1. OCS VISION EXCELLENCE IN EDUCATION EXCELLENCE IN EDUCATION

2. OCS MISSION The Onslow County Schools Community will prepare students to be globally competitive LEADERS and responsible citizens in the 21 st century.

3. OCS GOALS OCS-1: Onslow County students will be globally competitive through the mastery of a relevant and rigorous curriculum. OCS-2: Onslow County schools and students will be led by creative, passionate, and technologically skilled professionals. OCS-3: Onslow County students will learn in a safe and civil environment to be ethical, healthy, and productive citizens. OCS-4: Leadership will foster innovation in the Onslow County School System in cooperation with families and community partners. OCS-5: The Onslow County Schools will be supported by effective and efficient processes and systems.

4. Changing Skills for Workers Over the past 150 years, what skills were needed by a worker in the…? Industrial Age -assembly lines, production workers, physical strength, personal fortitude Informational Age -the knowledge worker, computers, proficiency,

5. Skills for Today and Tomorrow So what “Age” are we entering now? The Conceptual Age (Daniel Pink) Process & use knowledge to solve complex problems Creators, empathizers, meaning makers, pattern recognizers Big picture thinkers Combine ideas into something new More of a “right-brain” society

6. SO WHAT DOES EXCELLENCE LOOK LIKE? WHAT DO STUDENTS NEED TO KNOW, UNDERSTAND, AND BE ABLE TO DO IN ORDER TO BE PRODUCTIVE AND RESPONSIBLE CITIZENS IN THE 21 ST CENTURY? - DISCUSS IN YOUR TABLE GROUPS. -APPOINT A REPORTER AT EACH TABLE.

7. NC and Future Ready Goals Source: Framework for Change page 8

8. Driving our District Perspective Future Ready Goals- “…interconnectedness of the world…” NC Framework for Change- “…narrow and deepen the state’s curriculum.” Common Core National Standards- “… provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.” SACS/CASI- “….systems thinking for continuous improvement”

9. Common Core & Essential Standards ACRE Timeline for The Common Core Standards ACRE Calendar for New Standards and Assessments –Blending Essential Standards with Common Core –Expected Summer 2010 Updates to Essential Standards –http://www.ncpublicschools.org/acre/standards/phase2/http://www.ncpublicschools.org/acre/standards/phase2/ –http://www.ncpublicschools.org/acre/http://www.ncpublicschools.org/acre/ (See handout for timeline of new NC standards & assessments)

10. Connections within the District Perspective Revised Blooms- Now includes the Conceptual Knowledge Dimension Costa’s Levels of Questions AVID: Critical Reading Balanced Literacy Strategic Reading International Baccalaureate Socratic Seminars / Philosophical Chairs IMPACT

11. OCS Response to the Framework for Change: PLCs PLCs –Development Phase –Focus on STUDENT LEARNING through the professional development of the educator –Common assessments at the classroom level Critical Planning Questions for Learning (DuFour) –What is it we expect each student to learn? –How will we know when each student has learned it? –How will we respond when each student doesn’t learn? –How will we respond when the student already knows it?

12. OCS District Perspective A Framework for Curriculum, Instruction, and Assessment (CIA) Planning and Implementation See Handout

13. Instructional Planning According to research, traditional planning/instruction can be described as: Activity-oriented design “Hands-on” without being “minds-on” Coverage approach “Marching” through textbooks, teaching facts Topic-based planning Unrelated topics (no connectivity) Teaching facts/factoids Memorization vs. Understanding

14. OCS Response to the Framework for Change: CIA Planning Model Curriculum, Instruction, and Assessment Planning (CIA) –Curriculum study for integration opportunities and connections –Conceptual approach to planning –Shift from “activities” to a focus on what students need to know and be able to do –Emphasis on DEPTH OF LEARNING –Examining rigor, relevance, and relationships –Teacher collaboration –Beginning with the “end in mind”

15. School:Subject : Grade : Duration of Time Unit Title: ________________________________ Big Idea : Focus of Study: Resources/Materials : Curriculum Goals & Objectives Addressed : Essential Concepts: Enduring Understandings : Essential Questions : Integration Opportunities: Differentiation/Intervention Focus Areas : Formative/Benchmark/Summative Assessment Plan: Shift from “activities” to what students need to know Conceptual approach to planning Study of the curriculum Examining connections and relevance Teacher collaboration Beginning with the “end in mind” Teacher collaboration Study of the curriculum Sub-concepts / Essential Vocabulary OCS CIA Planning Format Captures the interest of the student; the hook

