GUIDELINESduring the following daysCurriculum Development Process
Long Term Action Goals• We recall the seminar workshop facilitated by Mrs.Atienza on crafting our Long Term Goals.• Taking...
Long Term Action Goals• Recall as well the suggestions and commentsmade by Ms. Atienza during the brief critiqueshe had wi...
Long Term Action Goals
Over-arching Essential Questions• Review, revisit or formulatethe over-arching essentialquestions (EQ) based on theSA Long...
Exit Goals• As group, develop your ExitGoals for the differentmilestones (Grade 3 andGrade 6).
Exit Goals
Exit Goals
Stage 1: Desired ResultsStandards Long Term TRANSFER/ACTION GOALSREFLECTION GOALSUNDERSTANDINGS ESSENTIAL QUESTIONSEXPERIE...
Collaboration• Work collaboratively to come up with awritten document which we hope you willsubmit by May 16.• Observe the...
• If there are attendance andpunctuality concerns orrequests, we ask that awritten request be made tothe President and not...
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Curriculum dev

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presentation guide 2013-2014

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  • EQ- at every turn, EQ looms large, students are encourage to keep pondering; EQ is a goal (reflection goals)e.g. MATHWhat is the unknown? What are the data? What is the condition? Do you know a related problem?Have you seen the problem before? Can you check the result? Can you derive the answer differently? Can you use the resoltOr method for some other problem?EQ-is open ended, typically does not have a single, final, correct answer (not the question that will bring out the answer thaat the teacher wants-is thought provoking and intellectually engaging-calls for HOTS /analysis, inference, evaluation, prediction-points to impt, transferable ideas-raises additional questions and sparks further inquiry-requires support and justification-recurs over time (can be and should revisited again & again)-
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  • Curriculum dev

    1. 1. GUIDELINESduring the following daysCurriculum Development Process
    2. 2. Long Term Action Goals• We recall the seminar workshop facilitated by Mrs.Atienza on crafting our Long Term Goals.• Taking off from the input we had, we continue, asSubject Area groups for both Grade School & HighSchool, to review, refine and finalize our SA Long TermGoals.• We make sure we include goals on innovations, corecontents of the subject/non-negotiable skills and checkthat the goals we set are reflective of our corevalues, the 7 Cs.• Formulate Goals as outcomes, avoid “teacherly” statements.
    3. 3. Long Term Action Goals• Recall as well the suggestions and commentsmade by Ms. Atienza during the brief critiqueshe had with you about your work.• Keep the critique points in mind as yourefine the SA Long Term Goals.
    4. 4. Long Term Action Goals
    5. 5. Over-arching Essential Questions• Review, revisit or formulatethe over-arching essentialquestions (EQ) based on theSA Long Term Goals.• EQ: What thought-provokingquestions will fosterinquiry, meaning-making andtransfer?
    6. 6. Exit Goals• As group, develop your ExitGoals for the differentmilestones (Grade 3 andGrade 6).
    7. 7. Exit Goals
    8. 8. Exit Goals
    9. 9. Stage 1: Desired ResultsStandards Long Term TRANSFER/ACTION GOALSREFLECTION GOALSUNDERSTANDINGS ESSENTIAL QUESTIONSEXPERIENCE GOALSKNOWLEDGE SKILLS
    10. 10. Collaboration• Work collaboratively to come up with awritten document which we hope you willsubmit by May 16.• Observe the regular schedule for breaks.• We leave it to the GS & HS Coordinators to agreeon your specific workstations.• Assign a Secretary to document discussions asrecords of our articulation meetings (for PAASCU).• VENUE to use:• Grade School Wing 2, Level 2 & 3 classrooms• High School Science Laboratories• HS Computer Laboratories• Grade School or High School Library
    11. 11. • If there are attendance andpunctuality concerns orrequests, we ask that awritten request be made tothe President and noted bythe SAC.
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