5. Schedule for the Week
Monday Tuesday Wednesday Thursday
• Establish Focus • Vertical Alignment • ESL & Literacy • ELA Integration
(cont) Integration
• Big Ideas, Essential • Finalize Guides
Questions, and •Establishing • Cross-Curricular
Learning Targets Learning Targets Units
(cont)
• Vertical Alignment
•Criteria for Success
• Establishing
Learning Targets
6. Schedule: Day 1
• 8:00-11:00 – Opening Session
• 11:00-12:00 – Work Session
• Group Introductions
• Establish Team Norms
• Establish the Goals
• 12:00-1:00 – Lunch (on your own)
• 1:00-4:00 – Working on the Work
• 4:00-4:30 – Listening/Debrief Session
7. CRW: The Big Idea
CRW is about identifying and designing…
The right kind and quality of instruction
delivered with…
The right level of intensity and duration to…
The right children at…
The right time
- Joseph K. Torgeseon
Catch Them Before They Fall (1988)
8. Direction for Today
1. Understand the purpose and format
of the new guides
2. Examine Big Ideas, Essential
Questions, and Learning Targets
3. Identify the big ideas for the year
4. Examine Vertical Alignment
9. Deliverables for Today
1. Create group norms for your group
2. Provide feedback on the Curriculum
Guide template
3. Create draft big-idea framework for the
year
4. Review vertical alignment with other
grades
10. The Goal
Learning Target:
I will create a district curriculum
guide.
Criteria for Success:
The district guide
12. New Guides: The Reason
• New North Carolina Standard Course of Study
• District-Level Focus on PLCs
• What do students NEED TO LEARN? (District-Driven)
• What evidence will we gather to monitor student
learning—how will we know WHEN THEY HAVE
LEARNED IT? (District-Driven)
• What will we do if/when students EXPERIENCE
DIFFICULTY IN THEIR LEARNING? (School-Driven)
• What will we do to ENRICH THE LEARNING OF THOSE
WHO DEMONSTRATE PROFICIENCY? (School-Driven)
• How can we use our SMART goals and evidence of
student learning to INFORM and IMPROVE OUR
PRACTICE? (School-Driven)
13. New Guides: The Impact
How can we use our SMART goals and evidence
of student learning to inform and improve our
practice?
This critical question has implications for grade
level improvement, school level improvement,
and DISTRICT LEVEL IMPROVEMENT….
14. New Guides: The Vision
PCS’ District Curriculum Guides are a dynamic
tool to guide and assist education professionals
as they:
• Develop student sequencing
•Plan, design, and implement daily instruction
•Integrate instruction across disciplines
•Assess student learning
15. CRW Week Desired Outcomes
• Create DRAFT District Curriculum Pacing
Guides
• Begin the process for Continuous
Improvement of Teaching and Learning
16. Desired Outcomes
Provide
Assess Along
Deliver Descriptive
Identify the the Way
Plan (CRW) Instruction Feedback and
Target (CRW) (School/District
(Teacher-led) Assistance
Partnership)
(Teacher-led)
18. Types of Guides
At your table, discuss the differences between
the two types of guides covered in the pre-
reading for the week (diary and consensus)
• Which one are we developing this week?
• What implications does this have for our
work? What should our work look like?
19. Objectives/Learning Targets go here; Criteria for success goes here –
Addresses what students NEED to learn focus is on students and not
teachers
Standards taught go here; this section will
change based on the subject/grade-level Sample Media
(Stage 1)
unit/lesson Coordinators
ideas will assist with
Some subjects will have multiple content areas on the same guide
(see next example) this
(Stage 1)
20. Objectives/Learning Targets go here; Criteria for success goes here –
Addresses what students NEED to learn focus is on students and not
teachers
Each content area’s standards go here; Media
Use the vertical space on the page(s) to show Coordinators
horizontal alignment between subjects and cross- will assist with
curricular lesson/units when appropriate (Stage 1) this
22. Big Ideas: Defining Them
As a table, discuss the purpose of the “Big
Ideas” based on the reading you did to prepare
for the week.
