Curriculum Collaborative

Agenda

•Welcome

•Ice Breaker

•Overview of Curriculum Collaborative

•Activity

•Reflections (Sentence Stems)

The New Answer to The New Answer to the Old Problem?the Old Problem?

Curriculum CollaborativeCurriculum Collaborative

Our Connection...

• A System of ESCs – A Force of 10• Regions 1, 2, 6, 7, 8, 10, 13, 16, 19, and 20• Systemic Curriculum Model Pre-K-12• Sustained Staff Development• Research-Based Best Practices

• Texas Education Service Center • Curriculum Collaborative

Purpose of the Curriculum Collaborative

Provides the following for all grade levels:

• A TEKS-based curriculum• Resources to implement the curriculum• Tools for monitoring the implementation

of the curriculum• An accountability process that ensures

implementation at a quality level

(VAD)

(IFD)

CSCOPE

(YAG)

WHAT IS

NEGOTIABLE?

Non-negotiable

The unit components for the four core areas are:• Year at a Glance• Vertical Alignment Document• Instructional Focus Documents

(Scope/Sequence)• Unit of Study, • Key Concepts, • Key Understandings,• Performance Indicators• Key Skills• Guiding Questions, • Content Vocabulary,• The Five E Model (Engage,

Explore, Explain, Elaborate, Evaluate)

The unit components are to be used and implemented “as is”.

Negotiable

The lesson framework provides an outline of the unit lessons.

The individual lessons may be suitable for all students; however, there may be times, when lessons may need to be modified, provided that all the mandatory components are included.

What about concepts?

Concepts:• Make learning compelling.• Move beyond the facts.• Guides curriculum through the “Conceptual Lens”.

When this happens, we force thinking to the integration level.

• Concepts are…

• Timeless• Universal • Abstract• Represented by 1 or 2 words• Examples share common attributes

Concepts…• Conceptual understanding requires a

higher-level, integrative thinking ability that needs to be taught systematically through all levels of schooling.

• Conceptual development is a lifelong developmental process.

• Integrated thinking is the ability to insightfully draw patterns and connections between facts, ideas, and examples and to synthesize information at a conceptual level.

The Structure of Knowledge Places more energy on concepts,

generalizations and principles to raise the level of thinking for students.

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

Revenge, Tragedy, Alienation, Emotions

Language Arts

The Structure of Knowledge

Hamlet wanted to seek revenge for his father’s death

Hamlet

-Science Order

Organism

Population

System

Change

Evolution

Cycle

Interaction

Energy/Matter

Equilibrium

Conflict/Cooperation

Patterns

Populations

System

Change/Continuity

Culture

Evolution

Civilization

Migration/Immigration

Interdependence

Prejudice

Perspective

Conflict

Cooperation

Power

Relationships

Envy

Emotions

Oppression

Influence

Examples of Subject Area Concepts

-Writers’ Craft Organization Word Choice Context Conventions Fluency Voice Presentation Symbolism Allegory Metaphor Protagonist Antagonist

-Literary Themes- Social Studies

What are guiding questions?

• Guiding questions are a critical driver for teaching and learning.

• They engage students in the study and create a bridge between performance-based activities and deeper, conceptual understandings.

Why are guiding questions important in the teaching/learning process?

• We can help students discover patterns and build personal meaning through the effective use of questions.

• Allow for inductive teaching-guiding students to discover meaning rather than relying mainly on deductive lecture methods.

• Are one of the most powerful tools for helping students think at more complex levels.

Types of Guiding QuestionsProvocative/Debatable (P)“Can a nationhave too much wealth?“Should a more powerful nationdominate weaker nations?”

Conceptual (C)“Why do nationsdesire to explore new lands?”

Factual (F)“In what ways did the early American explorersdisrupt Native American cultures?”

(Erickson, 2006)

Curriculum CollaborativeComponent

Year at a Glance (YAG)

Description

The Year at a Glance is designed to present a quick snapshot

of the entire year’s instructional plan.

Teachers

Teachers use the Year at a Glance to:

*Plan high quality instruction

*Scope out the year in a single snapshot

*Work with peers to share and allocate instructional

resources

*Monitor their own pacing

Vertical Alignment Document Instructional Focus Document

A Powerful Instructional Program

T9

Written

Taught

Tested

Adapted from the work of Fenwich and English

Vertical Alignment Documents

• State the development of knowledge, skills, and concepts across grade levels.

• Provide alignment from grade to grade. (What students should know and be able to do)– Clarify the Student Expectations– Eliminate multiple interpretations– Assure true alignment– Specificity

Vertical Alignment Documents

• The Vertical Alignment document is a technical, quality control document.

• It is not a document from which teachers plan daily/weekly instruction.

• It is the document the curriculum developers use to plan the focus of the curriculum and the units of instruction.

Sample TEKS

3.10 Reading/ literary response. The student responds to various texts. The student is expected to:(D) connect ideas and themes across texts (1-3).

