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Standards to Curriculum Curriculum to Standards

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Page 1: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Standards to Curriculum

Curriculum to

Standards

Page 2: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

A Series of Four CIVS

Instructional Facilitators, Math Content Leads, Instructional Facilitators, Math Content Leads, Specialists and AdministratorsSpecialists and Administrators

December 1, 2011December 1, 2011

February 29, 2012February 29, 2012

May 16, 2012May 16, 2012

Page 3: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Questions

Collect at your site Collect at your site

Send as an e-mailSend as an e-mail

[email protected] or [email protected] or [email protected]@sbcglobal.net

Deadline 12:30 pmDeadline 12:30 pm

Page 4: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

AR Frameworks vs. CCSS

Witten by Arkansas Teachers for Arkansas Witten by Arkansas Teachers for Arkansas TeachersTeachers

A National Working Group and a Three Person A National Working Group and a Three Person Writing TeamWriting Team

http://www.youtube.com/user/TheHuntInstitute http://www.youtube.com/user/TheHuntInstitute - p/u/dnjbwjdcPjE- p/u/dnjbwjdcPjE

Page 5: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Progressions

Content ProgressionContent Progression

Learning ProgressionLearning Progression

Learning TrajectoriesLearning Trajectories

Construct MapsConstruct Maps

Page 6: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Content Progressions

… …narrative documents describing the narrative documents describing the progression of a topic across a number of progression of a topic across a number of grade levels, informed both by research on grade levels, informed both by research on children's cognitive development and by the children's cognitive development and by the logical structure of mathematics. logical structure of mathematics. http://ime.math.arizona.edu/progressions/http://ime.math.arizona.edu/progressions/

Page 7: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Learning Progressions

Four Four Interrelated Guiding Principles of Learning Progressions (LPs)Interrelated Guiding Principles of Learning Progressions (LPs)

1.1. LPs are developed (and refined) using available research and LPs are developed (and refined) using available research and evidence evidence

2.2. LPs have clear binding threads that articulate the essential core LPs have clear binding threads that articulate the essential core concepts and processes of a discipline (sometimes called the ‘big concepts and processes of a discipline (sometimes called the ‘big ideas’ of the discipline) ideas’ of the discipline)

3.3. LPs articulate movement toward increased understanding LPs articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding) (meaning deeper, broader, more sophisticated understanding)

4.4. LPs go hand-in-hand with well-designed and aligned assessmentsLPs go hand-in-hand with well-designed and aligned assessments

http://www.nciea.org/publications/Math_LPF_KH11.pdfhttp://www.nciea.org/publications/Math_LPF_KH11.pdf

Page 8: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Learning Trajectories

If it can be established that most students, at least within a If it can be established that most students, at least within a particular society, within a wide range of ability, and with access particular society, within a wide range of ability, and with access to appropriate instruction, follow a similar sequence, or even a to appropriate instruction, follow a similar sequence, or even a small finite range of sequences, of levels of learning of key small finite range of sequences, of levels of learning of key concepts and skills, then it should be possible not only to devise concepts and skills, then it should be possible not only to devise instructional sequences to guide students in the desired instructional sequences to guide students in the desired directions, but it should also be possible to develop standards and directions, but it should also be possible to develop standards and expectations for students’ performance that are referenced to expectations for students’ performance that are referenced to those sequences; so that the standards, and derived those sequences; so that the standards, and derived assessments, report in terms that have educational meaning and assessments, report in terms that have educational meaning and relevance.relevance.

http://www.cpre.org/ccii/images/stories/ccii_pdfs/learninghttp://www.cpre.org/ccii/images/stories/ccii_pdfs/learning%20trajectories%20in%20math_ccii%20report.pdf%20trajectories%20in%20math_ccii%20report.pdf

Page 9: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Construct Maps

describe how children come to understanddescribe how children come to understand

Richard Lehrer - VanderbiltRichard Lehrer - Vanderbilt

Page 10: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Standards and Curriculum

Standard is the goal.Standard is the goal.

Curriculum is a plan for achieving the goal.Curriculum is a plan for achieving the goal.

Page 11: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Relationship

Standards drive curriculum.Standards drive curriculum.

Curriculum leads to meeting standards.Curriculum leads to meeting standards.

Page 12: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Example 1

2.MD.8 Solve word problems involving dollar 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and pennies, bills, quarters, dimes, nickels and pennies, using $ and ¢ symbols appropriately.using $ and ¢ symbols appropriately.

This does not give the learning progression This does not give the learning progression (learning trajectory/construct map) necessary (learning trajectory/construct map) necessary to achieve this goal.to achieve this goal.

Page 13: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Example 2

No where in the CCSS is there a standard about No where in the CCSS is there a standard about divisibility rules but these rules might be a part of divisibility rules but these rules might be a part of a learning trajectory leading to a standard like:a learning trajectory leading to a standard like:

4.NF.1 Explain why a fraction a/b is equivalent to a 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)….fraction (n × a)/(n × b)….

7.NS.2d Convert a rational number to a decimal 7.NS.2d Convert a rational number to a decimal using long division, know that a rational number using long division, know that a rational number terminates in 0s or eventually repeats.terminates in 0s or eventually repeats.

Page 14: Standards to Curriculum Curriculum to Standards. A Series of Four CIVS Instructional Facilitators, Math Content Leads, Specialists and Administrators

Learning Progressions Formative Assessment

Formative assessments should be designed to Formative assessments should be designed to help teachers identify where a student is in a help teachers identify where a student is in a learning progression, indicating the next steps learning progression, indicating the next steps for instruction with each student and or for instruction with each student and or “group” of students. (RTI)“group” of students. (RTI)

We must attend to each students cognition We must attend to each students cognition (thinking) at each step in the instructional (thinking) at each step in the instructional sequence.sequence.