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Day 1 training


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Day 1 training

  1. 1. PCS Curriculum Review Week June 18-21, 2012 Ridgewood Elementary School Day 1
  2. 2. Welcome & Introductions
  3. 3. Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthusiastically• Focus completely (monitor your technology)• Have Fun
  4. 4. Remember…What is learned here leaves here
  5. 5. Schedule for the Week Monday Tuesday Wednesday Thursday • Establish Focus • Vertical Alignment • ESL & Literacy • ELA Integration (cont) Integration• Big Ideas, Essential • Finalize Guides Questions, and •Establishing • Cross-Curricular Learning Targets Learning Targets Units (cont)• Vertical Alignment •Criteria for Success • Establishing Learning Targets
  6. 6. Schedule: Day 1• 8:00-11:00 – Opening Session• 11:00-12:00 – Work Session • Group Introductions • Establish Team Norms • Establish the Goals• 12:00-1:00 – Lunch (on your own)• 1:00-4:00 – Working on the Work• 4:00-4:30 – Listening/Debrief Session
  7. 7. CRW: The Big IdeaCRW is about identifying and designing… The right kind and quality of instruction delivered with… The right level of intensity and duration to… The right children at… The right time - Joseph K. Torgeseon Catch Them Before They Fall (1988)
  8. 8. Direction for Today1. Understand the purpose and format of the new guides2. Examine Big Ideas, Essential Questions, and Learning Targets3. Identify the big ideas for the year4. Examine Vertical Alignment
  9. 9. Deliverables for Today1. Create group norms for your group2. Provide feedback on the Curriculum Guide template3. Create draft big-idea framework for the year4. Review vertical alignment with other grades
  10. 10. The Goal Learning Target:I will create a district curriculum guide. Criteria for Success: The district guide
  11. 11. Which do you choose?
  12. 12. New Guides: The Reason• New North Carolina Standard Course of Study• District-Level Focus on PLCs • What do students NEED TO LEARN? (District-Driven) • What evidence will we gather to monitor student learning—how will we know WHEN THEY HAVE LEARNED IT? (District-Driven) • What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING? (School-Driven) • What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY? (School-Driven) • How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE? (School-Driven)
  13. 13. New Guides: The ImpactHow can we use our SMART goals and evidenceof student learning to inform and improve our practice?This critical question has implications for gradelevel improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….
  14. 14. New Guides: The Vision PCS’ District Curriculum Guides are a dynamictool to guide and assist education professionals as they: • Develop student sequencing•Plan, design, and implement daily instruction •Integrate instruction across disciplines •Assess student learning
  15. 15. CRW Week Desired Outcomes• Create DRAFT District Curriculum Pacing Guides• Begin the process for Continuous Improvement of Teaching and Learning
  16. 16. Desired Outcomes Provide Assess Along Deliver Descriptive Identify the the Way Plan (CRW) Instruction Feedback andTarget (CRW) (School/District (Teacher-led) Assistance Partnership) (Teacher-led)
  17. 17. Begining with the End in Mind
  18. 18. Types of GuidesAt your table, discuss the differences between the two types of guides covered in the pre- reading for the week (diary and consensus)• Which one are we developing this week?• What implications does this have for our work? What should our work look like?
  19. 19. Objectives/Learning Targets go here; Criteria for success goes here – Addresses what students NEED to learn focus is on students and not teachers Standards taught go here; this section will change based on the subject/grade-level Sample Media (Stage 1) unit/lesson Coordinators ideas will assist withSome subjects will have multiple content areas on the same guide (see next example) this (Stage 1)
  20. 20. Objectives/Learning Targets go here; Criteria for success goes here –Addresses what students NEED to learn focus is on students and not teachers Each content area’s standards go here; Media Use the vertical space on the page(s) to show Coordinators horizontal alignment between subjects and cross- will assist with curricular lesson/units when appropriate (Stage 1) this
  21. 21. Identifying Big Ideas & Essential Questions
  22. 22. Big Ideas: Defining Them As a table, discuss the purpose of the “BigIdeas” based on the reading you did to prepare for the week.
  23. 23. Big Ideas: Defining Them•Broad and abstract•Conceptual lens•Represented by one or two words•Universal in application•Timeless—carries through the ages•Represented by different examples that share common attributes
  24. 24. Big Ideas: Defining Them
  25. 25. Big Ideas: Finding Them• Organization of Common Core/Essential Standards lends itself to these “Big Ideas”• Strands or Clusters HELP to determine focus• Within Strands or Clusters there are “Big Ideas” and “Themes” that can be unified for the unit framework
  26. 26. Big Ideas: Examples of Them Science Natural Phenomena Causal Explanations Systems, Order, Organization Change, Constancy, Measurement Form and Function Equilibrium/Balance Systems and Interactions Models
  27. 27. Big Ideas: Ways to Find ThemReview the standards’ text and…• Circle recurring nouns to identify ideas• Underline verbs to identify tasks• Compare with list of transferable concepts• Ask questions about a topic/standard (Why study..? What’s transferrable about…? How would…be applied in the real world?)• Generate ideas related to suggestive pairs (light & shadow; matter & energy; sum & difference)
  28. 28. Big Ideas: Group Activity1. Read Essential Standards for the grade/course at your table2. Use sticky notes to record “concepts” or “skills” reflected in the standards.3. Use one sticky note per concept/idea4. Work as a team to organize the concepts into similar groupings (use sticky notes and brainstorming paper)5. Name the groupings with a Title
  29. 29. Essential Questions: Defining ThemAs a table, discuss the purpose of the “Essential Questions” based on the reading you did to prepare for the week.
