A Similar Experience

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A Similar Experience

  1. 1. A Similar Experience<br />Keeping the “ME” <br />in a common curriculum<br />April 30, 2010<br />Cindy Plantecoste<br />
  2. 2. Agenda<br />Survey – Understanding by design<br />A similar experience<br />Departmental discussion: key understandings, knowledge and skills<br />Debrief – where are we now, where do we want to be? <br />
  3. 3. Understanding by Design Survey<br />Please take 5 minutes to fill out the survey<br />Results of this survey will inform in-service sessions for 2010-2011.<br />
  4. 4. Understanding by Design at AES<br />Common Framework<br />Common criteria for unit development, reflection and revision<br />Common language for talking about curricula<br />Focused on understandings and inquiry<br />Standards and Benchmarks<br />Common Assessments anchor the curriculum<br />Atlas Rubicon Tool<br />Houses the curriculum<br />Allows for easy revision and analysis of the curriculum<br />
  5. 5. A Similar Experience<br />How can I keep my individual flare while teaching from a common course curriculum?<br />When discussing a similar experience, how similar does similar need to be?<br />How does this fit in with UbD, Atlas, Standards and Common Assessments?<br />
  6. 6. IdenticalMS/Advanced + HS French II<br />Stage 1: Desired Results: U/K/S<br />Identical Understandings/Knowledge/Skills/Standards/Benchmarks<br />Identical Questions<br /> <br />Stage 2: Assessment Evidence<br />Identical Summative Assessments<br />Assess the same content and skills<br />Common Rubric for assessment of skills<br />Stage 3: The Learning Plan: Activities + Resources<br />Resources identical or similar<br />Teaching strategies identical or similar<br />General Comments<br />The unit is developed as a team<br />A minimum of 3 CA (summative)/year<br />
  7. 7. Similar yet DifferentHS level 1 + HS level 1<br />Stage 1: Desired Results: U/K/S<br />Identical Understandings, Knowledge/Skills/Standards/Benchmarks<br />Identical Questions<br />Stage 2: Assessment Evidence<br />Agree upon at least ONE summative performance assessment per unit <br />Use a common rubric for the summative assessment<br />Other assessments may be teacher driven<br />Stage 3: The Learning Plan: Activities + Resources<br />Resources are teacher driven<br />Teaching strategies are teacher driven<br />Activities are teacher driven<br />General Comments<br />The unit is developed as a team<br />A minimum of 3 CA (summative)/year<br />
  8. 8. My WayHS Spanish 2 + HS French 2<br />Stage 1: Desired Results: U/K/S<br />Develop Over-Arching Understandings/Knowledge/Skills/Standards for the course<br />Develop Over-Arching Essential Questions<br />Stage 2: Assessment Evidence<br />Agree on how often to assess U/K/S during the year (includes Standards)<br />Agree on a minimum of 3 summative performance assessments for the course (CA)<br />Agree on a common rubric for the assessment of CA (U/K/S)<br />Stage 3: The Learning Plan: Activities + Resources<br />Agree on types of core resources (eg: genre of book)<br />Resources/Teaching Strategies/Pacing are completely teacher driven<br />General Comments<br />The units are then developed by individual teachers<br />A minimum of 3 CA (summative)/year<br />
  9. 9. Where do we stand – where do we want to be?<br />Individually, take a minute to think about your department and the courses you teach? <br />Where do you fit in the ‘similar experience’? <br />Is this where you want to be?<br />Debrief as a department<br />Jot down your comments<br />
  10. 10. A similar experience - Activity<br />Imagine that you are teaching a First year IB course for your subject area. <br />Imagine that there are 4 sections of the grade 9 course and 4 sections of the grade 10 course that prepare students for your course. <br />Imagine that each section of the grade 9 and of grade 10 is taught by a different teacher from your department.<br />
  11. 11. Reflection Time + Group Discussion<br />As the SL Y1 IB teacher, what are the most important Understandings, Knowledge and Skills that students need to know, understand or be able to do before they walk into your class on day 1? <br />What ‘similar experience’ of understanding, knowledge and skills needs to be a part of the grade 9/10 curriculum if students are to be ready for the IB course? <br />Which of these understandings, knowledge and skills will you want to assess through the Common Assessments?<br />1. Reflection time (5 minutes)<br />2. Discuss this question as a group and write down your comments(20 minutes)<br />
  12. 12. Follow up<br />Feel free to carry this discussion into your department meetings later today<br />Logical next steps<br />Send an electronic copy of your notes to Tim or Beth - -cc Cindy<br />We will use this information in 2010-2011 to support: <br />Unit development and revision<br />Development of Common Assessments<br />
  13. 13. Thank you for your participation! <br />

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