Coherent curriculum planning8513


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  • Explore the research supported importance of insuring that our schools offer Coherent Curricular Programs, i.e. Guaranteed and ViableExplore the research supported characteristics of Coherent Curricular ProgramsExamine the status of our own schools on the Dimension of Coherent Curricular ProgramsExplore possible ways to increase learning opportunity and learning results for our students by insuring Coherent Curricular Programs in our schools
  • Frame the way we will move through the session; i.e. exploring why Coherent Curriculum Programs are important; Identifying what our schools need to focus on in order to provide Coherent Curricular Programs;Working together to identify ways to insure that our schools meet the markers for Coherent Curriculum Programs; Identify some next steps
  • Per McREL research (Marzano, et al), Guaranteed and Viable Curriculum shows one of the highest correlations to improving student achievementEffect sizes for evidence based instructional strategies drop precipitously when not coupled with a guaranteed and viable curriculum
  • Lead in to using the Assessing Teacher, Principal, and School Practices – Provide time to process Let’s look at one tool forunderstanding where we standing our schools when it comes to providing a Guaranteedand Viable Curriculum for all students
  • Begin having participants discuss how they create a Guaranteed and Viable Curriculum that serves both priorities
  • One research team estimates that it would take even a very competent student nine additional years in school to reach acceptable performance in all of the standards recommended by national organizations!Discuss the need to unpack our over packed state curricula and identify Core, Essential or Power Standards
  • Begin the conversation about why this approach alone will only get the first margin of improvement in student results
  • Begin the conversation about what schools might include in a guaranteed and viable curriculum beyond what the state and national assessments can or will measure.
  • Get participants to discuss and share examples of how teachers are making sure that students do get the best of both
  • Some might argue that doing curriculum development work at the district and/or school level is obsolete with the emphasis on state and national curriculum standards and assessmentsHave participants discuss why it is important to develop the local curriculum beyond state and national core curriculum standards
  • Have participants discuss the difference between learning on demand (student centered) and learning by fiat (teacher centered) – why it is important – how to make it happen
  • Video on Differentiated Instruction. Click image to start

  • What is the most important reason for public schools in Michigan?

  • Does your school focus on that reason?
  • Technology is always changing, and making our current concepts of curriculum obsolete, i.e. cursive writing.
  • When we observe classrooms, what do we watch?
  • Watch and discuss implications of this short videoHow will we make learning fit today’s learners? How will we give them the tools?
  • Discuss using technology to create new and different learning experiences; not just replicate learning experiences traditionally done through print
  • The NMC Horizon Report > 2013 K-12 Edition recognizes cloud computing and mobile learning as technologies expected to enter mainstream use in the first horizon of one year or less. Learning analytics and open content are seen in the second horizon of two to three years; and gameification.
  • 3D printing and virtual and remote laboratories emerged in the third horizon of four to five years.
  • Open discussion on curriculum integration
  • Discussion prompt
  • Discussion prompt
  • Raising level of concern
  • Get them thinking systemically about their renewal work
  • Share and discuss Wayne-Westland examples in this and following slides
  • Have participants work together to plot their course and share with others.
  • Final Questions to think about and consider
  • Click on image to start 1 minute video.
  • Coherent curriculum planning8513

