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Maine Cohort for Customized Learning Leading the development, implementation, and promotion of customized learning. Curriculum Training February, 2014 Linda Laughlin: llaughlin@rsu18.org. Welcome & Agenda. Review the Agenda for the Day Outcomes: Participants will

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slide1
Maine Cohort for Customized Learning

Leading the development, implementation, and promotion of customized learning.

Curriculum Training

February, 2014

Linda Laughlin: llaughlin@rsu18.org

welcome agenda
Welcome & Agenda
  • Review the Agenda for the Day
  • Outcomes: Participants will
    • Understand the process that was used to develop the MCCL Model of Curriculum
    • Understand each of the three parts of the model and the concepts of guaranteed & viable
    • Understand the parts of the curriculum & how pathways help guide pacing and provide for anytime, anywhere learning
slide3

STRATEGIC DIRECTION & ALIGNMENT

Curriculum

Instruction

Assessment

Reporting

Research-Based

Best Practices

A Common Instructional Language

(Framework)

“The Art & Science

of Teaching”

Learning Opportunities Tied to Learning Goals

Flexible Options

Formative Assessment Practices Inform Instruction

Evidence of Proficiency

Formative SCORES

Guaranteed & Viable

Measurement Topics, Scales, & Learning Goals

Content, Reasoning Processes, Habits of Mind

Provide Learners with Feedback Specific to Learning Goals

Electronic Resources Help Track Student Progress

Our Guiding Principles & Core Values

Our Vision, Mission, Learner Outcomes

The Structure or Delivery System

The Industrial Age Assembly-Line

LEADERSHIP

slide4

Curriculum: tells you what learners need to learn.

  • What is it you want learners to know & be able to do (KNOWLEDGE)? What type of knowledge is it?
  • What is the level of learning (REASONING) you want learners to demonstrate with this knowledge?

1

Instruction: is about what strategies you will use to make sure they learn.

  • What TEACHING STRATEGIES will you use to ensure learners are learning (content, reasoning processes & habits of mind.

2

Assessment: is about the evidence you see that indicates that they have learned…

  • What is the EVIDENCE you are looking for to indicate that they have reached proficiency?

3

the design of the curriculum allows for
The Design of the Curriculum Allows For:
  • Multiple Pathways
  • Combination of Learning Opportunities
  • Anytime, Anywhere Learning
  • Student Choice
  • Outside Learning Opportunities
slide7

“How do I……..????”

“How do we……????”

Well….how DO we…..?

Problem Solving

Invention Reasoning

Growth Mindset

“We will go as far as we can see….”

slide9

WHAT WORKS IN SCHOOLS

Guaranteed and Viable Curriculum

Clear Goals and

Effective Feedback

slide10

John Hattie

(reviewed 7,827 studies on learning and instruction)

Research on Feedback…..

Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

…reported that providing students with specific information about their standing in terms of particular objectives increased their achievement SIGNIFICANTLY!!!!

slide11

Setting specific goals for student achievement and then tracking progress regarding those goals is one of the most powerful actions a teacher, school, or district can take.

Marzano on:

Setting Specific Goals + Tracking Progress

slide12

LEARNING GOALS

vs

ACTIVITIES/ASSIGNMENTS

slide13

Activities/Assignments

Today

Read Chapter 2 in ..

Finish Adverb assignment…

Work on myth..

3

slide14

Learning Goals

Understands common themes exist in literature across genre.

Is skilled at addition & substraction of decimals up to thousandth place.

slide15

RSU 18 Curriculum Model

Using these critical thinking skills

with this knowledge

Reasoning Processes

Using Knowledge: Decision Making, Problem Solving, Invention, Experimental Inquiry, Investigation, & Systems Analysis

Analyzing Knowledge: Comparing, Classifying, Analogical Thinking, Analyzing Perspectives, Constructing Support, Analyzing Errors, Deductive & Inductive Reasoning

Comprehending Knowledge: Symbolizing & Integrating

Retrieving Knowledge: Recognizing, Recalling, & Executing

Content Knowledge

English Language Arts, Mathematics, Social Studies,

Science, World Languages, Industrial Technology,

Career Development, Health, Physical Education,

Visual & Performing Arts, & Technology Education

to practice getting better at being a reflective, & self directed learner, & a collaborative worker

