The document provides an overview of a workshop on curriculum preparation and integration. It discusses developing a shared vocabulary, doing integration through big ideas across disciplines, using inquiry components in different subject contexts, and thinking like an assessor in addition to a designer. Sample activities are described to illustrate integration, inquiry, and assessment, including grouping to discuss essential ideas across courses and assessing a student's putting performance using assessment criteria.

1. Workshop Preparation
I sent you an email that includes links to the
following. Please have up on your machine either:
• Syllabi for each of your classes
or
• the EPS Course Catalogue opened to one of your
class descriptions
Please then close your machine. Thanks.

2. EPS Curriculum Overview
STUDENT-CENTERED
TEACHING AND LEARNING

3. Highly Engaged Students
Seeking Personal Relevance
for Both Knowledge and Skills
What are the Ingredients?
Highly Experienced Faculty
of Flexible Mind
and Shared Vocabulary

4. Where do we start?
ORIGIN

5. F&PA English Spanish Social Science Math Physical Electives
Science Education
Grade
12
Student-Centered Design
Grade
11
Grade
10
5-12 Experience (Vertical)
Grade
9
Grade
8
Grade
7
Grade
6
Grade
5
Grade Level Experience (Horizontal)

6. What values are the foundation
of our curricular design?
FOUNDATION

7. MULTI-DISCIPLINARY
through
INTEGRATION
COLLABORATIVE
through
EXPRESSIVE AND RECEPTIVE
EXPERIENCE

8. What constructs do we use to frame
our thinking and drive our curriculum?
CONSTRUCTS

9. Ideas and Concepts Questions
The Building Blocks of The Building Blocks of
Language Thinking & Inquiry

10. Broad-Based
BIG Idea BIG Question
SELF Who am I?
COMPOSITION MIDDLE What is the world made of?
SCHOOL
PATH/JOURNEY How did we get here?
HUMANITY/HUMANESS What does it mean to be human?
-------------------------------------------------------------------------------------------------------------
What is my responsibility to
RESPONSIBILITY the global community?
LEADERSHIP UPPER
What does good leadership look like?
SCHOOL
CRITICAL THINKING What is effective critical thinking?
WISE INNOVATION What is the measure of creative and
wise innovation?

11. How do we develop a shared
curricular vocabulary?
VOCABULARY

12. 2009-10
How do we do INTEGRATION?

13. By Meeting at the Big
Ideas
Spanish
F&PA English
Science
BIG Computer
COMPOSITION Science
Idea
Social
Math
Science
Physical
Education

14. 2010-11
How do we do INQUIRY?

15. Inquiry Components
(a) Essential Background Knowledge
(1) Guiding Question
(2) Initial Hypothesis/Thesis Statement
(3) Data Sources/Data Sets
(4) Revised Hypothesis/Thesis Statement
(5) Reflection on/Extension of Inquiry Process
and Findings
In what discipline and course contexts are methods of inquiry most effective for
student learning at EPS, and why?

16. 2011-12
How we do ASSESSMENT?

17. Assessment Cycle
Outcome or
Standard
Authentic
Reflection
Performance
EVIDENCE
Metrics or
Feedback
Criteria

18. INTEGRATION WORKSHOP

19. Essential Ideas
(1) represent core discipline concepts
(2) offer opportunities to understand core concepts
at new levels of complexity
(3) ask students to build and understand core
discipline concepts in multiple contexts
(4) encourage meaningful connections with prior
knowledge
(5) create opportunities for transfer to other
situations and subjects

20. By Meeting at the Big Ideas
Spanish
F&PA English
Science
BIG Computer
COMPOSITION Science
Idea
Social
Math
Science
Physical
Education

21. Integration Workshop (Four11)
Step #1 Visual
• On separate Post-its, list the
titles of 2 of the courses you US HISTORY
are teaching this year
• On separate Post-its, under
each class title list 2-3
Essential Ideas for each class
(max of two words each) IDENTITY
NARRATIVE
• Once you are done please stick
Essential Idea Post-its on wall
in front of room around screen

22. Integration Workshop (Four11)
Integration Builder Step #2
//four11.eastsideprep.org/inte a) Use the Integration Builder
gration/new in Four11 try to create an
Integration from one of your
courses to a Big Idea
b) Engage in discussion about
an Integration to a Big Idea
with yourself (or folks who
teach on the same grade
level/have the same students
with)