23. Big Ideas: Defining Them
•Broad and abstract
•Conceptual lens
•Represented by one or two words
•Universal in application
•Timeless—carries through the ages
•Represented by different examples that share
common attributes
25. Big Ideas: Finding Them
• Organization of Common Core/Essential Standards
lends itself to these “Big Ideas”
• Strands or Clusters HELP to determine focus
• Within Strands or Clusters there are “Big Ideas”
and “Themes” that can be unified for the unit
framework
26. Big Ideas: Examples of Them
Science
Natural Phenomena
Causal Explanations
Systems, Order, Organization
Change, Constancy, Measurement
Form and Function
Equilibrium/Balance
Systems and Interactions
Models
27. Big Ideas: Ways to Find Them
Review the standards’ text and…
• Circle recurring nouns to identify ideas
• Underline verbs to identify tasks
• Compare with list of transferable concepts
• Ask questions about a topic/standard (Why study..?
What’s transferrable about…? How would…be
applied in the real world?)
• Generate ideas related to suggestive pairs (light &
shadow; matter & energy; sum & difference)
28. Big Ideas: Group Activity
1. Read Essential Standards for the
grade/course at your table
2. Use sticky notes to record “concepts”
or “skills” reflected in the standards.
3. Use one sticky note per concept/idea
4. Work as a team to organize the
concepts into similar groupings (use
sticky notes and brainstorming paper)
5. Name the groupings with a Title
29. Essential Questions: Defining Them
As a table, discuss the purpose of the
“Essential Questions” based on the
reading you did to prepare for the
week.
32. Essential Questions: Their Roles
• Asked to be argued
• Designed to “uncover” new ideas, views, lines of
argument
• Set up inquiry, heading to new understandings
• Deepens understanding
• Leads to more questions
• Helps to organize material
33. Essential Questions: Examples
• What makes wounds heal in different ways?
• Why is asthma so prevalent in poor urban comminutes?
• What keeps things from rusting, and why?
• How do chemicals benefit society?
• Are animals essential for man’s survival?
• How do scientists find out about objects, living things, events and phenomena?
• What does it mean to be living?
• How do living things adapt to the environment?
• What makes a great story?
• Why is communication/reading important?
• How do authors use words to create images?
• Does a good read differ from a ‘great book’? Why are some books fads, and others
classics?
• What does an independent reader look like?
• What do good readers do?
• How can the way a story is structured help me to read with understanding?
34. Essential Questions: Their Importance
• The goal in designing the guides is to establish a standard
for curriculum delivery.
• ALL students should be taught at the higher level of
Bloom’s
• Bloom’s Taxonomy is a key tool to assist in understanding
Essential Questions, Essential Skills, and Assessment Tasks.
35. Essential Questions: RBT Reminders
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings & relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
36. Essential Questions: Group Activity
1. Refer back to the affinity chart you
created for your big ideas
2. Craft one or two “Essential Questions”
that could be used to guide the
development of a unit for your grade
level/content area
37. Targets defined…
• Are specific generalizations about the “big ideas.” They
summarize the key meanings, inferences, and
importance of the ‘content’
• Can be framed as a full sentence – “I can…”
38. Unpacking/Deconstructing the Standard
• Determine standard/target type(s)
• Knowledge
• Reasoning
• Performance skill
• Product
• Identify its underpinning learning targets
• Create student-friendly “I Can” statements
39. Learning Targets
Measurable achievement
expectations of what I will create a
district
students should know and curriculum guide
be able to do
40. Learning Targets: Developing Them
Questions to Ask
• What will students do during the learning
process?
• What are the standards/ criteria for success
(content, 21st Century Skills) for desired
quality of work?
• Will the learning targets be met after
achieving the criteria for success? If not,
what is the next step?
41. Learning Targets: Knowledge
• What students need to know, be able to
do and/or be able to locate (know
outright vs. know via reference)
• Often stated in verbs: knows, lists,
names, identifies, and recalls
42. Learning Targets: Reasoning
• Thinking proficiencies – using knowledge to solve a
problem, make a decision, plan, etc.
• Application of knowledge
• Make up the majority of learning targets
• Represent mental processes such as predicts,
infers, classifies, hypothesizes, compares,
concludes, summarizes, analyzes, evaluates, and
generalizes.
43. Learning Targets: Performance Skill
• Must be demonstrated, observed, heard,
and/or seen to be assessed
• Examples include oral fluency in reading,
playing a musical instrument, demonstrating
movement skill in dance, serving a volleyball
44. Learning Targets: Product
• Call for students to create a product
• The product isn't a medium to show the learning;
the product IS the learning.
• Found more often in the arts than in core subject
areas
• Examples include notating music, using desktop
publishing software to create a variety of
publications, creating a scatterplot to display data,
creating a personal wellness plan.
