Bill Parker Tarek Razik

Bill Parker Tarek Razik

Intro to the course Your cruise directors Your cruise directors’ expectations Course requirements

Why Learn Anything?

Activity #1 In your group please brainstorm what

curriculum means to you. Define it and include as many components as you can

Curriculum Defined Curriculum is “The explicit and

comprehensive plan developed to honor a framework of standards. A curriculum is the course or program of study composed of numerous units.” (McTighe and Wiggins).

Alternative: The sum of the

knowledge, skills and attitudes that the school documents as goals for student learning. ,

Written vs Un-written curriculum Written curriculum is that which is set on

paper. Written curriculum is traditionally formally taught and assessed by teachers. Un written curriculum refers to any goals and standards which are not formally outlined in daily plans. Generally, unwritten curriculum is neither assessed nor evaluated.

What does curriculum include?  Academic knowledge  ABCs  Times tables  Periodic charts  History  Etc.

 Desired skills  Computation  Writing  Reading  Etc.

 Desired attitudes  Compassion  Honesty  Etc.

Where does curriculum come from? In your group please discuss and write where

you think curriculum comes from. Who, what, when, where and how?

Sources of curriculum – written and unwritten School boards School mission Governments Standards from organizations (NCTM), IBO,

universities Accrediting standards Other schools Parent input Teachers Students/needs

What does a (good) curriculum look like? Conceptually what is included in a good curriculum:  Clarity 

Can it be read and followed by all stakeholders?

 Utility 

Can it be used by all stakeholders?

 Comprehensiveness  

Does it include all of the objectives of the school organization? Are all objective linked developmentally? 

Including unwritten, yet important, objectives

 Assessable 

Can the goals and objectives outlined in the curriculum be measured in terms of student achievement?

 Realistic 

Can school organization realistically expect to have each of their students meet the goals outlined in the curriculum? 

Critical factors include time, money ( resources), expertise

 Can it be changed/reviewed? How?  Should be reviewed and adjusted on regular basis.

How can a curriculum organized and/or designed? Some ways of organizing curriculum

include: Text based Standards based “Backward by Design”  Understanding by Design Directed by external source

National organization or government

 

Franchise

Curriculum mapping A combination of the above

Text based Curricula Older than the hills  Chaper one, chapter 2, etc… Table of contents=curriculum Generally dictates methods of instruction as

well as assessment Highly dependent upon textbook companies Not always the worst way to go when working with experienced/untrained staff “Teacher Proof”

Rarely speaks to any unwritten curriculum Sometimes affected by politics as well as

profits.

Standards-based curriculum? A program of study based upon a system

of behavioral-based expectations. Essentially standards-based school programs

are focused on what students are able to accomplish at specific times in their career. Standards-based programs make no directives in regards to teaching methodology or resources. Standards-based curricula is always written in terms of what students will be able to do at the completion of study

Some definitions Standard: A general expectation for learning

documented for all students to learn in a specific area of study and demonstrated by each student 

A goal statement that identifies the knowledge and skills to be learned in the content areas. Standard specifies what we want students to no and to be able to do.

Benchmark: Indicator of progress towards a

specific standard at a specific point in time. A benchmark can serve as a minimum goal for students to achieve at the end of the year. A benchmark is developmentally appropriate and can be used to anchor student

Standards Serve as the core of most academic programs in

school

 Teaching materials and methods are determined by the

standards, not vice versa.

Are written by “experts” in the various fields of

study Are not viewed as “negotiable” once they are adopted. Tend to ‘compartmentalize’ student learning expectations  Math worries about math  Science worries about science

 Attitudes and some skills are outlined separately, if at all

(see McRel)

Benchmarks Unlike standards, benchmarks for individual

grades are rarely offered by any “expert” group However, most groups offer general “banding”

Are generally determined by individual

schools or school systems based upon the needs of specific students and their capabilities Benchmarks are negotiable Time $$$$

Where do standards come from? National organizations and governments In the United States every state has its own set

of standards 

Other national/regional governments as well

Virtually every professional organization

dedicated to teaching specific subjects has published standards NCTM  NCSS  NCTE 

http://www.mcrel.org/standards-benchmarks/ The most comprehensive, yet confusing

collection of standards

Problem with standards--- -The sum of the expectations is unrealistic  Amazing overload on HS

None of the organizations speak to one

another  Civics, history, geography, economics overlap

No concrete benchmarking  “By the time the student reaches 3rd grade.