23. ASSESSMENT ACTIVITY

24. What does it mean to think like an
assessor in addition to a designer?
Thinking Like A Designer Thinking Like An Assessor
• What would be fun and • What would be sufficient and
interesting activities for this revealing evidence of
topic? understanding?
• Given the goals, what performance
• What projects might students tasks should anchor the unit and
like to do on this topic? focus the instructional work?
• What test should I give based • Against what criteria should I
on the content I taught? consider work and assess levels of
quality?
• How will I give students a
grade and justify it to their • Did the assessment reveal who
understood from those who
parents? seemed to understand?
• How well did the activities • Am I clear on the reasons behind
work? learner mistakes?

25. Assessment Cycle
Outcome or
Standard
Authentic
Reflection
Performance
EVIDENCE
Metrics or
Feedback
Criteria

26. Par For Your Course Activity
• Groups—self-select into Groups of 3 (mentors in
mentees groups)
• Materials—get 1 or 2 putters and 1 cup for your group
• 5 Minutes (Designer)—identify location for your
putting area and secure your golf hole (cup) with tape
• 20 Minutes (Assessor)—assess at least one of your
group members in the act of “putting” using the terms
Outcome/Standard, Authentic Performance,
Metric/Criteria, Feedback, and Reflection

27. The Assessment Project
Topics Teams
• Effective Feedback • Groups: 4 to 5 people (max. 5)
• Paper and Electronic • Topic sign-ups /team rosters
Portfolios solidified in first 3 weeks of
school (by survey and e-mail)
• Standards-Based Grading
• Each team gets an EPS copy of
• Understanding By Design a text related to their topic
(Outcome Based Planning) (picked by group or Matt)
• Digital Assessment Tools • Faculty should suggest
• Project-based Assessment Assessment Topics not listed
(Design Process) • Group work begins on October
• Faculty Suggested Topic 28th PDD

28. Reflection
• Was the design of the hole too simple or too
complex to assess the act of putting?
• Did your conversation as a group focus more
on assessment of putting (the learner) or
design of the course (the teacher)?
• What metrics did you create? Did they help
improve performance?
• What kind of feedback did you give to the
learner?

29. At what levels will our curriculum work
be created, processed and aggregated?
LEVELS

30. 4 Curricular Levels
Broad-Based
Discipline
Focused
Course
Specific
Daily
Class

31. A Bucket Full of Development
10/14/11 10/28/11 11/18/11 1/13/12 2/17/12 3/9/12 4/6/11 4/27/11 5/18/12
PNAIS PDD
Conference PDD PDD PDD PDD Innovation PDD PDD TEDx EPS
I-Grant Day Day

32. Curriculum Committee (PDDs) Focus on Student Learning, Accreditation
7:30-9AM (Open to ALL FACULTY) Response, Collaborative Learning Topci
Assessment Topic (PDDs) Yearly Curricular Topic, Integration
Integration Workshops (PDDs) & Professional Development
Discipline Scope and Sequence
Discipline Group Meetings (PDDs) & Best Practices
Start of Class (PDD) Syllabi & *Unit Bins
*TBA

33. Innovation Grants (iGrants)
The Why
“We actively cast a wide learning net because innovations often arise when
ideas in a seemingly unrelated field are applied to our field.”
-Independent School Magazine, Fall 2010
• To push our thinking about professional development beyond the
traditional activities.
• To expand the notion of how teachers grow as professionals.

34. iGrants (2011-12)
Overview
Up to $250 Grant Per Faculty Member
Funds are intended for faculty experiences that evidence
Pursuit of direct impact on student learning.
Guidelines
Funds may be used any time from the start of school year through March 9, 2012 PDD.
Expenses to be covered – food, travel, and lodging in pursuit of a professional
experience.
*Funds are not intended for equipment or other such consumable items.
Faculty may pursue individual interests or work in groups.
Dates
October 14, 2011—Release for iGrant activities which can include PNAIS Conference
attendance
*Personal Days are not intended for iGrant activities
March 9, 2012 PDD—A Culminating Innovation Day is scheduled for second half of
PDD when each individual or group will give a presentation or create an activity for
the full faculty based on their experience (9 minutes maximum).

35. Curricular Summary
Student-Centered
Knowledge Is Lived
Shared Vocabulary
Thinking Trumps Content