developing a curriculum for all student abilities using common core mena common core conference...
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DEVELOPING A CURRICULUM FOR ALL STUDENT ABILITIES USING COMMON CORE
MENA Common Core Conference Dubai 2015
Presenter: Loretta Sanders
Team Possible
Our Goals for Today Are ….
• To identify stakeholders and how they affect curriculum writing
• To define trajectory and analyze how it factors into curriculum writing
• To work collaboratively to formulate benchmarks/skills using data
• Discuss what factors to consider when designing a professional development plan
• To have fun learning from each other
Identify and Engage All Stakeholders
Student and
Parents
School Leaders
Government
Community
What information do we need to know about each stakeholder? Why?
Identify and Engage All Stakeholders
• What am I required to provide ?
• What am I not allowed to include?
• Who am I servicing • Resources
• Expectations• Resource availability• Beliefs about education or expected outcomes
• Religious/Cultural Beliefs
• Average ability
Student and
Parents
School Leaders
Government
Community
Team Professional Development
• Ensure that all members of the curriculum team are well versed in both in Common Core Standards (CCS) and Next Generation Science Standards (NGSS)
Are You Ready to Write?
Visualize the Standards’ Full ‘Trajectory’
What is Trajectory?
• According to Consortium for Policy Research in Education (CPRE) members Daro, Mosher and Corcoran trajectory can be described as:
• typical, predictable sequences of thinking that emerge as students develop understanding of an idea
• model descriptions of the development of student thinking over shorter ranges of specific topics
Learning Trajectories in Mathematics, (Daro, Mosher, & Corcoran, January 2011)
Development of Learning Trajectories vs. CCSS
• Learning Trajectories begin by defining a starting point based on children’s entering understanding and skills and then working forward
• CCSS were begin at the level of college and career ready standards backwards down through the grades. This mapping is based on a logical rendering of the set of desired outcomes needed to define pathways or benchmarks to the standard.
Learning Trajectories in Mathematics, (Daro, Mosher, & Corcoran, January 2011)
Visualize the Standards’ Full ‘Trajectory’
• When visualizing the standards’ full “trajectory”, what are some factors to consider to help ensure it reaches its target?
Hitting the Mark!
• On your paper draw a target to represent your student population.
• On the rings around your target write all the factors you must consider to meet full trajectory.
• Draw a arrow.
• On your arrow write all the resources you feel you need to meet your goals.
Full ‘Trajectory’
• Nationalities of teachers (Prior knowledge or teacher training)
• Available resources
• Language barriers
• Cultural barriers
• Culture of learning – What do stakeholders believe about learning?
Perform a Gap Analysis
What• Current Curriculum
• Test data- Lexile and International norms
• Government requirements
• WIDA
How• Line by line
• Gather school reports and identify areas of weakness
• Speak to government officials and/or ask for requirements to be given to you in writing
Review and Reflect
• What have we learned?
• How and where in my curriculum do I apply what I have learned?
• Did we take the time to celebrate all our hard work thus far?
Are You Ready to Write?
Think About How Standards Cross Curricular Disciplines
• Read and Reread all standards
• Meet with colleagues, subjects specialists and teachers to discuss what they know
• Research.. Research…Do More Research
Are You Ready to Write?
The Steps
Disclaimer: There are a number of ways to write curriculum. You could possibly do it in less than 10 steps but it seemed like a good even number
Step 1
Read the standard
What is in a Standard?
• Identify the verbs and what students are being asked to do
Key Ideas and Details:
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
What’s in a Standard?
CCSS.Math.Content.HSN.RN.B.3
Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Step 2
Go back and review your trajectory
Nationality of teacher Available resource
WIDA
Language barriers Cultural barriers
Culture of learning
Step 3
WRITE WITHOUT FEAR
WIDA Performance Definitions Listening and Reading, Grades K–12
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process…
…within sociocultural contexts for language use.
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 6 – Reaching Language that meets all criteria through Level 5, Bridging
Level 5 Bridging
• Rich descriptive discourse with complex sentences
• Cohesive and organized related ideas
• Compound, complex grammatical constructions (e.g., multiple phrases and clauses)
• A broad range of sentence patterns characteristic of particular content areas
• Technical and abstract content-area language
• Words and expressions with shades of meaning for each content area
Level 4 Expanding
• Connected discourse with a variety of sentences
• Expanded related ideas
• A variety of complex grammatical constructions
• Sentence patterns characteristic of particular content areas
• Specific and some technical content-area language
• Words and expressions with multiple meanings or collocations and idioms for each content area
Level 3 Developing
• Discourse with a series of extended sentences
• Related ideas
• Compound and some complex (e.g., noun phrase, verb phrase, prepositional phrase) grammatical constructions
• Sentence patterns across content areas
• Specific content words and expressions
• Words or expressions related to content area with common collocations and idioms across content areas
Level 2 Emerging
• Multiple related simple sentences• An idea with details
• Compound grammatical constructions
• Repetitive phrasal and sentence patterns across content areas
• General and some specific content words and expressions (including cognates)
• Social and instructional words and expressions across content areas
Level 1 Entering
• Single statements or questions• An idea within words, phrases,
or chunks of language
• Simple grammatical constructions (e.g., commands, Wh- questions, declaratives)
• Common social and instructional forms and patterns
• General content-related words• Everyday social and
instructional words and expressions
WIDA Performance Definitions Speaking and Writing, Grades K–12
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce…
…within sociocultural contexts for language use.