45. Reminder…
Standard (target) Underpinning
Type Learning Targets
Product Product + S + R + K
Performance Skill Skill + R + K
Reasoning Reasoning + K
Knowledge Knowledge
46. Group Activity
Look at the clarifying objectives related to one cluster
from your chart
1. Record the Title for the “cluster”
2. Develop a question or two that illustrates the “Big
Idea” and could get to the heart of what we want
students to discover or uncover during their learning.
3. Record on chart paper
4. From the “Big Idea” and Essential Question in one
cluster from your diagram Determine the
UNDERSTANDINGS students should uncover
throughout and by the end of the unit. (Learning
Targets)
47. Resource Review
• Find them all at
http://successforeverychild.wordpress.com
• Wikispace
(http://pittcountycommoncore.pbworks.com)
• Content/Grade Level Standards
• Unpacking Guides
• Resource Notebook
48. Group Work
For each content area/grade your group is
responsible for:
1. Develop norms for your group (online)
2. Develop big ideas for the entire year
3. Discuss vertical alignment (may need
to meet with other grade levels)
4. List the Curriculum
Standards/Clarifying Goals associated
with the Theme/Big Idea
49. 3-2-1 Reflection Activity
• List 3 things you were expecting
when you arrived today
• List 2 pleasant surprises
• Write 1 question you need
clarification on for tomorrow
Editor's Notes
Cheryl
Sandra
Tom – Survival Activity
Remind everyone of PLC focus this year – PLCs will meet weeklyFirst two areas are what we are addressing as a district – the others are decided at the school/PLC level.
PLCs need to use the results from common assessments (some which they will develop) to chart steps for improvement.
Group activity: Discuss this slide – who are guides designed for? What does “Dynamic” mean? Should their purpose dictate their format?Emphasis on dynamic – this is a living document that is changed and updated constantly
These are DRAFT guides – remember, these guides are “Dynamic” and “Living”
Let’s talk about the guides themselves – what do they look like? How will we use them?
Dynamic guides should be easily updated (so they’re online now)The guide must identify the learning target (what students need to learn)The guide must identify the criteria for success (how we will know they learned it)The guide must identify a sequence for learning for each marking period and, for K-8, each mid-marking period (if PLCs are to develop CFAs they need to know what those CFAs should cover)The guides must be developed COLLABORATIVELY. These guides are a contrast to how this has been done in the past – look around the room at the number of people involved in developing the guides. It can not be “You do this section and I’ll do this section” – that’s not collaboration.
This is what it will look like printed – but the guides themselves will be created, stored, and retrieved from electronic format in Google Docs. This will allow us to update them constantly – and everytime someone access the guides they will always have the most recent.Note that several areas will NOT be done this week: Essential Vocabulary and Resources are two of them (these will be done during the year and PLCs will have a lot of input on these)
Pat
The big idea is a conception statement of purpose for the curriculum maps, and our with the with the CCSS needs to reflect the language and intent of the standards. The big idea is a relational statement that suggests the reason for examination in the classroom.
These questions put the concept or central understanding in interrogative form.The elements on the map are framed by the essential questions that provide focus and guidance for both teacher and student.
David
Identify the types of underpinning targets for types of standardsIn general:Knowledge level targets will have no reasoning, skill, or product components.Reasoning targets will have knowledge components, but will not require skill or product components.Skills targets require underlying knowledge and reasoning, but not products.Product targets will require knowledge and reasoning, and might be underpinned by skill targets.
Identify the types of underpinning targets for types of standardsIn general:Knowledge level targets will have no reasoning, skill, or product components.Reasoning targets will have knowledge components, but will not require skill or product components.Skills targets require underlying knowledge and reasoning, but not products.Product targets will require knowledge and reasoning, and might be underpinned by skill targets.
Identify the types of underpinning targets for types of standardsIn general:Knowledge level targets will have no reasoning, skill, or product components.Reasoning targets will have knowledge components, but will not require skill or product components.Skills targets require underlying knowledge and reasoning, but not products.Product targets will require knowledge and reasoning, and might be underpinned by skill targets.
Go to successforeverychild.wordpress.com and follow links on that page – show them where all this is.
Refer to hand-outs in resource book on level; Norms are the first thing you need to do – and this should be done before you leave for lunch. Write them down on a piece of paper and keep them
