York Public Schools

Curriculum Design

September 1, 2010

Toby Boss

ESU 6

Goals for Today

• Provide an expanded definition of curriculum

• Set the framework for collaborative design of curriculum products

• Provide next steps

Essential Question

• What should curriculum accomplish?

Mission Statement:

• "York Public Schools will prepare each learner with the knowledge, skills, and attitudes necessary to become an effective citizen by providing diversified curriculum and experiences."



Who is in the room?

Think about….

• Your first year of teaching.– What was available to you?– What did you have to create?

Think about….

• Is a rite of passage that calls for new teachers to build their practice from scratch - best for kids?

• How can we share our expertise?

• What should be in place for any teacher who follows us?

Rationale for Today’s Work

• Share our expertise – it’s best for kids

Professionals in any field…

• Act on the most current knowledge that defines their field.

• Are client-centered and adapt to meet the needs of the individuals whom they serve.

• Are results oriented.• Uphold the standards of the profession in

their own practice and through peer review

(Wiggins and McTighe, 2006)

Craft Knowledge

• Craft knowledge: the knowledge about the practice that is collected, codified, legitimated, and shared by professionals. (Burney, 2006)

• “…education is a profession without a practice.” (Elmore, 2008)

Educational Practice

• We must develop and nurture a practice in our profession

• Collaboration and peer review is the model in all other professions

• We need to develop an open, collaborative system about our practice, as opposed to private practice

Private Practice

• Private practice: Individual actors working in isolation. The replication of any success is unlikely

• Examples:– Individual determination of important

curriculum– Individual assessment/grading practices– Instructional practices left to individuals

Collaborative Practice• Collaborative Practice: Staff working

under common beliefs and expectations about teaching and learning. The practices are continually open to discussion and review. The replication of success is likely.

• Examples:– Important curriculum is agreed upon and

enacted in all courses– Research based principles of instruction

are agreed upon and enacted by all staff

Goals for Today

• Provide an expanded definition of curriculum

• Set the framework for collaborative design of curriculum products

• Provide next steps

Essential Question

• What should curriculum accomplish?

Literature Framework

Wiggins, G., & McTighe, J. (2007). Schooling by design. Alexandria, VA. Association for Supervision and Curriculum Development.

Curriculum Defined

• The blueprint for learning derived from the desired results.

• Takes content and shapes it into a plan for effective teaching and learning.

• Based on the learning goals for students.• Once we agree on the goals, what would the

learning plan look like, and what methods would help us achieve our goals?

Curriculum is not…• A list of places to visit

• A list of content (which even if preceded by verbs is not a curriculum, but an inventory of stuff)

• Hierarchical lists of the major topics:– The Civil War– Parts of a Cell– Long Division

Curriculum should…

• Be written backward from worthy tasks that require students to use content wisely.

• Help students “do the subject”, not just learn it’s findings.

• Be the blueprint for learning

• Include a robust set of components – not just the “what”.

Curriculum Components

• Mission• Enduring

Understandings, Essential Questions

• Curriculum Maps• Common

Assessments• Rubrics

• Anchors• Learning Activities• Diagnostic and

Formative Assessment

• Differentiation• Troubleshooting

Guides

Mission• Specifying the integrated

accomplishments sought – based on the habits of mind (problem solving, critical thinking).

• If we were successful students would have– Accomplished…– Created…– Used their learning to…

Transfer

• Apply learning to new situations not only in school, but also beyond it.

• The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school.

• Learn now to apply lessons to later challenges.

Enduring Understandings

• An important inference, drawn from the experience of experts, stated as a specific and useful generalization.

• Refers to transferable, big ideas having enduring understanding beyond a specific topic.

• Involves abstract counterintuitive and easily misunderstood ideas.

Essential Questions

• Provocative and arguable question designed to guide inquiry into the big ideas.

• By actively exploring the essential questions, students develop and deepen their understanding.

What does “Essential” Mean?

• Important questions that recur throughout life – “what is justice?”

• Core ideas and inquiries within a discipline. “what causes conflict?”

• Helps students make sense of complicated ideas. “how do the most effective leaders gain consensus”?

• Engages the students through relevance and meaning.

Curriculum Maps

• Show a snapshot of the important learning objectives tied to standards

• Maps include:– Number of days for instruction– Dates taught and assessed– Assessment– Resources– Learning Activities

STRAND STANDARD

OBJECTIVES (What it looks like in the classroom)

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(classroom, STAR, objective,

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RESOURCES (Materials, web sites,

auto-visual, print)

LEARNING ACTIVITIES

Curriculum Components

• Mission• Enduring

Understandings, Essential Questions

• Curriculum Maps• Common

Assessments• Rubrics

• Anchors• Learning Activities• Diagnostic and

Formative Assessment

• Differentiation• Troubleshooting

Guides

Common Assessments

• Answers the question:– How will we know students have learned?

• Demonstrations of the most important learning targets.

• Ongoing measures of learning for gauging progress and guiding improvement efforts.

Rubrics

• Common rubrics provide consistent evaluation and specific feedback

• Provide more consistent evaluation from one teacher to the next

• Provide targets for students

Anchors

• Tangible examples of student work to illustrate various performance levels

• Provides examples for classroom instruction

• Provides models for students to better evaluate their own work

Learning Activities

• Research based instructional strategies are tied to the learning goals.

• Recommended resources are identified.

Diagnostic and Formative Assessments

• Diagnostic Assessments: Pre-assessments to provide information that aids in planning instruction. A check of prior knowledge is an example.

• Formative assessments: ongoing assessments that provide information to guide instruction.

Differentiation

• Directions for tailoring instruction to student needs.

• Provides resources and strategies for differentiation aligned to the learning goal.

Troubleshooting Guides

• Advice and tips for addressing predictable learning related problems

• Provides assistance for novice teachers based on the experience of veterans

Next Steps

• Stage 1: Focus on Assessment– Common Unit Assessments– Rubrics– Anchors

• Stage 2: Focus on Instruction– Learning Activities– Formative Assessments– Differentiation– Troubleshooting Guides

Reaching Consensus

• Consensus: – A collective decision that everyone can

support after openly and extensively considering the diverse facets of the issues.

– Litmus test: What is best for kids?– Every team member can answer “yes” to

• I can live with this decision• I will support this decision

– A win-win. There are no losers

Next Steps

• Collaborate– Reach consensus– Share ideas with others -even if you are

the only one teaching a course

• Move from Stage 1 to Stage 2