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Curriculum Development and Design. Baker University EDU 5103 Cohort Topeka 93 July 27-Sept. 5, 2012. 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 curriculum.

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Curriculum Development and Design


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    1. Curriculum Development and Design Baker University EDU 5103 Cohort Topeka 93 July 27-Sept. 5, 2012 Vicki Bechard, Instructor

    2. In the Beginning… • Table Tents • What do you know about curriculum? • What are your expectations for this course? • Here are mine! 

    3. Defining curriculum • Imagine a Vacation…. • Where would you go? What would you do? • How would you get there? And Why?

    4. The Parallels of planning… VACATION CURRICULUM What is the first thing you typically decide? What to do? How? Where does this tie to the curriculum? • What is the first thing you typically decide? • Where? • How? • What to do? What question(s) come to mind as a result of this awareness?

    5. The parallels of our focus Teaching learning What knowledge will students gain? How will they use this knowledge? What new skills or questions will they have as a result? • Lesson Planning • Delivery method • Instructional strategies • Activities • Organization & management How much better will the results be if we focus on planning the learning before we plan the teaching?

    6. What is curriculum? • The content? • The vehicle? • The journey? GUARANTEED VIABLE One that can be taught in the time allotted for instruction in a school year. • Used by school officials to provide the necessary learning experiences and supports for students to achieve.

    7. COMMON CORE How will it impact teaching and learning?

    8. What do I already Know about common core? • Activating Prior Knowledge: Partner Quiz

    9. The Common Core State Standards Initiative • 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

    10. 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,

    11. What the COMMON CORE STANDARDS NOT do? • 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

    12. mathematics Mathematical Practices and Standards K-8 and High School

    13. Understanding Math COMMON CORE • 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.

    14. Memorizing vs. Understanding • Explaining the Rule = understanding of the process • Mathematical understanding and procedural skill are equally important • Tricks to remember • Mnemonic device ex: • Division: Does McDonalds Serve Cheese Burgers and Shakes? • Rules • What you do to one side you do to the other

    15. Key Changes • Focused 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)

    16. 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

    17. High School Conceptual themes in high school College and career readiness threshold (+) 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 • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability

    18. Math Practices for Mathematics Instruction: What students need to be able to DO • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others • Model with Mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning Can do Now!!!

    19. Making sense of the new standards documents. • How is the organization, structure, and terminology of this new document different from the previous standards documents?

    20. New Standards Terminology

    21. Ela: English language arts Reading, Writing, Speaking and Listening, Language Literacy for History/Social Studies, Science & Technical Subjects

    22. What does College & Career Readiness look like? Demonstrate independence in “the 4 C’s” • Comprehend complex text • Critique the craft used to create text • Construct rich understandings of content • Convey multifaceted meaning Build strong content knowledge through research and study From KSDE Common Core Intro power point

    23. What does College & Career Readiness look like? • Respond to varying demands of audience, purpose, task, and discipline in writing and speaking • Adjust purpose • Appreciate nuance • Provide 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

    24. Key Advances forEnglish Language Arts and Literacy 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

    25. Key Advances forEnglish Language Arts and Literacy • Standards 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

    26. English Language Arts andLiteracy 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

    27. Overview of Reading Strand • Reading • Progressive 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

    28. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Strand • 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

    29. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Boxed Sub-heading • 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

    30. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Anchor Standard • 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

    31. English Language Arts andLiteracy 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

    32. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Strand • 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

    33. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Strand Abbreviation • 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

    34. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Grade Levels • 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

    35. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Boxed Sub-heading • 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

    36. English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects Grade Level Standard • 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. 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

    38. 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

    39. 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

    40. How This Might Change My Current Practice • Balance of Literature and Informational Text • 50% informational in elementary • 70% informational in high school • Literacy in ALL content areas • Text-based instruction vs. Teacher-based Instruction • Appropriate levels of Text Complexity

    41. Text Complexity • “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).

    42. CCR Anchor Standards for Reading Boxed Subheading Text Complexity Model: (Appendix A) Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

    43. Kansas Common Core Standards Quantitative Measures Ranges for Text Complexity Grade Bands * 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

    44. NOW WHAT??? How do I get started?