Essential Questions: Their Importance• The goal in designing the guides is to establish a standard for curriculum delivery.• ALL students should be taught at the higher level of Bloom’s• Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.
    35. 35. Essential Questions: RBT Reminders Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings & relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding
    36. 36. Essential Questions: Group Activity 1. Refer back to the affinity chart you created for your big ideas 2. Craft one or two “Essential Questions” that could be used to guide the development of a unit for your grade level/content area
    37. 37. Targets defined…• Are specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’• Can be framed as a full sentence – “I can…”
    38. 38. 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
    39. 39. Learning Targets Measurable achievement expectations of what I will create a districtstudents should know and curriculum guide be able to do
    40. 40. Learning Targets: Developing ThemQuestions to Ask • What will students do during the learning process? • What are the standards/ criteria for success (content, 21st Century Skills) for desired quality of work? • Will the learning targets be met after achieving the criteria for success? If not, what is the next step?
    41. 41. Learning Targets: Knowledge• What students need to know, be able to do and/or be able to locate (know outright vs. know via reference)• Often stated in verbs: knows, lists, names, identifies, and recalls
    42. 42. Learning Targets: Reasoning• Thinking proficiencies – using knowledge to solve a problem, 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, and generalizes.
    43. 43. 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, demonstrating movement skill in dance, serving a volleyball
    44. 44. 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 subject areas• Examples include notating music, using desktop publishing software to create a variety of publications, creating a scatterplot to display data, creating a personal wellness plan.
    45. 45. Reminder…Standard (target) Underpinning Type Learning TargetsProduct Product + S + R + KPerformance Skill Skill + R + KReasoning Reasoning + KKnowledge Knowledge
    46. 46. 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 to discover or uncover during their learning.3. Record on chart paper4. From the “Big Idea” and Essential Question in one cluster from your diagram Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit. (Learning Targets)
    47. 47. Resource Review• Find them all at• Wikispace (• Content/Grade Level Standards• Unpacking Guides• Resource Notebook
    48. 48. Group WorkFor each content area/grade your group isresponsible for:1. Develop norms for your group (online)2. Develop big ideas for the entire year3. Discuss vertical alignment (may need to meet with other grade levels)4. List the Curriculum Standards/Clarifying Goals associated with the Theme/Big Idea
    49. 49. 3-2-1 Reflection Activity• List 3 things you were expecting when you arrived today• List 2 pleasant surprises• Write 1 question you need clarification on for tomorrow