Curriculum Development and Design

CURRICULUM DEVELOPM

ENT

AND DESIGN

B A K E R U N I V E R S I T Y E D U 5 1 0 3

C O H O R T TO P E K A 9

3

J ULY 2

7 - SE P T. 5

, 20 1 2

Vicki Bechard, Instructor

IN THE BEGINNING…

Table Tents

What do you know about curriculum?

What are your expectations for this course?

Here are mine!

DEFINING CURRICULUMImagine a Vacation….Where would you go? What would you do? How would you get there? And Why?

THE PARALLELS OF PLANNING…

VA C AT I O NWhat is the first

thing you typically decide?

• Where?• How?• What to do?

C U R R I C U LU MWhat is the first

thing you typically decide?

• What to do?• How?• Where does this

tie to the curriculum?

What question(s) come to mind as a result of this awareness?

THE PARALLELS OF OUR FOCUS

T E A C H I N GLesson PlanningDelivery methodInstructional

strategiesActivitiesOrganization &

management

L E A R N I N GWhat knowledge

will students gain?

How will they use this knowledge?

What new skills or questions will they have as a result?

How much better will the results be if we focus on planning the learning before we plan the teaching?

WHAT IS CURRICULUM?

GUARANTEED

Used by school officials to provide the necessary learning experiences and supports for students to achieve.

VIABLEOne that can be taught in the time allotted for instruction in a school year.

•The content?•The vehicle?•The journey?

COMMON CORE

How w

ill it i

mpact t

each

ing and

learning?

WHAT DO I ALREADY KNOW ABOUT COMMON CORE?

Activating Prior Knowledge: Partner

Quiz

THE COMMON CORE STATE STANDARDS INITIATIVE

9

Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.

The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

The Kansas State Board of Education formally adopted the Common Core State Standards for mathematics and English language arts on October 12, 2010.

www.corestandards.org

http://www.ksde.org/kscommoncore

WHAT THE COMMON CORE STANDARDS DO

ELA: Define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed

• Focus on results rather than the means

MATH: Define what students should understand and be able to do in their study of mathematics

• Mathematical understanding and procedural skill are equally important,

Dictate the methods or materials used or the order in which topics should be taught

Provide interventions for students above grade level or below grade level

Provide supports for ELL or SPED students

WHAT THE COMMON CORE STANDARDS NOT DO?

MATHEMATI

CS

Mathem

atica

l Prac

tices

and Stan

dards

K-8 an

d High Schoo

l

The Standards define what students should understand and be able to do at their grade level.

Asking a student to understand something means asking a teacher to assess whether the student has understood it.

What does mathematical understanding look like?

the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.

UNDERSTANDING MATH COMMON CORE

Tricks to rememberMnemonic device ex:

Division: Does McDonalds Serve Cheese Burgers and Shakes?

Rules What you do to one side

you do to the other

Explaining the Rule = understanding of the process

Mathematical understanding and procedural skill are equally important

MEMORIZING VS. UNDERSTANDING

KEY CHANGESFocused Standards (not just fewer) Aiming for clarity and specificity

Ramping up some required elements or emphasis at earlier grade levels than in the previous standards: Counting to 100 in Kindergarten Fractions in 3rd grade Use of protractors in 4th grade Algebra in 8th grade instead of HS

Providing Pathways for HS math Integrated approach (Math 1, 2, 3, 4) Traditional approach (Algebra, Geometry, Algebra II, 4th courses)

KANSAS ADDITIONS: 2 MAJOR TOPICS OF EMPHASIS

Probability and Statistics (p. 11) begin 6th grade Earlier introductory instruction & experiences with real life

examples will be strengthen this strand Possible vs. impossible Likely vs. not likely Properties of sets of data with contextual examples

Algebraic Patterning (p. 10) begins in 3rd grade encouraged to use throughout elementary in all areas of math

not just numeric patterns

HIGH SCHOOLC O N C E P T U A L T H E M E S I N H I G H S C H O O L

• Number and Quantity• Algebra• Functions• Modeling• Geometry• Statistics and

Probability

C O L L E G E A N D C A R E E R R E A D I N E S S T H R E S H O L D

(+) standards indicate material beyond the threshold; can be in courses required for all students.

Not included in the Traditional Pathway Courses – would be used in additional courses beyond Algebra II

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning

of others 4. Model with Mathematics 5. Use appropriate tools strategically 6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

MATH PRACTICES FOR MATHEMATICS INSTRUCTION: WHAT STUDENTS NEED TO BE ABLE TO DO

Can do Now!!!

How is the organization, structure, and terminology of this new document different from the previous standards documents?

MAKING SENSE OF THE NEW STANDARDS DOCUMENTS.

