York Public Schools Curriculum Design December 1, 2010 Toby Boss ESU 6.
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Transcript of York Public Schools Curriculum Design December 1, 2010 Toby Boss ESU 6.
![Page 1: York Public Schools Curriculum Design December 1, 2010 Toby Boss ESU 6.](https://reader035.fdocuments.in/reader035/viewer/2022070402/56649f275503460f94c3e956/html5/thumbnails/1.jpg)
York Public Schools
Curriculum Design
December 1, 2010
Toby Boss
ESU 6
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Goals for Today
• Review the curriculum components
• Review the process
• Continue to work on curriculum products
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Mission Statement:
• "York Public Schools will prepare each learner with the knowledge, skills, and attitudes necessary to become an effective citizen by providing diversified curriculum and experiences."
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Essential Question
• What should curriculum accomplish?
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Literature Framework
Wiggins, G., & McTighe, J. (2007). Schooling by design. Alexandria, VA. Association for Supervision and Curriculum Development.
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Curriculum Defined
• The blueprint for learning derived from the desired results.
• Takes content and shapes it into a plan for effective teaching and learning.
• Based on the learning goals for students.• Once we agree on the goals, what would the
learning plan look like, and what methods would help us achieve our goals?
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Curriculum is not…• A list of places to visit
• A list of content (which even if preceded by verbs is not a curriculum, but an inventory of stuff)
• Hierarchical lists of the major topics:– The Civil War– Parts of a Cell– Long Division
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Curriculum should…
• Be written backward from worthy tasks that require students to use content wisely.
• Help students “do the subject”, not just learn it’s findings.
• Be the blueprint for learning
• Include a robust set of components – not just the “what”.
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Transfer
• Apply learning to new situations not only in school, but also beyond it.
• The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school.
• Learn now to apply lessons to later challenges.
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Curriculum Components
• Mission• Enduring
Understandings, Essential Questions
• Curriculum Maps• Common
Assessments• Rubrics
• Anchors• Learning Activities• Diagnostic and
Formative Assessment
• Differentiation• Troubleshooting
Guides
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Curriculum Maps
• Show a snapshot of the important learning objectives tied to standards
• Maps include:– Number of days for instruction– Dates taught and assessed– Assessment– Resources– Learning Activities
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STRAND STANDARD
OBJECTIVES (What it looks like in the classroom)
The learner will É
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ASSESSME NT TYPE
(classroom, STAR, objective,
subjective, project, etc.)
RESOURCES (Materials, web sites,
auto-visual, print)
LEARNING ACTIVITIES
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Stage 1
• Focus on Assessment– Common Unit Assessments– Rubrics– Anchors
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Common Assessments
• Answers the question:– How will we know students have learned?
• Demonstrations of the most important learning targets.
• Ongoing measures of learning for gauging progress and guiding improvement efforts.
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Rubrics
• Common rubrics provide consistent evaluation and specific feedback
• Provide more consistent evaluation from one teacher to the next
• Provide targets for students
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Anchors
• Tangible examples of student work to illustrate various performance levels
• Provides examples for classroom instruction
• Provides models for students to better evaluate their own work
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Status Check
• Where are we in relation to Stage 1?
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Stage 2
• Focus on Instruction– Learning Activities– Formative Assessments– Differentiation– Troubleshooting Guides
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Learning Activities
• Research based instructional strategies are tied to the learning goals.
• Recommended resources are identified.
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Diagnostic and Formative Assessments
• Diagnostic Assessments: Pre-assessments to provide information that aids in planning instruction. A check of prior knowledge is an example.
• Formative assessments: ongoing assessments that provide information to guide instruction.
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Differentiation
• Directions for tailoring instruction to student needs.
• Provides resources and strategies for differentiation aligned to the learning goal.
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Troubleshooting Guides
• Advice and tips for addressing predictable learning related problems
• Provides assistance for novice teachers based on the experience of veterans
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Status Check
• Where are we in relation to Stage 2?
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Reaching Consensus
• Consensus: – A collective decision that everyone can
support after openly and extensively considering the diverse facets of the issues.
– Litmus test: What is best for kids?– Every team member can answer “yes” to
• I can live with this decision• I will support this decision
– A win-win. There are no losers
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Next Steps
• Collaborate– Reach consensus– Share ideas with others -even if you are
the only one teaching a course
• Move through the stages