An overview….

CURRICULUM SCROLLING 101

Curriculum Scrolls• Scope &

Sequence• Integrative• Responsive

to student needs

WHAT ARE CURRICULUM SCROLLS?

Understand the Curriculum Standards

Understand typical student needs

Understand the big teaching ideas for

the year across disciplines

Map the curriculum out for the year

looking for authentic ways to integrate subjects

Design individual teaching units

THE CURRICULUM SCROLLING PROCESS INCLUDES…

HOW DOES CURRICULUM

SCROLLING SUPPORT THE DANIELSON

TEACHER EVALUATION MODEL?

1a

DEMONSTRATING KNOWLEDGE OF

CONTENT AND PEDAGOGY

Element Proficient Distinguished

Knowledge of content and the structure of the discipline

Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another

Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines

Knowledge of prerequisite relationships

Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts

Teacher’s plans and practices reflect understanding of prerequisite relationship’s among topics and concepts and a link to necessary cognitive structures by students to ensure understanding

1c

SETTING INSTRUCTIONAL

OUTCOMES

Element Proficient Distinguished

Value, sequence, and alignment

Most outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning.

All outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning both in the discipline and in related disciplines.

When using the curriculum scroll to design individual units of instruction, many more elements of the Danielson framework are touched upon such as:

• 1a: Demonstrating Knowledge of Content and Pedagogy

• 1b: Demonstrating Knowledge of Students• 1c: Setting Instructional Outcomes• 1d: Demonstrating Knowledge of Resources• 1e: Designing Coherent Instruction• 1f: Designing Student Assessments

HERE SOME CURRICULUM

SCROLLING EXAMPLES FROM

FOUNTAINDALE ELEMENTARY

SCHOOL

Organized by content area.

Science/Social Studies form the content basis for ELA instruct ion.

Math integrates where possible but often stands alone.

2ND GRADE SCROLL

These teachers used color-coded st icky notes for each content area.

They chose to create a separate scrol l to map out science and social studies instruction in more detai l .

4TH GRADE SCROLL

The music teacher chose to make purposeful connections on this scrol l using pink Post- I t notes.

KEY

The curriculum scrol l led teachers to create unit plans.

Visible here are the assessments that wi l l be used for one Grade 1 ELA unit.

UNIT PLAN

THE ELA COMMON CORE IS RECURSIVE

1. Identify big ideas in science and social studies and map out your teaching progression for the whole year.

2. Add all of the ELA standards. Think, “How can I make authentic connections between the content areas and ELA instruction?”

3. Add math, remembering that in many ways math will not necessarily connect to the rest of the content areas.

4. Use your curriculum scroll to plan units of study.5. Revise your curriculum scroll as needed during the

year.

CURRICULUM SCROLL PROCESS

April-May 2013: Develop curriculum scrolls (for the 2013-14 school year)

during CFIP & team planning time. August 2013:Revise curriculum scrolls as necessary.Develop August/September units of study aligned to the

curriculum scrolls. Teams will need to agree upon the unit focus and the summative assessment to be used for each unit developed. Teachers will have the freedom, if chosen, to work on the development of their daily lesson plans/selection of materials/sequence & style of teaching.

Ongoing 2013-14:Revise the curriculum scrolls. Develop further units of study as time progresses.

TIMELINE FOR IMPLEMENTATION