The Curriculum Development Process
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Transcript of The Curriculum Development Process
THE CURRICULUM DEVELOPMENT PROCESS
Aligning Curriculum and Instruction to Support Academic Success
for NJ GEAR UP Students
September 13, 2012
Kilpatry Cuesta, State Coordinator, NJ GEAR UP State Project
What we doNJ GEAR UP Mission:
To increase the number of low income
students who are prepared to enter and
succeed in postsecondary education.
How we do it Academic and personal counseling NJASK8, HSPA, PSAT, and SAT prep classes Academic year and summer instruction Help with college applications Mentoring After-school tutoring College visits and tours Financial aid information workshops Cultural and educational field trips
Video Reflection
How do we support effective academic instruction and student learning?
What are our current habits?
Changing Education Paradigms http://
www.youtube.com/watch?v=zDZFcDGpL4U
Curriculum Development
The process of curriculum development is
an opportunity to Support creative instruction Impact student achievement Prepare students for college & LIFE
What do we value? Please think about what you
value in your respective programs.
You will have an opportunity to share
Curriculum Development Team
NJ GEAR UP Director Curriculum Coordinator Lead Teacher (s) (content/technology) Consultant NJ GEAR UP State Coordinator
Vision A vision should stretch the organization’s
capabilities and image of itself. It gives shape and direction to the
organization’s future.
NJ GEAR UP Goal: To participate in the curriculum
development process to ensure that standards guide academic
year and summer instruction
Note: While the process may be universal the goal is NOT to create a canned GEAR UP curriculum (book) for all programs to use
StandardsAcademic standards help identify the big ideasto be addressed in a grade , level, unit, orlesson
What students should know and be able to do What they may be asked to give evidence of
learning How well they should be expected to know or
do
New Era: Common Core Standards (CCS) We must now spend more time focusing
on aligning curriculum and instruction, rather than developing curriculum guides.
We have shifted from focusing on what (standards) to focusing on how (teaching).
6 Shifts in English Language Arts (ELA) CCS(September 2012 –Implementation in NJ)
Shift 1: At least 50% of what students read should be
INFORMATIONAL (there should be a balance of informational & literary texts)
Text complexity should increase
Shift 2: Knowledge in the Disciplines Grades 6-12: Literacy is shared across the subjects
ELA CCSShift 3: Staircase of complexity Students are prepared for the complexity
of college and career-ready texts Teachers provide scaffolding and supports
for students below grade level
Shift 4: Text-based answers Assess comprehension of text througharguments, conversations, & writing
ELA CCSShift 5: Writing from Sources Use of evidence to inform or make an
argument
Shift 6: Academic Vocabulary Increased vocabulary is needed to access
grade level complex text Help students access more complex texts
across content areas
CurriculumCurriculum is the program used to prepare
students to meet the standards
It provides direction in instruction It is fluid & ever changing
Step 1: Establish the Foundation
Understand state and national standards
Standards are the driving force for curriculum development
October 2012
Step II: Data Analysis Analyze student achievement data Develop a common understanding of
students’ needs beyond individual sites.
ASK 8, HSPA, GradesGraduation rate/College enrollment rateRigorous courses (Pre-Algebra, Algebra, Chemistry)Other
October-November 2012
Step III: Assessments
Establish local benchmarks that will help
teachers identify how well studentsunderstand the big ideas outlined in
thecurriculum standards.
Wiggins & Tighe’s (1998). Backward design model.
Step IV: Writing Create supporting curriculum documents
that teachers can use to implement the curriculum in the classroom.
Develop a curriculum guide/template to help teachers develop lessons
December-February 2013
Step V: Resource Review Team reviews and selects resources that
align with the standards, grade-level expectations, and assessments the team developed.
Beware of glitzy products! Resources will be tested during the pilot
phase
Professional Development
Effective Educational Practices that Promote Student Achievement
Precollege Teachers Directors Staff
May-June 2012 (ongoing)
Characteristics of Effective Teaching A comfortable & safe learning community Relevance-connecting new instruction to
previous learning Rigor-challenge the students Active learning experiences (aesthetic
experience-video)
Bransford, J.D., Brown, A.L., & Cocking, R.R.,eds. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.
Step VI: Pilot Process
Pilot lessons & materials at least 6 to 8
weeks
July 2013
Evaluate the Pilot
August-September 2013
Revise
October 2013
Implementation
Academic Year 2013
Review and Evaluate One of the reasons why curriculum work
is so challenging is that it is never done (Mooney & Mausbach, 2008, p. 12).
Curriculum team must continue to meet on an ongoing basis to ensure that teaching and learning in the content area is helping students achieve.
Closing Remarks “I cried,” she said. “I thanked God. And I cried.”
“I notice that when you are not educated, you are restricted in a lot of ways. I don’t want to be restricted”
“My teachers were mean to me!” she says with a smile. “They tore apart everything that I wrote.” But she knows now that her teachers saw her talent and helped her learn how to express herself”
Curriculum Development Planning Session
October 18, 2012
References
Mooney, N., Mausbach, A. (2008). Align the design: A blueprint for school improvement. Alexandria, VA: ASCD.
Core Common Standards http://www.corestandards.org/
Presentation adapted from Judy Feinberg, Richard Stockton College
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.