Aligning Curriculum to the Common Core


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Aligning Curriculum to the Common Core

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Aligning Curriculum to the Common Core

  1. 1. AligningCurriculum to the Common Core
  2. 2. To engage with questions,comments, or wonderments, log in here:
  3. 3. Provocations: Learning vs. Doing Behaviors vs. LearningStandards Referenced vs. Standards Based Standard Ceiling vs. Standard Floor
  4. 4. Unit DesignConsiderations
  5. 5. Entry Levels: •Units of Study•Instructional Plans •Series of Lessons
  6. 6. Entry Points: Assessments Curriculum AlignmentInstructional Innovations
  7. 7. 21st Century Entry Points: Higher-Order Thinking Collaboration & Communication Global Connections Problem SolvingTechnology and Web-Based Tools
  8. 8. Standards Entry Points: Re-Alignment of State Standards Common Core State StandardsCollege and Career Readiness Capacities
  9. 9. That’s a lotto consider!
  10. 10. pairs or groups, depending on yourseating configuration, have a discussionabout the intersection of all of theseconsiderations. What is YOUR priority?
  11. 11. CORE Components of a Unit:Standards ContentAssessments Skills
  12. 12. CORE Components of a Unit:Standards: Common Corespecific or infused.Assessments: Evidence ofstudent learning.
  13. 13. CORE Components of a Unit:Content: What the studentshave to KNOW.Skills: What the students haveto be able to DO.
  14. 14. Additional elements of a unit plan:Big Ideas/Enduring UnderstandingsEssential QuestionsResourcesVocabularyLearning ActivitiesReflections
  15. 15. All of these, while important, areperipheral to the CORE components. If any of the CORE components aremissing, the additional elements may be misaligned.
  16. 16. Why do this?To Support Data Informed Decision Making 16
  17. 17. “Unit Plans (maps) equal data … Data equals facts and figures … Facts and figures show trends … And with thisknowledge, we can give ‘all of the above’ meaning by looking at the trends and comparing it to other data bases.” Bena Kallick, Curriculum Mapping Conference, 2003
  18. 18. Data informs your decisions Curriculum data Assessment data aligned to standards aligned to standards Written Taught State and Localcurriculum curriculum National Unit Planning/Mapping Analysis of results Data informed culture to improve student achievement
  19. 19. UnitAppraisalAnnotated Grade 11
  20. 20. Prologue:Curriculum Design, for many teachers, is a new space. In ageneral sense, the curriculum design work that is being engagedin right now is far above the instructional practices of the past.This is also meant to be a baseline from which all futurecurriculum work will develop. Being thoughtful and transparentin our work allows exponential growth in professional practiceand student achievement.Many, many thanks to the teacher(s) who submitted this planso that we can nurture the seeds they’ve planted.
  21. 21. Caveat:This annotation represents a look through several lenses ofopportunities for improvement. The depth of this annotation isspecifically for the purpose of this analysis only and does notnecessarily represent what would be involved in a curriculumcoaching moment. Critical decisions would have to be madearound “do now” vs. “explore later” depending on severalvariables that could include: delivery of the unit plan,collaboration and consensus, alignment of the unit as a wholeversus a pinpoint alignment moment, opportunities for growthover time, further fleshing out of details related to curriculumpractice vs. design, etc.
  22. 22. C L E A Does your R Compared to Clarity and Alignment the previous Transparency version of your Is Lively and represent a are important. unit, is the new Dynamic Do your assessments balance in Is what you instruction content, skills, one Robust,intend apparent provide Evidence that and Hearty, and to others? apparent? skills have been mastered? assessments? Strong? Big Ideas answered?
  23. 23. •Clarity: The content and skills are clear enough to replicate, but much additionalinformation (see alignment section) is needed and what is here needs clarification.•Lively (and Robust): Without the inclusion of activities/lessons, there is little evidencefor depth and engagement, although, there are opportunities apparent. (such asupgrading the measurable verbs, engaging in specific vocabulary instruction, andleveraging available technology)•Evidence: Without knowing what is on the Unit 1 test, there is little written evidencehere to support what proficiency looks like. The Map Assignment is not described butseems to support one part of one skill statement.•Alignment: See subsequent slides. Connections need to be more transparent and indepth.
  24. 24. The standards in green are loosely represented in the content and skills. The remainderof the standards do not seem to match what is being developed in this unit. Thestandards indicate an analysis of the development of culture, Native American andother cultural groups’ experiences, and the shaping of the American Society andculture. The content and skills evidenced here point to an exploration of war.Alignment to the included Common Core standards is not evidenced in this unit plan.The inclusion of the vocabulary words is here, however, they seem to point tosupporting the content and skills versus the standards.Additional note: There seems to be additional moments of Essential Questions in thecontent column. These exploratory questions may inform additional content pieces,skills, or opportunities for robustness and attention to the College and Career ReadinessCapacities.
  25. 25. Aside from the standards, and based solely on the content andskills evidenced here, there is a lot of information for only twoassessments. Without the explanation here, some clarification isneeded on what the map assignment is assessing and whether ornot the depth and rigor of that assignment is developmentallyappropriate. The creation of the Venn diagram, the creation of atimeline of events, and the comparative analysis of cultures areopportunities to engage ALL of the CCR capacities in some way.
  26. 26. Endnote:While there may be several areas of improvement in this unit plan,the critical “do now” element is a more specific alignment to thestandards. Perhaps there are other standards to align the alreadyincluded content and skills to? When the standards issue is improved,the “do next” moment may include upgrading the measurable verbs,instructional targets, and descriptors to evidence lively and robustinstruction. (That could include activities, too!) Further “explore later”moments would include specific vocabulary instruction, moreformative assessment opportunities, an analysis and upgrade of thecurrent assessments, and an articulated alignment to the College andCareer Readiness capacities.
  27. 27. What are your •Do Now •Do Next •Explore Later Priorities?
  28. 28. Figure 1.2—Transformational Matrix Transformational Matrix Reform Transform Positive Impact on Learning  High Impact on Learning  High Impact on Learning  Low Engagement  High Engagement Conform Outform  Low Impact on Learning  Low Impact on Learning  Low Engagement  High Engagement Positive Impact on Engagement
  29. 29. Figure 3.2 TECHformational Matrix: Interactive Whiteboards TECHFORMATIONAL MATRIX for Interactive Whiteboards Reform Transform Student creates content Student(s) creates and presents (textual/visual/audio) to be using self-selected software- Positive Impact on Learning presented on whiteboard based specific and/or Web-based on task(s)/purpose(s)/ multimedia on whiteboard based audience(s). on task(s)/purpose(s)/audience(s). Conform Outform Student views teacher-selected Student interacts with teacher- notes or presentation on selected notes or presentation whiteboard. using whiteboard technology (touch capabilities and/or clickers). Positive Impact on Engagement
  30. 30. Additional Resources…•College and Career Readiness capacities•CCLS Standards•New Sample Questions from NYSED•Evidence of Learning 2.0•Crosswalk EZ•Cure for the Common Core
  31. 31. Questions, Comments, Wonderments?