Reflective Learner: (Understanding Oneself): Understanding One’s Learning Style, Cultivating Creativity & Imagination, Maintaining a Growth Mindset, Responding Appropriately to Feedback

Self-Directed Learner: (Improving Oneself): Meeting Quality Standards, Persevering, Setting & Monitoring Goals, Managing Impulsivity

Collaborative Worker: (Working With Others): Working Toward Team Goals, Listening With Understanding/Empathy, Seeking To Be Understood, & Seeking to Resolve Conflicts

slide16

Complex

Reasoning

Content

Knowledge

Life-Long

Habits

of Mind

MODEL OF CURRICULUM

Measurement Topics, Scales & Learning Goals

slide17

THIS WORK IS NOT ABOUT:

  • Identifying
  • WHO is going to teach it
  • WHEN it is going to be taught
  • WHERE it is going to be taught
  • HOW it is going to be taught
slide18

THIS WORK IS ABOUT:

  • Identifying
  • WHATis the essential knowledge
  • WHATis the scope or progression of that knowledge
  • WHATare the proficiency levels for that knowledge
  • WHATlevel of processing (learning) do we want for that knowledge
  • WHATare various ways students could demonstrate that knowledge
slide19

Levels of Curriculum Design (Unpacking)

Making Standards Useful

National/State Level:

Common Core, Next Gen. Science, etc.

District Level:

Measurement Topics in Scoring Scale Format

Classroom Level:

Capacity Matrices

slide20

CONTENT AREA

CONTENT STANDARDS or STRAND

MEASUREMENT

TOPIC

MEASUREMENT

TOPIC

MEASUREMENT

TOPIC

4 Learning Targets

3 Learning Targets

2 Learning Targets

4 Learning Targets

3 Learning Targets

2 Learning Targets

4 Learning Targets

3 Learning Targets

2 Learning Targets

slide21

CONTENT AREA

SCIENCE

FORCES AND MOTION

CONTENT STANDARDS or STRAND

  • - Understands how the acceleration of moving objects is affected by the amount
  • of the net force applied and the mass of the object
  • - Understands the effects of balanced or unbalanced forces and the motion (or
  • lack of) they cause
  • 2 - Knows the following terminology:
  • - balanced - motion - unbalanced forces
  • - Knows Newton’s Laws of Motion
  • - Knows that motion is caused by unbalanced forces

MEASUREMENT

TOPIC

TYPES OF FORCES

MEASUREMENT

TOPIC

NEWTON’S

LAWS OF MOTION

MEASUREMENT

TOPIC

MOTION OF OBJECTS

4 Learning Targets

3 Learning Targets

2 Learning Targets

4 Learning Targets

3 Learning Targets

2 Learning Targets

4 Learning Targets

3 Learning Targets

2 Learning Targets

slide28

TYPES OF KNOWLEDGE

PROCEDURAL

KNOWLEDGE

DECLARATIVE

KNOWLEDGE

concepts, principles

terms, details

(mental or psychomotor)

skills, processes

slide29

UNPACKING STANDARDS and

DESIGNING ASSESSMENTS

4

The

KNOWLEDGE

to learn and demonstrate

The

LEVEL OF PROCESSING

the Identified Knowledge

(Taxonomy Level; Reasoning Process)

The

ASSESSMENT ITEMS for demonstrating the Identified Knowledge at the Identified Level of Processing

3

2

slide30

Level of Rigor

Learning Goals/Targets

Proficiency Levels

Evidence….

slide32

Level of Rigor

Learning Goals/Targets

Proficiency Levels

Evidence….

slide34

Demonstration Tasks Help Describe the Learning Goal & Provide an Optional Piece of Evidence

Less Learning Goals At Each Level

Early Elementary Goals

Reasoning Processes Initials

slide36

Learning = processing

that

knowledge

Declarative

Knowledge

Procedural

Knowledge

Skills

Processes

Info

  • Facts, Details
  • Organizing
  • Ideas
  • Mental
  • Psychomotor
slide37

Knowledge

Knowledge

Levels of Processing (or Learning) the Knowledge

The Cognitive System

Using K….