16. BIG IDEA Unit Title Focus of Study Curriculum Goals & Objectives Enduring Understandings & Essential Concepts Essential Questions AssessmentResources Integration Opportunities

17. Durable Learning Technology & Research Word Study/ Vocabulary ReadingWriting Speaking, Listening, and Viewing

18. Planning: Where do we begin? Plan with the End in Mind What do you want students to know, understand, (apply) and be able to do years from now?

19. Planning/Unit Components Study the NCSCS Goals and Objectives and identify the goals/objectives that comprise a TOPIC/FOCUS OF STUDY Decide on a UNIT TITLE, which is the centering topic for the study. Identify a major CONCEPT/BIG IDEA to serve as the CONCEPTUAL LENS for your study. (Big Ideas are sometimes implied or stated in goals.)

20. Planning/Unit Components Determine the ESSENTIAL CONCEPTS. They are the “sub-concepts” (and vocabulary) and provide the “fuel” for writing the Enduring Understandings. Determine the ENDURING UNDERSTANDINGS Write the ESSENTIAL QUESTIONS

21. Planning Develop the ASSESSMENTS Determine the INTEGRATION OPPORTUNITIES Develop DIFFERENTIATION STRATEGIES

22. Unit Title: Would you rather study… Importance of Precipitation or “Monster Storms” Properties of Objects or “Sink or Swim” Components of Soil or “What ‘Cha Made Of?” Plants: Air, Water, Shelter, Space or “Thrive, Survive, or Good-bye” Drivers’ Ed or “Life is a Highway”

23. Focus of Study/Resources Focus of Study is built from the NCSCOS Study the background information in the NCSCS (precedes the Goals and Objectives) A Focus of Study organizes facts around a topic The topics that are traditionally taught Examples of Foci of Study -Holidays, Sound, Weather, Matter, Native Americans, Landforms, Biomes

24. BIG IDEA or TOPIC? Group Activity –Utilizing the “Big Ideas Matrix” –Debrief

25. BIG IDEAS / CONCEPTUAL LENSES Big Ideas are, “Conceptual tools for sharpening thinking, connecting knowledge and equipping learners to transfer knowledge.” -Grant Wiggins

26. BIG IDEAS RESEARCH Provides meaning by connecting and organizing facts, skills and experiences Interdisciplinary and Intradisciplinary Meaningful patterns that enable one to connect the dots of otherwise fragmented knowledge Focuses on how to learn, not learning “the answer”

27. BIG IDEA EXAMPLES Adaptation Change Connections Conflict Exploration Diversity Perspective Heroes Environment Community Survival Future System Patterns Revolution Balance **Refer to handout for more examples

28. Curriculum Study **Grade Level Groups Study your social studies curriculum and identify a Topic/Focus of Study that is appropriate for the start of the school year. It should be made up of one or more Goals/Objectives. What is a possible UNIT TITLE (Centering Topic for the Study) for this instructional unit?

29. Curriculum Study Decide which BIG IDEA/CONCEPTUAL LENS can be used to focus/frame this unit. Identify the other ESSENTIAL CONCEPTS (Subconcepts) that will be taught in the unit. *Remember that an Essential Concept is often essential VOCABULARY. ** Let’s look at ESSENTIAL CONCEPTS (next slide)

30. Essential Concepts Characteristics –Necessary knowledge and vocabulary –Fundamental knowledge and vocabulary –Essential knowledge and vocabulary –Basic (not in the simple sense) knowledge and vocabulary Important concepts that drive deeper essential understandings –Background knowledge –Content students need to know to grasp the concept

31. Essential Concept Examples Think about “Communities” –Individually, think of some essential concepts associated with the Big Idea of “Community” –Share with the large group See Handout “Topic vs Concept”

32. ENDURING UNDERSTANDINGS Summarize important strategic principles in skill areas Are important inferences, stated as a “specific and useful generalization” Are transferable, having enduring value beyond a specific topic

33. ENDURING UNDERSTANDINGS To determine if it is an Enduring Understanding, ask the question: “What do we want students to know, understand, (apply) and be able to do several years from now, even after they have forgotten the details?” ** See “Structure of Knowledge” Handout

34. EXAMPLES: ENDURING UNDERSTANDINGS Matter cannot be created or destroyed Matter exists in different states (solid, liquid, gas) What is fair to one group of people may not be fair to everyone. Leaders make decisions that affect others. Family members work together to make choices depending on their needs and wants. The cost of goods and services relates to the supply and demand.

