Curricular vertical alignment

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Curricular vertical alignment

  1. 1. CURRICULARVERTICAL ALIGNMENTKristi Plummer
  2. 2. What is Curricular VerticalAlignment? “Planning and implementing the curriculum sequence from one grade level to the next in grades Pre-Kindergarten to grade twelve” (Bergman, Calzada, LaPointe, Lee, and Sullivan). Bergman, Calzada, LaPointe, Lee, and Sullivan also state that “Vertical collaboration, or planning together with teachers across grade levels, surfaces as requisite for success.”
  3. 3. Vertical Allignment Will the teachers find vertical alignment successful? Will sharing with other grade levels help the teachers and benefit the students? After we align the Numbers and Operations standards will teachers want to continue with the other standards?
  4. 4. With Vertical Alignment I want toLook at… Teacher Knowledge Getting Teachers to want to Change Sharing Ideas with each other Communicating more During planning involving teachers from surrounding grade levels. Teachers feeling as if they are coming out of our monthly math meetings with useful information.
  5. 5. Teacher Knowledge Just because a teacher knows a lot about math does not make them a good math teacher. “Effective mathematics teaching requires understanding that students know and need to learn and then challenging and supporting them to learn well” (Stump). I want out teachers to learn from one another.
  6. 6. Why Should Teachers want to dothis? “When teachers are more comfortable with teaching a particular topic, they are more likely to allow for student questioning and discussion, an essential feature of inquiry. (National Research Council, 2000). Darling-Hammond, Bullmaster, and Cobb state that “Teacher educators learn more about teaching as they teach collaboratively with veteran teachers”
  7. 7. How does this Benefit theStudents? Transitioning Vocabulary Academic Success  Schielack and Seeley state how “Aligning major ideas across grades 3-8 efficiently addresses the curricular aspects of students transitioning from elementary to middle school mathematics.”
  8. 8. My Goals: I want teachers to feel as if our monthly math meetings are useful and helpful. Not a waste of their time or just another meeting they have to go to. After the first year I want to expand and have surrounding middle school math teachers come over and join our meetings. Most importantly I want our teachers to grow from this experience which will in return benefit our students.

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