Decision Making, Problem Solving, Inventing, Experimental Inquiry, Investigating & Systems Analysis

Analyzing K….

Comparing, Classifying, Analogical Thinking, Analyzing Perspectives, Constructing Support & Analyzing Errors in Reasoning, Inductive & Deductive Thinking

Comprehending K….

Integrating - Symbolizing

Retrieving K….

Recalling - Recognizing - Executing

Marzano’s Taxonomy!

slide38

TAXONOMY (Maine Cohort for Customized Learning)

USING KNOWLEDGE

Generating & Testing Ideas to Address Situations & Issues

Generating & Testing Hypotheses to Clarify Phenomena & Events

Investigating

Historical-Projective-Definitional

Generate and test a hypothesis using assertions and opinions

Situational Problem Solving

Accomplish a goal for which obstacles exit

Systems Analysis

Invention

Develop unique product/process that fulfills a perceived need

Experimental Inquiry

Generate and test a hypothesis using data collection

Decision Making

Use information to make a decision

+Test the idea

+What can be predicted

+What would happen if

+How would you determine if

+How would you test

+How can this be explained

  • How did this happen
  • Why did this happen
  • What would have happened if
  • Investigate
  • Research
  • Find out about
  • Solve
  • Develop a strategy
  • Figure out a way
  • How will you reach your goal under these conditions
  • How would you overcome

+ Explain purpose of system

+ Describe how parts affect

each other

+ What would happen if

parts change

  • Create
  • Devise
  • Generate a new way to
  • Change the way
  • Think of another way
  • Decide
  • Select the best alternatives
  • What is the best way
  • Which of these is most suitable

ANALYZING KNOWLEDGE

Examining & Generating Similarities & Differences

Examining & Generating Arguments & Assertions

Analyzing & Generating Logical Hypotheses

Comparing

Identify similarities & differences among specific things or ideas

Deductive

Reasoning

Identify logical conclusions or predictions of information

Classifying

Process of grouping items according to similarities

Analogical Thinking

Process of showing relationship between items across two domains

Analyzing Perspectives

Identify reasons logic for multiple perspectives on an issue

Analyzing Errors in Reasoning

Identify logical or factual errors in knowledge

Inductive

Reasoning

Infer new generalizations from known knowledge

Constructing Support

Build support for assertions or statements

  • Make and defend
  • Predict
  • Judge
  • Deduce
  • Develop an
  • argument for
  • What would have
  • to happen
  • Infer
  • Create a principle
  • Create a rule
  • What inferences can
  • be made
  • What conclusions
  • can be drawn
  • Revise
  • Edit
  • Evaluate
  • Identify errors
  • Identify problems
  • Assess
  • Critique
  • Analyze the
  • perspective of
  • Identify the logic
  • behind
  • Explain the reasons
  • behind
  • Explain why
  • someone might think
  • Compare
  • Compare & contrast
  • Differentiate
  • Discriminate
  • Distinguish
  • Sort
  • Categorize
  • Organize
  • Identify types of
  • Identify categories
  • Compare
  • Compare & contrast
  • Create an analogy
  • Create a metaphor
  • Take a position on
  • Defend your
  • position on
  • Explain your
  • reasoning
  • for

COMPREHENDING KNOWLEDGE

Symbolizing

Construct symbolic representations of information

Integrating

Identify basic elements/structure of knowledge

  • Symbolize
  • Represent
  • Draw/Illustrate
  • Show
  • Diagram
  • Chart
  • Describe how or why
  • Describe the key parts of
  • Describe the relationship between
  • Describe the effects
  • Explain ways in which
  • Paraphrase, Summarize

RETRIEVING KNOWLEDGE

Recognizing

Identify accurate statements regarding DK and PK

Recalling

Produce information regarding DK and PK

Executing

Carry out a mental or physical procedure

  • Recognize
  • Select from a list
  • Identify from a list
  • Determine if the statements are
  • true or false
  • Name
  • List
  • Label
  • State
  • Describe
  • Who, What, Where, When
  • Draft
  • Complete
  • Solve
  • Read
  • Demonstrate
  • Write
  • Add
  • Subtract
  • Multiply, Divide
slide39

Planning (Stimulus) Questions for Structured Tasks

Analysis

Comparing

• Would it be useful to show how things are similar and/or different?

