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Curriculum Writing Candace Wallace, Director of Curriculum & Testing June, 2009.

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Presentation on theme: "Curriculum Writing Candace Wallace, Director of Curriculum & Testing June, 2009."— Presentation transcript:

1 Curriculum Writing Candace Wallace, Director of Curriculum & Testing June, 2009

2 TopicsTopics The Process What is Curriculum? What is Instruction? What is Assessment?

3 Instructional Process the Plan - Curriculum The Delivery - Instruction The Evidence - Assessment

4 Curriculum What is Curriculum "a plan for a sustained process of teaching and learning" David Pratt, 1997.

5 Instruction What is Instruction? The execution of the curriculum, actually teaching it. Instruction doesn't always follow curriculum. It is often unplanned.

6 Assessment What is Assessment? Student outcomes must be measurable, so we must design a set of evaluative instruments that will measure those skills and knowledge in a way that provides a formative link to future instructional strategies.

7 CurriculumCurriculum State standards State standards Needs of the students Needs of the students Current educational research Current educational research District standards District standards Curriculum writing is guided by:

8 Mile wide, Inch deep…. Instruction needs to address skills and content through depth of concepts. We know our curriculum is ineffective when it is mile wide, inch deep.

9 CURRICULUM FOR THE PASTFUTURE Content Coverage Less Content/More Depth Repetition/ReviewCoordinated/Articulated Transmission of Facts Active Learning to Reflect Critically, Think Creatively, Problem Solve Rigid Boundaries Between Disciplines Connections among Subject Areas Rich, Worthwhile Content to Advanced Students Rich Worthwhile Content to All Students

10 InstructionInstruction Understanding by Design In Understanding by Design Jay McTighe and Grant Wiggins suggest that in crafting educational experiences we must focus on the student learning by targeting student outcomes and designing our curriculum and instruction around them. This is the backward design model. The Backward Design Process Instructional Development

11 UbDUbD Stage 1. What is worthy and requiring of understanding? Stage 2. What is evidence of understanding? Stage 3. What learning experiences and teaching promote understanding, interest, and excellence? The Backward Design Process

12 In other words… What do we want the students to know and retain. What should they understand and be able to do? How are we going to get them to understand? How will we know… that they know and better still, that they understand?

13 Assessment using UbD

14 We use the “backwards design model” in designing our Curriculum Framework by starting with student outcomes and working backwards towards the instructional strategies and models to achieve those outcomes. Components of a Curriculum Framework

15 Curriculum Guide - Philosophy or rationale Course Description Standards Outline Bibliography Instructional Blueprint Handbook (teacher)- Detailed resources Sample unit and lesson plans Examples of cross discipline integration Classroom and instructional process

16 Why Such a Detailed Framework? It is imperative that the whole district aligns with a set of standards to… –Map the common goals and objectives of instruction –Monitor the instructional standards for rigor and relevance –Maintain the pace of instruction consistently throughout the district. –Periodically and uniformly assess student skills for mastery

17 The Curriculum Guide delineates the skills and concepts taught and evaluated to enhance student achievement. It includes a pacing instrument called an Instructional Blueprint.

18 Creates a “snapshot” of the educational activities of every classroom within the district. Captures the content, skills and assessments, which are aligned to the standards, and which are taught by every teacher in the district. The Instructional Blueprint

19 Organizes this information into an easily accessed visual that presents a timeline of instruction by teacher and course. The Instructional Blueprint

20 The Blueprint is a quick graphic representation of what is taught why it is taught how it is taught when it is taught how it is measured.

21 The Instructional Blueprint Instructional Objectives Instructional Objectives NJCCCS NJCCCS Essential skills & concepts Essential skills & concepts Enduring Understanding Enduring Understanding Essential Questions Essential Questions Measurable Outcomes Measurable Outcomes Strategies and best practices Strategies and best practices Methods of Assessment Formative & Summative Methods of Assessment Formative & Summative Project based learning tasks Project based learning tasks Authentic Assessments Authentic Assessments Pacing Timeline Pacing Timeline

22 Instructional Blueprint Clarity of Goals Student Learning What students should know What the students can do MEASURABLE OUTCOMES Authentic Assessments Focus on Critical Analysis & Problem Solving Thematic Units, Topics & Timeline NJCCCS Alignment A Unified Plan Of Evaluative Measures A Unified Plan Of Evaluative Measures Essential Skills and Concepts

23 The Handbook A teacher handbook A reference tool Includes any ancillary materials Examples of thematic units Target ActivitiesExamples of Target Activities

24 Curriculum Review Process Research and review district data and best practices

25 Curriculum Review Process Research and review district data and best practices Analyze data and begin construct of strategies to improve deficiencies

26 Review resources and NJCCCS alignment Research and review district data and best practices Analyze data and begin construct of strategies to improve deficiencies Curriculum Review Process

27 Review Resources and NJCCCS Alignment Design the Curriculum addressing all of the components Research and review district data and best practices Analyze data and begin construct of strategies to improve deficiencies Curriculum Review Process

28 Review Resources and NJCCCS alignment Design the Curriculum SUSTAINABILITY Professional Development Review Textbooks and Resources Update Primer Monitor student skill sets with matrix and adjust instruction and curriculum Research and review district data and best practices Analyze data and begin construct of strategies to improve deficiencies Curriculum Review Process

29 ProceduresProcedures Posting Apply for position OBOE approval Notification of Approval –Timeline –Instructions for using the Wiki –Instructions for submitting paperwork

30 Curriculum Review Process Planning Design Development = a viable Curriculum Guide and Instructional Handbook


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