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Naf 2010 leadership presentation rev 7 8. pptx
- 1. Leadership Roles for Successful Curriculum Integration Dr. Penni Hudis, Director of Pathway and Curriculum Development, ConnectEd Kathleen Harris, Director of Coaching and Technical Assistance, ConnectEd Rob Atterbury, Director of Professional Development, ConnectEd
- 2. www.connectedcalifornia.org 510-849-4945 Partnering with NAF, NCAC, CASN, EDC
- 3. Session goals Recognize quality integrated curriculum Identify key leadership roles Determine possible obstacles and solutions
- 4. Linked learning pathway’s four components in NAF Academies Linked Learning Academic Core Technical Core Work-based Learning Support Services NAF Three Pillars Curriculum Advisory Boards Internships
- 5. Why project-based learning? PBL engages students in complex, real-world problem solving …is Academically challenging …is Relevant …uses Active learning PBL
- 6. What does quality look like? Activity 1 Review and assess curriculum sample using the The Integrated Lesson or Project Quality Criteria
- 7. BASIC INTERMEDIATE COMPLEX Why multidisciplinary integration? Single Subject Parallel (Paired) Interrelated Conceptual
- 8. Some common design pitfalls Engaging fun is the only strength Link between subject areas is weak or artificial Culminating project cannot function as an authentic, summative assessment Not authentic to the industry sector
- 9. Integrated curriculum design Curriculum/performance mapping Connecting concept or theme Essential questions Performance assessments Industry partners Reflection and revision
- 10. What we have learned Process matters!
- 11. Curriculum map – how it should be 6.2 6.3 1.1 (1.3) 1.2 (10.c) 1.2 (10.a) 1.2 (10.d) 6.2 6.3 B3.1 B4.0 E1.0 E2.0 Demonstrate proper experimental procedure Draw conclusions from data regarding prevalence of bacterial contamination Analyze and evaluate symptoms to determine patient health status Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens ? ? ? ? 11
- 12. In Action
- 13. Where are your academy teams? Integrated projects are based on: Topic or idea Activities solely from the technical course Standards from ALLsubjects Standards-based performance maps E. None of the above
- 14. Why performance mapping? Supports true collaboration and interdisciplinary project design Links directly to key standards Provides the foundation for assessing student performances throughout the project Assures fidelity with scope and sequence
- 18. 18
- 19. Demonstrate proper experimental procedure Draw conclusions from data regarding prevalence of bacterial contamination Identify various modes of transmission for common pathogens Explain how different factors influence the spread of disease Analyze and evaluate symptoms to determine patient health status Paraphrase the research into your own words. Formulate a preliminary thesis statement to reveal the specific point of the paper. Find information on the topic using a minimum of five sources Evaluate the credibility and reliability of resources. Prepare a formal outline using proper outlining form. Distinguish between active and passive transport along concentration gradients. Compare and contrast viral replication and cellular division Analyze structural differences between cells and viruses 19
- 20. End of Course Exams Balancing Assessments Culminating Project Assessment Course Assessments State Tests Subject Specific Assignments 20
- 21. So what do we know…. Process matters for maintaining rigor Teaching teams need support through PD, curriculum tools and ongoing coaching Leadership at both site and district play a key roles
- 25. Student supportsScheduling Assignments Accountability PD/TA Student supports Vision Policies Tools Resources Coaches Site District
- 26. Leadership Support WORKSHEET Work individually first to identify 2 areas going pretty well and two...not so much Complete your worksheet for those 4 Be ready to share
- 27. Getting Started
- 28. Resources Integrated Curriculum Design Manual http://www.ConnectEdCalifornia.org George Lucas Education Foundation http://www.edutopia.org Buck Institute of Education http://www.bie.org What Kids Can Do http://www.whatkidscando.org Adria Steinberg’s Real Learning, Real Work and Schooling for the Real World: The Essential Guide to Rigor and Relevant Learning
Editor's Notes
- So, why do we focus on project/problem-based? Refer to examples from previous sharing. Conclusion: PBL is an instructional strategy (not the only one, but a powerful one) that brings together (almost) all of the elements associated with powerful and engaging learning experiences.Stuff like:Inquiry driven – becomes the students’ problemAuthentic – complex, real world product, performance, service or solutionPersonalized – differentiated based on students’ motivation and skillsAnd lastly, though maybe not mentioned, when properly designed: Standards driven – timely and identifies level of mastery
- Wrap up by discussing some of the common pitfalls of curriculum development. It happens to the best of us! 1. Engaging fun is the only strength—the project is a wasteful use of valuable instructional time2. Link between subject areas is weak or artificial—often anartifact of expanding a smaller project where additional subjects are simply “add-ons”3. Culminating project cannot function as an authentic, summative assessment; why? requires little, if any, application of standards-based subject content4. Not authentic to the industry sector; why? CTE/industry input is lacking in project designWhat are some others?Integrated curriculum projects take time, more time than regular instruction for sure. And you don’t have time to spare in the school year. There are standards worth spending extra time, having student engage deeply. What to spend time on. Looking at data to choose standards to cover. Integrated curriculum takes longer, some things are worth more time.
- Many different models for integrated curriculum design, but pretty much all share attention to these 6 elements.Give short background of DMD team and project.Have teachers consider some questions while viewing:How is their approach different from typical curriculum design?What tasks do you see them engaged in, what kinds of conversations are they having, and what attitudes and beliefs do you hear them bring to the table that reflect the Linked Learning approach? If you’re already engaged in integrated curriculum design, how do you see yourself reflected in this team? What strategies and strengths do you share? What room for improvement? What advice would you give them based on your own experience?
- Where do you think your subject area teachers are with this task?
- Supports interdisciplinary collaboration—the key opportunity for pathway or academy teams to share and understand what other members of the team are doing in their classes and how these learning opportunities connectEnsures that the project is a major vehicle for addressing important content standardsIs a mechanism for linking the project to both formative and summative assessments of student learningFeeds directly into development of an assessment rubric for the culminating assessment
- Fundamentally, curriculum mapping is a process that involves laying out and sharing your scope and sequence for the purpose of instructional planning – but it’s a big process
- Here I’ve reconstructed the most basic version of a semester 1 curriculum map using the grade 10 classes we saw in the video as a model (Topics, NOT performances). For clarity’s sake, I’m using Law and Justice as the technical course, since that’s the typical pathway in which CSI integrated units are used. Anyway, it may a little hard to read from the back, but essentially you have the scope and sequence of each course, right? <Read some examples>This may look like a lot of information, and it is, useful information. You have to start here, at the very least. And the team from the video did the same right?
- You can see here how each teacher has written up what is essentially their year, as major concepts. You can see they have the relevant standards.But I hope that you remember Eden, one of the English teacher, also describing how the each subject area teacher actually explains his or her academic standards to the to rest of the team.
- Granularity of map can vary – this by week. Could do by month, maybe even by day (not encouraged)
- Important to get across to teammates not just topic, but what students are actually expected to be able to do. That is where the richness of connections emerges, which brings us to next topics….
- Strongly encourage starting the design process from standards, but keep in mind that data and local industry/community connections can also provide valuable information/opportunities for project ideas.