What’s the problem with the TEKS as they are written?

• By just looking at the TEKS, would a teacher know what he/she is supposed to teach and what students are supposed to learn?

The Itinerary…….Instructional Focus Document

• The Instructional Focus Document is our planning tool for instruction.

• It “plans our trip” to our destination.–Timeline

–Sequence

–Specificity

• The IFDs’ are the Scope and Sequence that determines what will be taught each six weeks.

• Individual student expectations were “bundled”into rational, coherent units of instruction with a timeline.

• The bundles contain TEKS and student expectations with further specificity for each six weeks. The specificity will guide instruction to the depth and complexity required to prepare students for success.

• The IFD contains the identified concepts for the TEKS/student expectations.

Instructional Focus Document

How are the Instructional Focus Documents Organized?

• The individual student expectations were “bundled” into rational coherent sets with a timeline (6-weeks, 3-weeks, or number of days).

Subject/Grade Level

Unit Number/Unit Title

Time Frame

Conceptual Lens

Performance Indicators

Performance Indicator

Content/concept, process and product which measure student progress and achievement.

Performance indicators are used as an assessment within the unit.

CONTENT/CONCEPT

the “what” of teaching and learning

PROCESS

the “how” of teaching and learning

PRODUCT

the end results of learning

Three Elements of Curriculum

The Performance Indicator Formula

Content/Concept ProductProcess+ +

What is the content/concept?

What is the process?

What is the product?

• genres, features

• describe, summarize

• matrix, summary

Complete a matrix describing the distinguishing features of biographies, historical fiction, informational texts, and poetry. Write a summary of the features that are common to these genres.

Grade 4 English Language Arts SE 4.12 (D)

What is the content/concept?

What is the process?

What is the product?

• theme, literary text, literary devices

• analyze, identify, support

• T-Chart

Analyze a literary text to identify the theme. Complete a T-Chart with the devices used to develop the theme. For each device, draw a selection from the text that illustrates how the author used the device to develop the theme.

English I SE 11 (A)

Concepts

Key Understandings

Instructional Focus Document

• Sets Parameters within the district– All Student Expectations are identified and

taught during the school year.

– Issue of internal district mobility

I nstructionalDelivery

Sequenced Plan of

Learning

Activities(Unit)

Engage

Explore

Explain

Elaborate

Evaluate

I nstructionalDevelopment

CurriculumFramework

Concepts & Key

Understandings

Unit Map

TEKS

PerformanceIndicators

Key Understandings

Performance Continuum

Sequence Topics

Embed Concepts

Draft PerformanceIndicators

I nstructional Focus

TEKS“Unpack”

Concept SkillsContent

SEQUENCED

Yearly Map Based on Instructional Focus

DocumentsExample of Unit

Framework© 2005, National Education

Resources, Inc. & Region 8 ESC

Instructional Units

• TEKS• Concepts• Key Understandings• Performance Indicators• Content• Skills• Rubrics• Sequence of Lessons

• Component Lessons• Description

The lessons provide a comprehensive resource of exemplar instructional activities. Based on the 5E model, the lessons are designed to ensure

that students meet the performance indicators determined for the specified standards. The system can be used without any other additional resources.

• TeachersTeachers use the lessons to:

*Plan high quality instruction*Ensure that instruction, assessment, and

curriculum standards are fully aligned*Engage student in an active learning process*Springboard into other teacher developed/

selected lessons inspired by the exemplars

Curriculum Collaborative

The 5E Model

• ENGAGE- The students are hooked with an event or question.

• EXPLORE- The students explore the concept, skill or behavior with hands-on experiences.

• EXPLAIN- The students analyze and explain the concept, skill or behavior that is explored.

• ELABORATE- The students apply the concept, skill or behavior to other relevant situations.

• EVALUATE- The students demonstrate an understanding of the concept through authentic

assessment.

Non-negotiable

The unit components for the four core areas are:• Year at a Glance• Vertical Alignment Document• Instructional Focus Documents

(Scope/Sequence)• Unit of Study, • Key Concepts, • Key Understandings,• Performance Indicators• Key Skills• Guiding Questions, • Content Vocabulary,• The Five E Model (Engage,

Explore, Explain, Elaborate, and Evaluate)

The unit components are to be used and implemented “as is”.

Negotiable

The lesson framework provides an outline of the unit lessons.

The individual lessons may be suitable for all students; however, there may be times, when lessons may need to be modified, provided that all the mandatory components are included.

Vertical Alignment Documents+

Instructional Focus Documents+

Units of Study+

SIOP Sheltered Instruction Observation Protocol(McAllen ISD Initiative)

= STUDENT & TEACHER SUCCESS

Curriculum Collaborative

Celebrate in Building a Brighter Future for

All MISD students.

Reflections

This is important because…

The big idea is…

What I want to know more about…