2. 2
Over All Agenda
Inspirational Agency
for School Renewal
Orderly School Operation
High, Cohesive, and
Culturally Relevant
Expectations for
Students
Coherent
Curricular
Programs
Distributive and
Empowering
Leadership
Real-time and
Embedded
Instructional
Assessment
Data-
Informed
Decision
Making
5. Why Should We Care?
A top correlation to
improving student
achievement.
Effect size drops when
not coupled
Per McREL (Marzano, et al) research
5
6. Markers?
• Core, essential, or “power
standards” aligned to state and/or
national standards.
• Horizontal and vertical alignment
• Aligned and student appropriate
learning resources (hard and
electronic).
6
7. Markers
• Clear and consistent
communication about learning
expectations and learning progress.
• Engaging & meaningful learning
experiences.
• Learning focused leadership
• Student participation in setting
personal learning goals. 7
8. Markers
• Aligned and effective
classroom instruction.
• Aligned and authentic curriculum
based assessments.
• Immediate and consistent feedback
• Continuous progress monitoring (for
every student/by every student).
8
18. Decisions to Avoid
Continuing to let
learning remain
predominantly
teacher centered,
teacher controlled,
and teacher
designed.
18
19. Decisions to Avoid
Limiting learning to
traditional time slots,
traditional learning
resources, and
traditional learning
Activities; in fact,
limiting learning
at all!
19
25. Decisions to Consider
Balancing Core Curriculum Standards
• Learning to learn standards
• Life skill standards
25
Core Curriculum Area Learning, Research,
and Technology
Arts, Creativity,
Thinking
Life and Career
Eng Lang Arts
Math
Science
Social Studies
27. Decisions To Consider
• Higher order thinking and reasoning
standards
• Post-secondary learning and career
preparation standards
27
28. Decisions To Consider
• Problem solving and
productivity standards
• Social development
(personal/interpersonal)
standards
• Arts and humanities standards 28
41. Give Them 21st
Century Skills
• 21st Century Technologies to support a
multi-dimensional learning system
• Personalized Learning and differentiated
instruction with on-demand access to
learning
• Empowered learners
42.
43.
44.
45. What are we doing to work with
The Creative Class?
45
46.
47.
48.
49. When we unleash the power
of Technology…
http://www.masternewmedia.org/images/making-sense-of-media-and-technology-painting-clouds
New and
Different
Learning
50.
51.
52.
53.
54.
55.
56.
57.
58. The Real Learning
Problem
“If we continue to do things that we
already know aren’t working, we
have to consider just who really
has the learning problem.”
(Ian Jukes, 2010)
58
59. Power of Curriculum
Integration
Start with these research findings:
Students in any type of interdisciplinary
or integrative curriculum do as well as,
and often better than, students in a
conventional departmentalized
program. (National Association for Core
Curriculum, 2000; Vars, 1996, 1997; Arhar, 1997)
59
61. Power of Curriculum
Integration
Give students an interesting text and the
chance to argue about the characters and
issues within it, and they will do the rest
(William 2007).
How might this be a clue to a more
student centered and integrated approach
to providing guaranteed and viable
curriculum experiences for all students?
61
62. Curriculum Integration
How might we use these nine high
impact instructional strategies
(Marzano, Pickering, & Pollack, 2001) to
improve curriculum integration?
62
66. A Sad State of Affairs
• “Curricular chaos” — not coherence —
still prevails in most schools, a result of
our no-oversight, high autonomy culture
(Schmoker and Marzano 1999).
• Fortunately, many successful schools
have seen achievement levels soar after
developing coherent, high-quality curricula
— but only when they instituted monitoring
mechanisms for ensuring that it is taught.
66
67. A Systems Approach
Curriculum and
Assessment Mapping
Process Monitoring
Benchmarking Progress
toward Achievement Goals
67
69. Wayne-Westland’s Program Monitoring
and Evaluation (Progress Monitoring)
Annual
Review
Internal
Review
Summary
Evaluation
Forms
District
Improvement
Team
Continue or
Discontinue Program
or Intervention
Increased
Student
Achievement
Mechanism
Decision
Expected
Outcome
74. Where do you Need to Go?
74
How are You
Going to Get
there?
75. Coherent Curricular
Programs
• How will you harness the
power of coherent
curricular programs in your
school renewal work?
• How will you use the seven
dimensions in a systems
approach to school
renewal?
75
Explore the research supported importance of insuring that our schools offer Coherent Curricular Programs, i.e. Guaranteed and Viable
Explore the research supported characteristics of Coherent Curricular Programs
Examine the status of our own schools on the Dimension of Coherent Curricular Programs
Explore possible ways to increase learning opportunity and learning results for our students by insuring Coherent Curricular Programs in our schools
Frame the way we will move through the session; i.e. exploring why Coherent Curriculum Programs are important; Identifying what our schools need to focus on in order to provide Coherent Curricular Programs;
Working together to identify ways to insure that our schools meet the markers for Coherent Curriculum Programs; Identify some next steps
Per McREL research (Marzano, et al), Guaranteed and Viable Curriculum shows one of the highest correlations to improving student achievement
Effect sizes for evidence based instructional strategies drop precipitously when not coupled with a guaranteed and viable curriculum
Lead in to using the Assessing Teacher, Principal, and School Practices – Provide time to process
Let’s look at one tool for understanding where we standing our schools when it comes to providing a Guaranteed
and Viable Curriculum for all students
Begin having participants discuss how they create a Guaranteed and Viable Curriculum that serves both priorities
One research team estimates that it would take even a very competent student nine additional years in school to reach acceptable performance in all of the standards recommended by national organizations!
Discuss the need to unpack our over packed state curricula and identify Core, Essential or Power Standards
Begin the conversation about why this approach alone will only get the first margin of improvement in student results
Begin the conversation about what schools might include in a guaranteed and viable curriculum beyond what the state and national assessments can or will measure.
Get participants to discuss and share examples of how teachers are making sure that students do get the best of both
Some might argue that doing curriculum development work at the district and/or school level is obsolete with the emphasis on state and national curriculum standards and assessments
Have participants discuss why it is important to develop the local curriculum beyond state and national core curriculum standards
Have participants discuss the difference between learning on demand (student centered) and learning by fiat (teacher centered) – why it is important – how to make it happen
Video on Differentiated Instruction. Click image to start
What is the most important reason for public schools in Michigan?
http://www.polleverywhere.com/multiple_choice_polls/rbaIaRgwoyHiV4e
Does your school focus on that reason?
http://www.polleverywhere.com/multiple_choice_polls/JhatPqBzIz8LAyb
Technology is always changing, and making our current concepts of curriculum obsolete, i.e. cursive writing.
When we observe classrooms, what do we watch?
Watch and discuss implications of this short video
How will we make learning fit today’s learners? How will we give them the tools?
Discuss using technology to create new and different learning experiences; not just replicate learning experiences traditionally done through print
The NMC Horizon Report > 2013 K-12 Edition recognizes cloud computing and mobile learning as technologies expected to enter mainstream use in the first horizon of one year or less. Learning analytics and open content are seen in the second horizon of two to three years; and gameification.
3D printing and virtual and remote laboratories emerged in the third horizon of four to five years.
Open discussion on curriculum integration
Discussion prompt
Discussion prompt
Raising level of concern
Get them thinking systemically about their renewal work
Share and discuss Wayne-Westland examples in this and following slides
Have participants work together to plot their course and share with others.