Samples to review McRel (from web) Math Science SAS Math

Activity Find a Partner (or 2) Think about what it takes to be a teacher and

write standards for teacher behaviors that could be used to design an assessment for us by an outside appraiser After writing standards, write at least one benchmark: A veteran teacher A first year teacher

How to choose standards Understand your vision and mission It all starts with your mission

Understand your school population Age Culture SES Past experience

Understand the amount of time and

resources that are at your disposal to implement standards Pick a reputable source

Simple examples Shanghai American school American-based College preparatory  As opposed to comprehensive All expatriate student body No Chinese nationals

Concordian international school Mostly Thai national College preparatory Trilingual with Mandarin/English immersion

Activity By yourself write a mission statement that

someone else could use to write a curriculum for. Trade it with someone else. Decide if the mission you have is specific enough for you to use to write a mission

Backward Design  Jay McTighe/Grant Wiggins  “A process to designing a curriculum or unit

by beginning with the end in mind and designing toward that end.” (M&W) Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction 1.

3. This is more than ‘flavor of the month’.

Rationale for Backward Design Why is such a view backward when it seems

logical? Many teachers begin their unit design with textbooks, favorite lessons, and time on activities rather than deriving it from targeted goals or standards. In backward design, one starts with the end – the desired results – and then identifies the evidence necessary to determine what the results were achieved – the assessments. With the results of assessments clearly specified, one can determine the necessary enabling knowledge and skill, and then teaching needed to equip students to perform. (M&W) That’s it!!!

Note: This conceptualization does not dictate

content. Specifically, no value is added for specific learner outcomes. Backward design is appropriate for lots of different activity

Understanding by Design An added set of beliefs by M&W related to

curriculum that speak to a philosophy regarding the way curriculum should be conceived and documented

“Understanding” is different from “Knowing” E=mc SQUARED Aspirin will cure my headache High Bad cholesterol is really bad, High Good

cholesterol doesn’t mean I get to eat whatever I want.

Key principles of learning underlying Understanding by design Patterns: Interconnection: Authenticity: Experience: The big picture Understanding

Definitions related Understanding by design ENDURING understandings Essential questions Knowledge and skills

Enduring understandings “The important ideas or core processes

that have lasting value beyond the classroom. Such understandings are generally abstract in nature, so they require an coverage through sustained inquiry. To determine enduring understandings for unit or course, teachers are encouraged to ask, “what do we want students to understand and to be able to use several years from now, after they have forgotten the details?” See also Postman and Weingartner

Samples of Enduring Understandings These are stated as full sentence statement. The understandings specify what we want students to come to understand about the big ideas. Numbers are concepts that enable people to

represent quantities, sequences, and rates. The greatest artists often do away with established traditions and techniques to better express what they see and feel. Movement can communicate ideas and feelings. In a free-market economy, price is a function of supply and demand.

continued…. Studying other languages and cultures offers

insights into our own. All maps distort the earth’s representation of area, shape, distance, and/or direction. Democratic governments must balance the rights of individuals with the common good. Effective teaching and learning result from careful and thoughtful planning. The need for behavior management is reduced when teaching is engaging and meaningful to the learners. Teachers job is not to cover textbook. The

Framing understandings: Frame the understanding in a full sentence

generalization. Complete the phrase, “students will understand that….” Avoid understandings that are true or too vague Triangles have three sides Musicians work with sounds Fractions are important

Avoid “How to” statements These tend to be skills, not understandings

Essential questions A provocative question designed to engage

student interest and guide inquiry into the important ideas in a field of study. Rather than yielding pat answers, essential questions are intended to stimulate discussion and rethinking overtime.

Samples of essential questions Where do artists get their ideas? When is it okay deviate from a recipe? In what ways can motion evoke emotion? How does where we live influence how we

live? How should we balance the rights of individuals with the common good? How can a diet be healthy for one person and not another? Who is a winner?

Essential questions summary…. Have no right answer Designed to provoke and sustained student

inquiry, while also focusing learning. Often address the conceptual or philosophical foundations of the discipline. Raise other important questions Naturally and appropriately recur