K-5 Curriculum Bootcamp

Outcomes• Identify three focus areas of a student-

centered learning environment

• Identify qualities of a student-centered learning environment

• Explore curriculum changes and resources

Student Centered Learning EnvironmentsSt

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Student-Centered Learning Environments

Student-Centered Learning Environments

Focus Areas of Student-Centered

Teacher Space

Student

Teacher Practice

Refers to the decisions made and actions taken by teachers that are driven by the needsof students. This includes:• Planning• Classroom Environment• Instruction

Teacher

Physical Space

In creating a classroom environment, teachers make specific choices about theorganization of physical space. This includes:• Furniture• Physical Resources and Visuals• Room Orientation

Space

Students

In a learning environment, students are:

• Acquiring• Developing• Using• Producing

Knowledge, Information, and Skills

Student

Teacher-Centered Environments

What the Teacher is

Doing

What the Physical Space

Looks Like

What the Student is

Doing

Student-Centered Environments

What the Teacher is

Doing

What the Physical Space

Looks Like

What the Student is

Doing

Student-Centered Learning

Teacher• planning• Classroom• environment

Space

• furniture• orientation• visuals and

resources

Student

• acquiring• developing• using• producing

Classroom EvidenceDesks are arranged in a way that makes it difficult for students to move.

Students are given multiple opportunities to think and talk with peers.

Entire lesson is taught whole group.

Academic anchors are timely and rotate with new content.

Content is delivered one way to all students.

Desks are arranged in an adaptable, flexible arrangement.

Technology is the primary point of the lesson

Student have choice in process and product.

Classroom EvidenceInconsistent behavioral feedback is provided.

Questions elicit multiple pupil responses.

Heavy reliance on a hierarchy of consequences

Students have a wide variety of visual/graphic organizers from which to choose.

There is a clear front to the room. Digital media is used to differentiate instruction.

Tasks and assignments involve real-world context or simulations.

Time is made to revisit routine expectations.

Anchor Charts

• Anchor charts build a culture of literacy in the classroom, as teachers and students make thinking visible by recording content, strategies, processes, cues, and guidelines during the learning process.

• Posting anchor charts keeps relevant and current learning accessible to students to remind them of prior learning and to enable them to make connections as new learning happens.

• Students refer to the charts and use them as tools as they answer questions, expand ideas, or contribute to discussions and problem-solving in class.

Maximizing Instructional Time

Limited Time Highly Effective Instruction Seamless Integration

Instructional Partner

• Communicate with colleagues! (Even if email is your only option).

• Strategize your instructional planning to align with theirs.

Assessment

• Use formative assessment as a way to assess for learning.

• Use summative assessment as an assessment of learning.

Long Range Planning Guides

• Summary sheets for each grade level.• At a glance view of topics and timelines.

Digital Curriculum Platform• With limited time and human resources, we focused

on quality of curriculum during summer workshop.• The curriculum will be put in BCPSOne later.• Platform will be Groupsite for now. Lessons and

materials are now individual files (not one continuous document per grade level as before)

NOTES• We took input from the 43 LMS who responded to

the survey; there were many conflicting viewpoints.• Long range planners created for each grade• Anchor charts for each grade: Posters for two today• All lessons have AASL, CCSS, and Essential Questions• Each lesson has formal/informal assessments• Digital Citizenship units are the first unit at every

grade level. *Grades K/1: Unit 2 can be taught first, then Dig. Citizenship. Others do not need to be taught in order.

• EVERYTHING has been re-written. Lessons are flexible for LMS to make own instructional decisions, as long as Learning Targets are taught/assessed.

NOTES• Each grade now has an author study• Some grades now have a unit of stand-alone lessons

(indicated on long-range planners)• Many ORMS were converted to Slam Dunks• Many Lessons include Wixie; see the Wixie Resource

page (and Resource Pages for other digital tools) on the ODL wiki @ bcpsodl.pbworks.com

• Flip charts included for both LMS and students; all ES libraries were issued an ActivSlate and should/can have ActivInspire installed on computers/devices used in the Library.

• Some links could not me made directly to digital content (e.g. TumbleBooks, must search on title)

Known Issues • Couple of typos on Planner• Couple of Lesson/Resource docs in Groupsite not

linking to correct doc (we will fix)• Flipcharts embedded in Slam Dunk: Links not

working (Kelly investigating and will fix)• New K-4 and 5-8 Research Guides are not yet live;

these are referenced in some research lessons/ORMs. These will replace old Elementary Research & Investigation Guide.

• EasyBib is referenced; Kelly will send info about EasyBib School Edition accounts.

Let’s Dig In!

Open in Google Chrome or Firefox:librarylessons.groupsite.com *Due to issue with Enable Editing of downloaded Word docs when opened in Internet Explorer

• Jigsaw the grades to table teams.• In- depth exploration and choice in presentation tool.• Groups share highlights of their grade level

exploration with the whole group.• Last hour and a half: Half hour to create

presentation, last hour sharing