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Clear Standards/Curriculum FrameworkLicia LentzWoodland Hills High SchoolFebruary 12, 2010
Curriculum Framework
A curriculum framework specifies what topics are to be taught at which grade levels for each subject in the curriculum. At any given grade level, the topics that are taught are those-and only those-that are needed to provide the foundation for what comes next.
In Pennsylvania, we are developing curriculum frameworks that are built by identifying standards, anchors, big ideas, concepts, competencies, essential questions academic vocabulary, and exemplars.
Curriculum Framework
• Big Ideas• Concepts• Competencies• Essential Questions• Vocabulary• Exemplars
Big Ideas
Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.
Concepts
Describe what students should know (key knowledge) as a result of this instruction specific to grade level.
Competencies
Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.
Essential Questions
Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.
Vocabulary
Key terminology linked to the standards, big ideas, concepts and competencies in a specific content area and grade level.
Exemplars
• Performance tasks that can be used for assessment and instruction as well as professional development. Exemplars provide educators with a concrete example of assessing students’ understanding of the big ideas, concepts and competencies.
Old Bloom’s New Bloom’s
Old Bloom’s• Knowledge: arrange, define, duplicate, label, list, memorize, name, order,
recognize, relate, recall, repeat, reproduce state. • Comprehension: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate, • Application: apply, choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch, solve, use, write. • Analysis: analyze, appraise, calculate, categorize, compare, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
• Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
• Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.
NEW BLOOM’S• Creating
Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
• EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging
• AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding
• ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
• UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining
• RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding
SAMME
• Scaffolding• Active-Engagement• Modeling• Metacognition• Explicit Instruction
Curriculum Framework:• Big Ideas: – Declarative statements that describe concepts that
transcend grade levels. – Essential to provide focus on specific content for all
students. • Concepts: – Describe what students should know, key knowledge,
as a result of this instruction, specific to grade level. • Competencies: – Describe what students should be able to do, key skills,
as a result of this instruction, specific to grade level.
Mathematics Grade 8- Pre-Algebra Strand
• Big Idea-
– Numbers, measures, expressions, equations and inequalities can represent mathematical situations and structures in many equivalent forms.
– The set of real numbers has infinite subsets including the sets of whole numbers, integers, rational and irrational numbers.
– Patterns exhibit relationships that can be extended, described and generalized.
Mathematics Grade 8- Pre-Algebra Strand
• Concepts
Rate of change
Polygons and Polyhedra
Distance, Pythagorean Theorem
Representations
Linear functions
Linear equations and inequalities
Essential Questions• How does understanding of equivalent forms of numbers
help us to differentiate between rational and irrational numbers?
• How and when can the Pythagorean Theorem help us to calculate the length of a segment without directly measuring it?
• Within polygons and polyhedra, how can we use angle relationships to solve mathematical problems?
• How can you use a scale for your graph so that I best represents a situation? How can we choose a sale so that the chosen scale distorts the data or misleads the reader?
Vocabulary• Absolute Value: A number’s distance from zero on a number
line. The absolute value of 2 is equal to the absolute value of -2. Box-and-Whisker Plot: A graphic method for showing a summary of data using median, quartiles and extremes of data.
• Combination: A subset of the elements in a given set, without regard to the order in which those elements are arranged.
• Compound Event: An event that consists of two or more simple events; for example: A or B; A and. B and C.
• Composite Number: Any positive integer exactly divisible by one or more positive integers other than itself and 1.
“Change does not change tradition. It strengthens it. Change is a
challenge and an opportunity, not a threat.”
- Prince Phillip of England