35. MORE … ENDURING UNDERSTANDINGS The goal of reading is to make meaning from text. Effective readers use specific strategies to help them better understand text. Democratic governments are established to create a decision making process for people, groups, and institutions. Warfare has economic and technological consequences.

36. EXAMPLES OF ENDURING UNDERSTANDINGS Knowledge of literary elements and writer’s craft enhance understanding of literature. Photographs reflect a point of view, and can mislead as well as reveal. Art communicates a perspective. Art reflects culture. Sports evolve based on the leisure time and interests of people.

37. ENDURING UNDERSTANDINGS BIG IDEAENDURING UNDERSTANDING ESSENTIAL QUESTION LEADERSHIP DIVERSITY MIGRATION One person can make a difference. How does a person affect his/her community? Plants and animals come in different shapes and sizes. How does an animal’s shape relate to its surrounding environment? Pioneers are risk- takers. What makes a pioneer a pioneer?

38. ESSENTIAL QUESTIONS Designed to provoke and sustain inquiry Promote inquiry and uncoverage of a subject Do not have a right or wrong answer Stimulate ongoing rethinking of Big Ideas Raises other important questions Have no simple “right” answer Raise other important questions

39. EXAMPLES OF ESSENTIAL QUESTIONS Literature -Why read fiction? -What makes a story great? -Must heroes be flawless? Math -Can everything be quantified? -What are the limits of mathematical models? Art -Do we need art? -What does art tell us about ourselves?

40. EXAMPLES OF ESSENTIAL QUESTIONS Science -How do I study the unobservable? -To what extent is DNA destiny? Social Studies -Is all history biased? -What makes a good government? -To what extent is U.S. history a history of progress?

41. Guiding Questions Factual Conceptual Provocative **See Handout

42. Integration Opportunities Intradisciplinary Approach Interdisciplinary Approach –Between and among subjects –Between and among areas of emphasis 21 st Century Skills Literacies Technology Relevant/ Real-Life Applications

43. Brainstorming How and where do you integrate the curriculum? Share in your group…..

44. Differentiation/ Intervention Within this unit of study and within this classroom with this group of students, as the teacher, what opportunities will I supply that will: –Allow students to work on different tasks at different paces related to the same big idea and focus –Allow students to receive additional assistance as needed based upon the child’s learning styles and needs

45. Assessment Plan Within this unit of study: –How will I conduct formative assessments? –How will this unit of study be impacted by benchmark assessments? –What will be the summative assessment I include in order to “Begin with the end in mind?”

46. Pulling the Pieces Together With your table group, complete your CIA Plan that you began earlier –This may include interdisciplinary connections (science, social studies, math, ELA, arts, PE, etc.) How or when do science and social studies fit under the same big idea?

47. Intradisciplinary Samples Third Grade Nine Weeks: Big Ideas Social Studies Goals and Objectives Science Goals and Objectives 1 st : ConnectionsGoals 1, 2, and 7Goal 4 2 nd : InterdependenceGoals 2, 4, and 5Goals 1 and 2 3 rd : ChangeGoals 3 and 6Goal 3 4 th : FutureBring all goals together Fifth Grade Nine Weeks: Big Ideas Social Studies Goals and Objectives Science Goals and Objectives 1 st : CooperationConstitution Building of a Nation Goal 1 (rainforest), 3(esp.3.06) 4.02,4.03, 4.04, 4.05 2 nd : CelebrationsEarly America, Colonization Celebrations from all times Goal 1 (Tundra/taiga; grasslands…); Goal 4; 2.01, 2.06; 3.01 3 rd : Surviving Conflict/Overcoming American Wars (Civil through War on Terror) Goal 1; Freshwater/marine; desert 2.02,2.05 4 th : The FutureCivil Rights-yesterday, today and tomorrow Economic Literacy Culminating Project