• Would it be useful for students to focus on identifying how similar things are different and how different things are similar?

Classifying

• Would it be helpful to have students group things?

• Would it be beneficial for students to generate a number of ways to group the same list of things?

Analogical Thinking

• Is there a relationship in one domain that could be used to understand something in a very different domain?

• Could something complex or unfamiliar be understood better by connecting it to a relationship from something simple or more familiar?

Constructing Support

• Are there important claims to be refuted or supported?

• Would it be important to examine existing arguments that support or refute a claim?

Analyzing Errors in Reasoning

• Are there situations in which it would be beneficial to identify errors in reasoning?

Analyzing Perspectives

• Would it be useful to identify and understand the reasoning or logic behind a perspective on a topic or issue?

• Would it be useful to analyze opposing perspectives on a topic or issue?

Inductive Reasoning

• Are there important unstated conclusions that could be generated from observations or facts?

• Are there situations for which probable or likely conclusions could be generated?

• Are there issues or situations for which students could examine the inductive reasoning used?

Deductive Reasoning

• Are there generalizations (or rules or principles) that could be applied to reach conclusions and make predictions?

• Are there topics or issues for which students could examine the validity of the deductive reasoning used?

Debra Pickering: Senior Scholar, Marzano Research Lab, MCCL Reasoning Processes Training 2013

slide40

Planning (Stimulus) Questions for Structured Tasks

Using Knowledge

  • Decision Making
  • • Is there an unresolved decision important to the unit?
  • • Is there an unresolved issue about who or what
      • has the most or least?
      • is the best or worst?
  • Problem Solving
  • • Is there a situation in which a goal cannot be achieved because of a major constraint or limiting condition?
  • • Is there a situation or process that could be better understood if constraints or limiting conditions were placed on it?
  • Invention
  • • Is there a situation that can and should be improved on?
  • • Is there something new that should be created?
  • Experimental Inquiry
  • • Is there an unexplained phenomenon (physical or psychological) for which students could generate explanations that can be tested?
  • Investigation
  • • Is there an unresolved issue about something for which a resolution could be posed? For example, are there unresolved issues about
      • the defining characteristics of something? (Definitional)
      • how or why something occurred? (Historical)
      • what would happen if or what would have happened if? (Projective)
  • Systems Analysis
  • • Is there a system for which the interaction of parts could be clarified?
  • • Is there a system for which parts could be altered and then conclusions drawn about potential effects?

Debra Pickering: Senior Scholar, Marzano Research Lab, MCCL Reasoning Processes Training 2013

slide41

About the Scoring Scales within our curriculum:

“assessment & instruction must have a “hand in glove” relationship if they are to be successful.”

Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model, Marzano, Pickering & McTighe P. 43

slide42

Formative & Summative

SCORES

It is about:

Feedback-Feedback-Feedback

slide43

Reading Foundations Pathway

Part 1

  • Measurement Topics:
  • Print Concepts
  • Phonological Awareness
  • Phonics
  • Word Recognition
slide44

Reading Foundations Pathway

Part 2

  • Measurement Topics:
  • Print Concepts
  • Phonological Awareness
  • Phonics
slide45

Reading Foundations Pathway

Part 3

  • Measurement Topics:
  • Phonics
  • Word Recognition
slide48

Declarative Knowledge (Rules): Nouns & Pronouns, Adverbs, Adjectives, Verbs, Sentences, Conjunctions, & Phrases, Capitalization, Punctuation, & Spelling

Convention Scopes

2

1

3

Sentence Fluency

Traits of Writing

2

1

3

4

Word Choice

2

1

Voice

2

1

Planning & Drafting

Learner’s Writing Process Pathway

2

1

3

4

5

7

6

Revising & Editing

Writing Process

2

1

Production & Distribution

2

1

3

4

6

5

Accessing Information

Research

2

1

3

Analyzing Information

7

2

5

1

3

4

6

Opinion/Argument

7

2

5

1

3

4

6

Informative

Ideas & Organization

7

2

5

1

3

4

6

Narrative