Old New Math New ELAStandard Domain Strand

Benchmark Cluster Boxed Subheadings

Indicator Standard Standard (anchor & grade level)

NEW STANDARDS TERMINOLOGY

ELA: ENGLIS

H LANGUAGE

ARTS

Reading, W

riting, S

peakin

g and Li

stening, L

anguag

e

Litera

cy fo

r Hist

ory/Soc

ial Studies

, Scie

nce &

Tech

nical

Subjects

WHAT DOES COLLEGE & CAREER READINESS LOOK LIKE?Demonstrate independence in

“the 4 C’s”1.Comprehend complex text2.Critique the craft used to create text3.Construct rich understandings of content4.Convey multifaceted meaning

Build strong content knowledge through research and study

From KSDE Common Core Intro power point

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WHAT DOES COLLEGE & CAREER READINESS LOOK LIKE?Respond to varying demands of audience,

purpose, task, and discipline in writing and speakingAdjust purposeAppreciate nuanceProvide evidence as appropriate to the discipline

Use technology and digital media strategically and capably to deepen encounters with text and content and to present and share information

Understand other perspective and cultures

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Reading• Balance of literature and informational texts• A focus on appropriate levels of text

complexity

Writing• Emphasis on argument and

informative/explanatory writing• Writing about sources and supplying evidence

for claims and ideas

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KEY ADVANCES FORENGLISH LANGUAGE ARTS AND LITERACY

KEY ADVANCES FORENGLISH LANGUAGE ARTS AND LITERACYStandards for reading and writing (literacy) in

history/social studies, science, and technical subjects

• Complement rather than replace content standards in those subjects

• Shared responsibility of all educators regardless of discipline

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10

standards Writing – 10

standards Speaking and

Listening – 6 standards

Language – 6 standards

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Overview of Reading Strand

ReadingProgressive development of reading comprehension; students gain more from what they read

Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated

Standards for Reading Foundational Skills (K-5)

Reading Standards for Literature (K-12)

Reading Standards for Informational Text (K-12)

Reading Standards for Literacy in History/Social Studies (6-12)

Reading Standards for Literacy in Science and Technical Subjects (6-12)

All of these “sets” of grade-level reading standards are anchored by the College and Career Ready (CCR) Standards

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS College and Career

Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10

standards Writing – 10 standards Speaking and

Listening – 6 standards

Language – 6 standards

Strand

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS College and Career

Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10

standards Writing – 10 standards Speaking and

Listening – 6 standards

Language – 6 standards

Boxed Sub-heading

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS College and Career

Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10

standards Writing – 10 standards Speaking and

Listening – 6 standards

Language – 6 standards

Anchor Standard

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades

37

ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades

Strand

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades

StrandAbbreviatio

n

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades

Grade Levels

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ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades

Boxed Sub-heading

41

ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Format highlights progression of standards across grades

Grade Level Standard

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Appendix A

Appendix A contains:• Research supporting key

elements of the Standards• Explanation of the text

complexity model• Definitions of the Standards’

three text types• A three-tiered model of

vocabulary development• Glossary of key terms

Document available at: http://www.ksde.org/kscommoncore

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Appendix B

Appendix B contains:• Text samples to exemplify the

level of text complexity, quality, and range the Standards require. (The list offers examples; it is not exhaustive.)

• Sample performance tasks that illustrate the application of the Standards to texts of sufficient complexity, quality, and range.

Document available at: http://www.ksde.org/kscommoncore

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Appendix C

Appendix C contains:

• Annotated student writing samples that illustrate the criteria required to meet the Standards for particular types of writing—argument, informative/explanatory text, and narrative—in a given grade.

Document available at: http://www.ksde.org/kscommoncore

Balance of Literature and Informational Text50% informational in elementary70% informational in high schoolLiteracy in ALL content areasText-based instruction vs. Teacher-based

InstructionAppropriate levels of Text Complexity

HOW THIS MIGHT CHANGE MY CURRENT PRACTICE

“The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3).

TEXT COMPLEXITY

CCR ANCHOR STANDARDS FOR READING

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Boxed Subheading

Text Complexity Model:(Appendix A)

Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for

Text Complexity Grade Bands

Kansas Common Core Standards

* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.

** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

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NOW WHAT?

??

How do I

get st

arte

d?

CC – ENGLISH LANGUAGE ARTS

Anchor Standards

ReadingWritingSpeaking & ListeningLanguageVerbs/actionsDepth of Knowledge

Unpacking the standards as you plan for instruction

Content/ConceptsSkills/VerbsDepth of KnowledgeLiteracy

responsibility

MAKING THE TRANSITION TO CC

What we did beforeAsk students about their prior knowledge or experience

Ask students what they know (facts, procedures)

Identify, recallNarrative writing form prompt

What we need to do now

Get students involved with text

Ask text dependent questions

Writing & speaking to sources

To use evidence to support claims

HOW DOES THIS IMPACT OUR CLASS?Understanding the Design of Curriculum

must include the understanding Common Core Standards.

This is what you’ll be teaching in your own classrooms.

Curriculum Design Project will include Common Core Standards!

UNDERSTANDING BY DESIGN

Interacting with the Text: Modeling Common Core

• Chapter overviews • Rubric• Partner

This…

Not That!

EXIT ACTIVITY: SQUARE, TRIANGLE, CIRCLE

Something that you understand or already knew (square with your thinking) 3 new things

you learned or plan to do with the information you received today.

Something that is still “circling” in your head…. Question… concern…. Future application…