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 6 – Reaching Language that meets all criteria through Level 5, Bridging
Level 5 Bridging
• Multiple, complex sentences• Organized, cohesive, and
coherent expression of ideas
• A variety of grammatical structures matched to purpose and nearly consistent use of conventions, including for effect
• A broad range of sentence patterns characteristic of particular content areas
• Technical and abstract content-area language
• Words and expressions with precise meaning related to content area topics
Level 4 Expanding
• Short, expanded, and some complex sentences
• Organized expression of ideas with emerging cohesion
• A variety of grammatical structures and generally consistent use of conventions
• Sentence patterns characteristic of particular content areas
• Specific and some technical content-area language
• Words and expressions with multiple meanings or common collocations and idioms across content areas
Level 3 Developing
• Short and some expanded sentences with emerging complexity
• Expanded expression of one idea or emerging expression of multiple related ideas
• Repetitive grammatical structures with occasional variation and emerging use of conventions
• Sentence patterns across content areas
• Specific content words and expressions (including content-specific cognates)
• Words or expressions related to content areas
Level 2 Emerging
• Phrases or short sentences• Emerging expression of ideas
• Formulaic grammatical structures and variable use of conventions
• Repetitive phrasal and sentence patterns across content areas
• General content words and expressions (including common cognates)
• Social and instructional words and expressions across content areas
Level 1 Entering
• Words, phrases, or chunks of language
• Single words used to represent ideas
• Simple grammatical constructions (e.g., commands, Wh- questions, declaratives)
• Phrasal patterns associated with common social and instructional situations
• General content-related words• Everyday social and instructional
words and familiar expressions
Wheels of Help
Webb: DOK wheel Revised Blooms 21st Century
Example
• RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.
In dramas and poems the student will be able to establish the point of view and tell how their own point of view is different from the narrator’s or the characters RL.6
The student will be able to express their own point of view. RL6
Example
• RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
The student will quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text by:
identify details and examples in text use the author’s name or expressions like, “the author states”, or “in the
author’s opinion” when quoting from the texts cite specific examples and details to support inferences when inferring from the text, cite what the author said that lead to that
conclusion. RL1
Step 4
Step 5
Go Back to Step 1
Step 6
Rewrite
Step 7
Share with an outsider
Step 8
Revise as needed
Step 9
Publish
Step 10
Writing the Benchmark/Skill
• On your paper write the benchmarks/skills that your students need to achieve in order to meet the standard your group has chosen. Be sure to consider all schools data
• Write all the prior benchmarks/skills you feel they must master before meeting the standard
• You have 10 minutes for this task. At the then of 10 minutes the alarm will sound and you will pass your paper to the group sitting to your left.
• Once your group receives the other group’s sheet, you will have 10 minutes to write your own benchmarks and skills or agree and tell why
School Data
School Data 10% Native English
30% English Fluent
60% Non Native English
Teachers:
15% English, 15% South African, 10% New Zealand, 35% Irish, 25 % American,
Student Data 15% Native English40% English Fluent 45% Non Native English Teachers: 15% English, 10% South African, 15% New Zealand, 10% Irish, 50% American,
Student Data 95% Native English Speakers
5% Non Native Speakers
98% Non- American
Teachers:
40% English, 30% South African, 10% New Zealand, 15% Irish, 5 % American,
Reflect and Review
• Go back and revisit each step
• Are each of the benchmarks/skills measurable?
• Is the curriculum both vertically and horizontally aligned?
• What is the best way to implement the proposed changes? Do I have teacher buy in? If not, how can I get it?
What's Happening in America
According to the CEP survey, states that have adopted the Common Core standards are taking various actions to help teachers master the new standards and use them to guide instruction. All of the states that responded to survey questions about teachers are developing materials for professional development, and all are carrying out statewide professional development initiatives for teachers about the new standards.
Of the 38 Common Core-adopting states that responded to the survey (including the District of Columbia):
• 27 are aligning the content of teacher preparation programs with the CCSS
• 25 are modifying or creating educator evaluation systems that hold educators accountable for student mastery of the standards
• 23 are developing and implementing new-teacher induction programs to help new teachers master the standards
One of the most important things educators will need to learn is how to deliver instruction so that students are empowered to effectively apply their knowledge in real-world situations, says Marji Freeman, Director of Professional Development at Math Solutions
Provide Professional Development
Click icon to add pictureEach school setting is different. Consider all the factors needed to meet full trajectory.
Create opportunities for teachers to meet and discuss the curriculum.
As coordinator, find professional development opportunities online or at a local venue for staff members to attend.
Last Thought
A curriculum is a living document that never stops growing. Just as new trends in education, technology and world travel develop, so to should your curriculum. The minute you think it is finished, go back and start over.
References
• 10 Steps for Migrating your curriculum to Common Core. (2015) (1st ed.). Retrieved from http://www.achieve3000.com
• Common Core State Standards For English Language Arts & Literacy In History/Social Studies, Science, And Technical Subjects a.http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf• The English Lanuage Development Standards. (2012) (3rd
ed.). Retrieved from https://www.wida.us/standards/eld.aspx
Resources
• https://www.wida.us/
• National Science Teachers Association - https://www.nsta.org/
• ASDC- http://www.ascd.org/Default.aspx
• EduCore: Tools for Teaching Common Core- http://educore.ascd.org/channels/0e7ad8a6-1615-40be-8582-7a5ff9a3c083
• Common Core Implementation Video Series -
http://www.tameen.ae/en/contact/locate-us
Resources
• Partnership for Assessment of Readiness for College and Careers (PARCC)- http://www.parcconline.org/resources/educator-resources/model-content-frameworks
• Websites for Common Core Standards- http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Common_Core_Standards_websites14.pdf
• Achieve the Core Math focus - http://achievethecore.org/content/upload/Focus_in_Math_06.12.2013.pdf