    1. 1. Dr. Patricia (Pat) Reeves Dr. Robert (Bob) Leneway
    2. 2. 2 Over All Agenda Inspirational Agency for School Renewal Orderly School Operation High, Cohesive, and Culturally Relevant Expectations for Students Coherent Curricular Programs Distributive and Empowering Leadership Real-time and Embedded Instructional Assessment Data- Informed Decision Making
    3. 3. Goals Importance Characteristics Where are You? Increased Learning for Students 3
    4. 4. Coherent Curriculum 4 Why? What? How? What’s Next?
    5. 5. Why Should We Care? A top correlation to improving student achievement. Effect size drops when not coupled Per McREL (Marzano, et al) research 5
    6. 6. Markers? • Core, essential, or “power standards” aligned to state and/or national standards. • Horizontal and vertical alignment • Aligned and student appropriate learning resources (hard and electronic). 6
    7. 7. Markers • Clear and consistent communication about learning expectations and learning progress. • Engaging & meaningful learning experiences. • Learning focused leadership • Student participation in setting personal learning goals. 7
    8. 8. Markers • Aligned and effective classroom instruction. • Aligned and authentic curriculum based assessments. • Immediate and consistent feedback • Continuous progress monitoring (for every student/by every student). 8
    9. 9. Where are We? Assessing Teacher, Principal, and School Practices 9
    10. 10. Where are we Going? 10 Student Centered Mandated Standards
    11. 11. Sheer Number of Curriculum Expectations 11
    12. 12. Rendering unto the State Assessments 12
    13. 13. Education and Change ―Changing Education is a lot like changing a cemetery – You won’t get much help from the inhabitants.‖ 13
    14. 14. Or Innovating around 21st Century Skills 14
    15. 15. Are they Mutually Exclusive? Or Can Our Students Have the Best of Both? 15
    16. 16. Local Control
    17. 17. Decisions to Avoid 17 Focus on the tests, giving short shrift to the rest.
    18. 18. Decisions to Avoid Continuing to let learning remain predominantly teacher centered, teacher controlled, and teacher designed. 18
    19. 19. Decisions to Avoid Limiting learning to traditional time slots, traditional learning resources, and traditional learning Activities; in fact, limiting learning at all! 19
    20. 20. Decisions to Consider Make the Curriculum and Open Door to the World 20
    21. 21. What is a Classroom? Is it This?
    22. 22. Is it Any of These?
    23. 23. Ask any Child
    24. 24. What Would They Tell Us?
    25. 25. Decisions to Consider Balancing Core Curriculum Standards • Learning to learn standards • Life skill standards 25 Core Curriculum Area Learning, Research, and Technology Arts, Creativity, Thinking Life and Career Eng Lang Arts Math Science Social Studies
    26. 26. Decisions to Consider • Learning through technology standards 26
    27. 27. Decisions To Consider • Higher order thinking and reasoning standards • Post-secondary learning and career preparation standards 27
    28. 28. Decisions To Consider • Problem solving and productivity standards • Social development (personal/interpersonal) standards • Arts and humanities standards 28
    29. 29. Differentiated Instruction
    30. 30. A 21st Century Vision
    31. 31. Harness the Power of Technology
    32. 32. “Engage Them or Enrage Them!”
    33. 33. Give Them 21st Century Skills • 21st Century Technologies to support a multi-dimensional learning system • Personalized Learning and differentiated instruction with on-demand access to learning • Empowered learners
    34. 34. What are we doing to work with The Creative Class? 45
    35. 35. When we unleash the power of Technology… New and Different Learning
    36. 36. The Real Learning Problem ―If we continue to do things that we already know aren’t working, we have to consider just who really has the learning problem.‖ (Ian Jukes, 2010) 58
    37. 37. Power of Curriculum Integration Start with these research findings: Students in any type of interdisciplinary or integrative curriculum do as well as, and often better than, students in a conventional departmentalized program. (National Association for Core Curriculum, 2000; Vars, 1996, 1997; Arhar, 1997) 59
    38. 38. Power of Curriculum Integration • Now, how might curriculum integration better serve students? 60
    39. 39. Power of Curriculum Integration Give students an interesting text and the chance to argue about the characters and issues within it, and they will do the rest (William 2007). How might this be a clue to a more student centered and integrated approach to providing guaranteed and viable curriculum experiences for all students? 61
    40. 40. Curriculum Integration How might we use these nine high impact instructional strategies (Marzano, Pickering, & Pollack, 2001) to improve curriculum integration? 62
    41. 41. Curriculum Integration (cont.) 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 63
    42. 42. Curriculum Integration (cont.) 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 64
    43. 43. Curriculum Integration (cont.) 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers 65
    44. 44. A Sad State of Affairs • ―Curricular chaos‖ — not coherence — still prevails in most schools, a result of our no-oversight, high autonomy culture (Schmoker and Marzano 1999). • Fortunately, many successful schools have seen achievement levels soar after developing coherent, high-quality curricula — but only when they instituted monitoring mechanisms for ensuring that it is taught. 66
    45. 45. A Systems Approach Curriculum and Assessment Mapping Process Monitoring Benchmarking Progress toward Achievement Goals 67
    46. 46. Wayne-Westland’s Curriculum and Instruction Model (Map)
    47. 47. Wayne-Westland’s Program Monitoring and Evaluation (Progress Monitoring) Annual Review Internal Review Summary Evaluation Forms District Improvement Team Continue or Discontinue Program or Intervention Increased Student Achievement Mechanism Decision Expected Outcome
    48. 48. Wayne-Westland Process and Progress Monitoring Examples: Collaboration using “Data Walls”
    49. 49. Wayne-Westland Process and Progress Monitoring Examples Collaboration using “Data Walls”
    50. 50. More Examples from Wayne-Westland Collaboration using “Data Walls”
    51. 51. Collaboration using “Data Walls” meets the PLC Process at Wayne- Westland
    52. 52. Where do you Need to Go? 74 How are You Going to Get there?
    53. 53. Coherent Curricular Programs • How will you harness the power of coherent curricular programs in your school renewal work? • How will you use the seven dimensions in a systems approach to school renewal? 75
    54. 54. Final Thought 76