  30. 30. Essential Questions: Defining Them•Great thought-provoking openers•Guide unit delivery
  31. 31. Essential Questions: Defining Them
  32. 32. Essential Questions: Their Roles• Asked to be argued• Designed to “uncover” new ideas, views, lines of argument• Set up inquiry, heading to new understandings• Deepens understanding• Leads to more questions• Helps to organize material
  33. 33. Essential Questions: Examples• What makes wounds heal in different ways?• Why is asthma so prevalent in poor urban comminutes?• What keeps things from rusting, and why?• How do chemicals benefit society?• Are animals essential for man’s survival?• How do scientists find out about objects, living things, events and phenomena?• What does it mean to be living?• How do living things adapt to the environment?• What makes a great story?• Why is communication/reading important?• How do authors use words to create images?• Does a good read differ from a ‘great book’? Why are some books fads, and others classics?• What does an independent reader look like?• What do good readers do?• How can the way a story is structured help me to read with understanding?
  34. 34. Essential Questions: Their Importance• The goal in designing the guides is to establish a standard for curriculum delivery.• ALL students should be taught at the higher level of Bloom’s• Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.
  35. 35. Essential Questions: RBT Reminders Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings & relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding
  36. 36. Essential Questions: Group Activity 1. Refer back to the affinity chart you created for your big ideas 2. Craft one or two “Essential Questions” that could be used to guide the development of a unit for your grade level/content area
  37. 37. Targets defined…• Are specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’• Can be framed as a full sentence – “I can…”
  38. 38. Unpacking/Deconstructing the Standard • Determine standard/target type(s) • Knowledge • Reasoning • Performance skill • Product • Identify its underpinning learning targets • Create student-friendly “I Can” statements
  39. 39. Learning Targets Measurable achievement expectations of what I will create a districtstudents should know and curriculum guide be able to do
  40. 40. Learning Targets: Developing ThemQuestions to Ask • What will students do during the learning process? • What are the standards/ criteria for success (content, 21st Century Skills) for desired quality of work? • Will the learning targets be met after achieving the criteria for success? If not, what is the next step?
  41. 41. Learning Targets: Knowledge• What students need to know, be able to do and/or be able to locate (know outright vs. know via reference)• Often stated in verbs: knows, lists, names, identifies, and recalls
  42. 42. Learning Targets: Reasoning• Thinking proficiencies – using knowledge to solve a problem, make a decision, plan, etc.• Application of knowledge• Make up the majority of learning targets• Represent mental processes such as predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates, and generalizes.
  43. 43. Learning Targets: Performance Skill• Must be demonstrated, observed, heard, and/or seen to be assessed• Examples include oral fluency in reading, playing a musical instrument, demonstrating movement skill in dance, serving a volleyball
  44. 44. Learning Targets: Product• Call for students to create a product• The product isnt a medium to show the learning; the product IS the learning.• Found more often in the arts than in core subject areas• Examples include notating music, using desktop publishing software to create a variety of publications, creating a scatterplot to display data, creating a personal wellness plan.
  45. 45. Reminder…Standard (target) Underpinning Type Learning TargetsProduct Product + S + R + KPerformance Skill Skill + R + KReasoning Reasoning + KKnowledge Knowledge
  46. 46. Group ActivityLook at the clarifying objectives related to one clusterfrom your chart1. Record the Title for the “cluster”2. Develop a question or two that illustrates the “Big Idea” and could get to the heart of what we want students to discover or uncover during their learning.3. Record on chart paper4. From the “Big Idea” and Essential Question in one cluster from your diagram Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit. (Learning Targets)
  47. 47. Resource Review• Find them all at• Wikispace (• Content/Grade Level Standards• Unpacking Guides• Resource Notebook
  48. 48. Group WorkFor each content area/grade your group isresponsible for:1. Develop norms for your group (online)2. Develop big ideas for the entire year3. Discuss vertical alignment (may need to meet with other grade levels)4. List the Curriculum Standards/Clarifying Goals associated with the Theme/Big Idea
  49. 49. 3-2-1 Reflection Activity• List 3 things you were expecting when you arrived today• List 2 pleasant surprises• Write 1 question you need clarification on for tomorrow