Coherent curriculum programs

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A PowerPoint for Coherent curriculum programs

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  • Set Goals for the session
  • 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
  • Lead in to using the Assessing Teacher, Principal, and School Practices – Provide time to process
  • 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  • Some might argue that doing curriculum development work at the district and/or school level is obsolete with the emphasis on state and national curriculum standards and assessmentsHave participants discuss why it is important to develop the local curriculum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 to start
  • Technology is always changing, and making our current concepts of curriculum obsolete, i.e. cursive writing.
  • Discuss using technology to create new and different learning experiences; not just replicate learning experiences traditionally done through print
  • When we observe classrooms, what do we watch?
  • Watch and discuss implications of this short video
  • 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.
  • Coherent curriculum programs

    1. 1. Learning-Centered Leadership Development Program for Practicing and Aspiring Principals Western Michigan University A Project funded by the United States Department of Education (USDOE), Washing, DC: 2010 Dimension 5: Coherent Curriculum Programs
    2. 2. 2 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. Coherent Curricular Programs 3 Session Designers: Dr. Patricia (Pat) Reeves Dr. Robert (Bob) Leneway
    4. 4. Session Goals • Explore the research supported importance of insuring that our schools offer Coherent Curricular Programs, i.e. Guaranteed and Viable • Explore the research supported characteristics of Coherent Curricular Programs • Examine the status of our own schools on the Dimension of Coherent Curricular Programs • Explore possible ways to increase learning opportunity and learning results for our students by insuring Coherent Curricular Programs in our schools 4
    5. 5. Coherent Curriculum Programs 5 Why? What? How? What’s Next?
    6. 6. Why and how much should we care? • Per McREL research (Marzano, et al), Guaranteed and Viable Curriculum shows one of the highest correlations to improving student achievement • Effect sizes for evidence based instructional strategies drop precipitously when not coupled with a guaranteed and viable curriculum 6
    7. 7. What are the Markers? COHERENT CURRICULAR PROGRAMS • 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) • Aligned and effective classroom instruction • Aligned and authentic curriculum based assessments • Immediate and consistent feedback • Continuous progress monitoring (for every student/by every student) • Clear and consistent communication about learning expectations and learning progress • Engaging and meaningful learning experiences • Learning focused leadership • Student participation in setting personal learning goals 7
    8. 8. Where are we? Let’s look at one tool for understanding where we stand in our schools when it comes to providing a Guaranteed and Viable Curriculum for all students 8
    9. 9. And where are we going? 9 Student Centered Mandated Standards
    10. 10. Sheer Number of Curriculum Expectations 10
    11. 11. Rendering unto the State Assessments 11
    12. 12. Or innovating around 21st Century Skills 12
    13. 13. Are they mutually exclusive? Or Can Our Students Have the Best of Both? 13
    14. 14. Local Control
    15. 15. Decisions to Avoid 15 Focus on the Tests, giving short shrift to the rest
    16. 16. Decisions to Avoid Continuing to let learning remain predominantly teacher centered, teacher controlled, and teacher designed 16
    17. 17. Decisions to Avoid Limiting learning to traditional time slots, traditional learning resources, and traditional learning Activities; in fact, limiting learning at all! 17
    18. 18. Decisions to Consider Make the Curriculum an Open Door to the World 18
    19. 19. What is a Classroom? Is it This?
    20. 20. Is it Any of These?
    21. 21. Ask any Child
    22. 22. What Would They Tell Us? LeadForwardVideo21stCentury.wmv Don’t prepare us for your world, Prepare us for ours!
    23. 23. Decisions to Consider Balancing Core Curriculum Standards with: • Learning to learn standards • Life skill standards • Learning through technology standards • Higher order thinking and reasoning standards • Post-secondary learning and career preparation standards • Problem solving and productivity standards • Social development (personal/interpersonal) standards • Arts and humanities standards 23 Core Curriculum Area Learning, Research, and Technology Arts, Creativity, Thinking Life and Career Eng Lang Arts Math Science Social Studies
    24. 24. Differentiated Instruction
    25. 25. Harness the Power of Technology
    26. 26. When we unleash the power of Technology… http://www.masternewmedia.org/images/making-sense-of-media-and-technology-painting-clouds
    27. 27. Engage Them or Enrage Them!
    28. 28. How will we make learning fit today’s learners? How will we give them the tools? LeadForwardVideoVimeo.wmv • 21st Century Technologies to support a multi-dimensional learning system • Personalized Learning and differentiated instruction with on-demand access to learning • Empowered learners
    29. 29. The 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) Now, how might curriculum integration better serve students? 29
    30. 30. The 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? 30
    31. 31. Curriculum Integration How might we use these nine high impact instructional strategies (Marzano, Pickering, & Pollack, 2001) to improve curriculum integration? 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers 31
    32. 32. 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. 32
    33. 33. A Systems Approach • Curriculum and Assessment Mapping • Process monitoring • Benchmarking Progress toward achievement goals 33
    34. 34. Wayne-Westland’s Curriculum and Instruction Model (Map)
    35. 35. Wayne-Westland’s Program Monitoring and Evaluation Model (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
    36. 36. Wayne-Westland Process and Progress Monitoring Examples: Collaboration using “Data Walls”
    37. 37. Wayne-Westland Process and Progress Monitoring Examples Collaboration using “Data Walls”
    38. 38. More Examples from Wayne-Westland Collaboration using “Data Walls”
    39. 39. Collaboration using “Data Walls” meets the PLC Process at Wayne-Westland
    40. 40. Where do you need to go and how will you get there? 40
    41. 41. Coherent Curricular Programs Final Questions to think about and consider • 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? 41

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