curriculum writing

Curriculum Writing Curriculum Writing Curriculum Writing Curriculum Writing

Candace Wallace, Director of Curriculum & Testing

June, 2009

TopicsTopicsTopicsTopics

• The Process

• What is Curriculum?

• What is Instruction?

• What is Assessment?

Instructional ProcessInstructional ProcessInstructional ProcessInstructional Process

• the Plan - Curriculumthe Plan - Curriculum

• The Delivery - InstructionThe Delivery - Instruction

• The Evidence - AssessmentThe Evidence - Assessment

What is CurriculumCurriculumWhat is CurriculumCurriculum

"a plan for a sustained process of teaching and learning"

David Pratt, 1997.

What is InstructionInstruction?What is InstructionInstruction?

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

What is AssessmentAssessment?What is AssessmentAssessment?

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.

Curriculum Curriculum Curriculum Curriculum

State standards State standards Needs of the studentsNeeds of the studentsCurrent educational researchCurrent educational researchDistrict standards District standards

Curriculum writing is guided by:Curriculum writing is guided by:Curriculum writing is guided by:Curriculum writing is guided by:

Mile wide, Inch deep….Mile wide, Inch deep….Mile wide, Inch deep….Mile wide, Inch deep….

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

CURRICULUM FOR THE CURRICULUM FOR THE 2009-20102009-2010

CURRICULUM FOR THE CURRICULUM FOR THE 2009-20102009-2010

PAST PAST FUTUREFUTURE

Content Coverage Content Coverage Less Content/More Depth

Repetition/Review Repetition/Review Coordinated/Articulated

Transmission of Facts Transmission of Facts Active Learning to Reflect

Critically, Think Creatively, Problem Solve

Rigid Boundaries Between Rigid Boundaries Between Disciplines Disciplines

Connections among Subject Areas

Rich, Worthwhile Content Rich, Worthwhile Content to Advanced Students to Advanced Students

Rich Worthwhile Content to All Students

InstructionInstructionInstructionInstruction

In Understanding by Design 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 The Backward Design Process

Instructional Development Instructional Development Instructional Development Instructional Development

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 The Backward Design Process

In other words…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?

Assessment using UbDAssessment using UbD

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 Components of a Curriculum FrameworkCurriculum Framework




Curriculum Guide -Curriculum Guide -Philosophy or rationaleCourse DescriptionStandardsOutlineBibliographyInstructional Blueprint

Handbook (teacher)-Handbook (teacher)-Detailed resourcesSample unit and lesson plansExamples of cross discipline integrationClassroom and instructional process

Why Such a Detailed Why Such a Detailed Framework?Framework?

Why Such a Detailed Why Such a Detailed Framework?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

The Curriculum GuideThe Curriculum GuideThe Curriculum GuideThe Curriculum Guide

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

• 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 BlueprintThe Instructional BlueprintThe Instructional BlueprintThe Instructional Blueprint

• Organizes this information into an easily accessed visual that presents a timeline of instruction by teacher and course.



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.

The Instructional BlueprintThe Instructional BlueprintThe Instructional BlueprintThe Instructional BlueprintInstructional ObjectivesInstructional Objectives

NJCCCSNJCCCSEssential skills & conceptsEssential skills & conceptsEnduring UnderstandingEnduring UnderstandingEssential Questions Essential Questions

Measurable OutcomesMeasurable OutcomesStrategies and best practicesStrategies and best practicesMethods of Assessment Formative & Methods of Assessment Formative &

SummativeSummativeProject based learning tasksProject based learning tasksAuthentic AssessmentsAuthentic Assessments

Pacing Timeline Pacing Timeline

Instructional BlueprintInstructional BlueprintInstructional BlueprintInstructional Blueprint

Clarity of Goals

StudentStudent LearningLearningStudentStudent LearningLearning

What students should know What the students can do

MEASURABLE

MEASURABLE

OUTCOMES

OUTCOMES

Authentic Assessments

Focus on Critical Analysis &

Problem Solving

Thematic Units, Topics & TimelineThematic Units, Topics & TimelineThematic Units, Topics & TimelineThematic Units, Topics & Timeline

NJCCCS

Alignment

A Unified PlanOf EvaluativeMeasures

Essential Skills and Concepts

The HandbookThe HandbookThe HandbookThe Handbook

• A teacher handbook

• A reference tool

• Includes any ancillary materials

• Examples of thematic units

• Examples of Target ActivitiesTarget Activities

Curriculum Review ProcessCurriculum Review Process

Research and review district data and best practices




Analyze data and begin construct of strategies to improve deficiencies

Review resources and NJCCCS

alignment




Review Resources and NJCCCS Alignment

Design the Curriculum

addressing all of the

components




Review Resources and NJCCCS

alignment

Design the Curriculum

SUSTAINABILITYSUSTAINABILITY

•Professional Development

•Review Textbooks and Resources

•Update Primer

•Monitor student skill sets with matrix and adjust instruction and curriculum


Analyze data and begin construct of

strategies to improve

deficiencies


ProceduresProceduresProceduresProcedures

• Posting

• Apply for position

• OBOE approval

• Notification of Approval– Timeline – Instructions for using the Wiki– Instructions for submitting paperwork


PlanningDesignDevelopment

=

a viable Curriculum Guide and

Instructional Handbook

curriculum writing

Documents

curriculum frameworkcomponents

curriculum guidedelineates

curriculum state standards

instructional standards

students instruction

student outcomes

student skills

student learning