CRW2013 - New Guide Creation Day 1
- 1. PCS Curriculum Review Week Day 1 June 18-22, 2013 Eastern Elementary School
- 3. Norms for the Week • Start & end punctually • Dress appropriately • Listen actively • Disagree respectfully • Participate enthusiastically • Focus completely (monitor your technology) • Have Fun
- 4. Remember… What is learned here leaves here
- 5. Schedule for the Week Tuesday Wednesday Thursday • Establish Focus • Big Ideas, Essential Questions, and Learning Targets • Vertical Alignment •Criteria for Success • Continue work from yesterday • Cross-Curricular Units • ESL & Literacy Integration •Finalize Guides
- 6. Schedule: Day 1 • 8:00-10:30 – Opening Session • 10:30-11:45 – Work Session • Group Introductions • Establish Team Norms • Establish the Goals • 11:45-1:00 – Lunch (on your own) • 1:00-4:30 – Working on the Work • 4:30-4:45 – 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. Create draft big-idea framework for the year 3. Review vertical alignment with other grades
- 10. The Goal Learning Target: I will create a district curriculum guide. Criteria for Success: The district guide
- 11. Which do you choose?
- 12. 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
- 13. CRW Week Desired Outcomes • Create DRAFT District Curriculum Pacing Guides • Begin the process for Continuous Improvement of Teaching and Learning
- 14. Desired Outcomes
- 15. Begining with the End in Mind
- 16. Objectives/Learning Targets go here; Addresses what students NEED to learn Criteria for success goes here – focus is on students and not teachers Media Coordinators will assist with this Sample unit/lesson ideas Standards taught go here; this section will change based on the subject/grade-level (Stage 1) Some subjects will have multiple content areas on the same guide (see next example) (Stage 1)
- 17. Identifying Big Ideas & Essential Questions
- 18. 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
- 19. 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
- 20. 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
- 21. 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)
- 22. 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
- 23. 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.
- 24. Essential Questions: Defining Them •Great thought-provoking openers •Guide unit delivery
- 25. 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
- 26. 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?
- 27. 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
- 28. 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…”
- 29. 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
- 30. Learning Targets Measurable achievement expectations of what students should know and be able to do I will create a district curriculum guide
- 31. 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?
- 32. 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
- 33. 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.
- 34. 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
- 35. 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.
- 36. Reminder… Standard (target) Type Underpinning Learning Targets Knowledge Reasoning Performance Skill Product Product + S + R + K Reasoning + K Skill + R + K Knowledge
- 37. 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)
- 38. Resource Review • Find them all at http://successforeverychild.com • Wikispace (http://pittcountycommoncore.pbworks.com) • Content/Grade Level Standards • Unpacking Guides
- 39. 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
- 40. 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
- #3: Cheryl
- #4: Sandra
- #12: Tom – Survival Activity
- #13: 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
- #14: These are DRAFT guides – remember, these guides are “Dynamic” and “Living”
- #16: Let’s talk about the guides themselves – what do they look like? How will we use them?
- #17: 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)
- #18: Pat
- #24: 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.
- #29: David
- #31: Identify the types of underpinning targets for types of standards In 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.
- #32: Identify the types of underpinning targets for types of standards In 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.
- #37: Identify the types of underpinning targets for types of standards In 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.
- #39: Go to successforeverychild.wordpress.com and follow links on that page – show them where all this is.
- #40: 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
- #41: Preston