Overview of the Information
• McREL research on guaranteed and viable curriculum;
• NCSD Essential Curriculum;• Work accomplished to date;• Next steps and expectations
Learning Goals
By the end of this session participants will know and be able to:
1. Understand the premises of a guaranteed and viable curriculum;
2. Understand the work done in NCSD to create an Essential Curriculum;
3. Support the implementation of the Essential Curriculum;
4. Sustain the ongoing use of the Essential Curriculum;5. Contribute to large and small group discussions; and6. Learn from others and have fun!
Personalizing the Learning Goals
Record your answers to the following questions:
• What are YOUR goals for this workshop?
• What do you need to do to reach YOUR goals?
Warm Up Activity
Working with the people at your table, take the pieces in the envelop and put the puzzle together. As you are constructing the puzzle, discuss how putting a puzzle together is similar to creating a curriculum.
Eleven Influences on Student Learning
LEADERSHIP
LEADERSHIP
LE
AD
ER
SH
IPL
EA
DE
RS
HIP
School
Teacher
Student
1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism
6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design
9. Home Environment10. Learned Intelligence/Background Knowledge11. Motivation
SCHOOL AVERAGEES
PERCENTILEGAIN
Alignment .88 31
Time .39 15
Monitoring .30 12
Pressure to Achieve .27 11
Parental Involvement .26 10
School Climate .22 8
Communication and Decision Making
.10 4
Cooperation .06 2
Marzano (2000)
School Level Influences
Guaranteed & Viable Curriculum Questions to Focus on the Actions
1. Are essential content (knowledge and skills) identified
for all students?
2. Is there adequate time for students to learn essential
content, knowledge and skills?
3. Does attention remain focused on the goals for
learning the essential curriculum regardless of the
distractions that may arise during a year?
A time to debrief and reflect…
1. What did you discover during your discussion?
2. Were the people at your table aligned in their thinking related to the questions?
3. What other questions arose during your discussion?
4. Additional thoughts…
“Curriculum is the sequencing and pacing of content along with the experiences students have with that content.” Marzano, 2003
Content standards define the knowledge and skills students are expected to acquire.
What is Curriculum?
What is a Guaranteed and Viable Curriculum?
Guaranteed and viable curriculum is….– Opportunity for students to learn the
content.– Adequate time for teachers to teach the
content.– Overall, ensuring that the articulated
curriculum content for any course or any grade level can be adequately addressed in the time available (viability).
Marzano, 2003
A Guaranteed and Viable Curriculum Includes…
Essential content that endures over time. Concepts, generalizations, principles, skills and processes are essential for students to thrive in the 21st century. When making the decision about what is essential content ask the question,
“What will students need to know and be able to do to thrive in the 21st century?”
Developing a Guaranteed and Viable Curriculum: A Fieldbook (McREL, 2007 unpublished)
Criteria for Essential Content
• Ideas/information or skills/processes that endure over time
• Knowledge that can be generalized over time• Skills/processes that need to be automatic• Information (vocabulary, facts, details) that
students need in order to develop understanding of concepts, generalizations, principles or foundational skills and processes
Developing a Guaranteed and Viable Curriculum: A Fieldbook (McREL, 2007 unpublished)
Criteria for Supplemental Content
• Interesting but not essential to understanding
• Not related to grade-level content standards
Developing a Guaranteed and Viable Curriculum: A Fieldbook (McREL, 2007 unpublished)
A time to reflect and review…
1. Guaranteed and Viable Curriculum
Opportunity
Time
viability
2. Essential Content Concepts, generalizations, principles, skills and processes are essential for students to thrive in the 21st century.
3. Nonessential Contentsupplemental
Taking a deeper look at what students need to know
and be able to do…
• Declarative Knowledge
• Procedural Knowledge
Types of Knowledge
• Declarative knowledge ~ information the learner must know or understand.
• Procedural knowledge ~ requires the learner to perform a process or to demonstrate a skill.
Organizing Ideas
Vocabulary Terms and
Phrases
Details
Processes
Skills
Tactics
Algorithms
Declarative Procedural
Episode
Cause/Effect
Time Sequence
Facts
Concepts (Standards)
Generalizations
Principles
Types and Levels of Knowledge
Organizing Ideas
Vocabulary Terms and
Phrases
Details
Declarative
Episode
Cause/Effect
Time Sequence
Facts
Concepts (Standards)
Generalizations
Principles
Types and Levels of Knowledge
Declarative Knowledge
• Understand that words and pictures convey ideas or meaning in a text.
• Understand that animals have characteristics that help them adapt to their environment.
• Know the causes and effects of the American Revolution.
• Know the rules that govern various sports.
• Understand the concept of mutation.
At least four experiences, spread no more than two days apart, are required to learn declarative (information) knowledge at an adequate level (Nuthall, 1999; Rovee-Collier, 1995).
Types of Knowledge
2. Procedural knowledge ~ requires the learner to perform a process or to demonstrate a skill. Follow steps.
Procedural Knowledge
• Solve multi-step problems involving fractions, decimals, and basic percents.
• Use prewriting strategies to plan written work.
• Predict possible results of scientific investigations.
• Solve simple inequalities and non-linear equations with rational number solutions, using concrete and informal methods.
• Summarize information found in texts.
• Students need about 20-24 practice sessions before the teacher can be reasonably sure the students grasp the new skill enough to use it effectively on their own (80% competency).
• The increments of learning gradually get smaller and smaller as students fine tune their knowledge and skills.
Schedule massed and distributed practice
RELATIONSHIP BETWEEN MASSED AND DISTRIBUTED PRACTICE
Week 1 Week 2 Week 3 Week 4
At first, practice sessions should be very close together (massed). When students are first learning a skill, they should practice it immediately and often. Over time, practice sessions can be spaced apart (distributed).
Working with a partner…
1. Solve this problem
Divide 1 ¾ by ½
2. Show your work and be able to explain the procedure you used and your answer.
3. Keep track of the vocabulary used during this exercise.
Organizing Ideas
Vocabulary Terms and
Phrases
Details
Processes
Skills
Tactics
Algorithms
Declarative Procedural
Episode
Cause/Effect
Time Sequence
Facts
Concepts (Standards)
Generalizations
Principles
Types and Levels of Knowledge
Declarative Procedural
Know/Understand Skilled/Master
Science
Mathematics
History
Geography
Language Arts
92% 8%
49% 51%
98% 2%
97% 3%
25% 75%
Current Research on Types of Knowledge
1. The exposures to declarative knowledge should be at least 4 times within two days.
2. Students should be provided with multiple opportunities to apply generalizations and principles (organizing ideas) once they understand them.
3. There should be 20 to 24 practices for procedural knowledge in order to reach 80% proficiency. Released over time.
4. Tactics are sets of steps that can be completed in any order.
5. Algorithms are sets of steps that must be completed in the same order every time.
Declarative and Procedural Knowledge
1. Use prewriting strategies to plan written work
2. Predicts possible results of scientific investigations
3. Solves simple inequalities and non -linear equations with rational number solutions, using concrete and informal me thods
4. Understands that words and pictures convey ideas or meaning in a text
5. Understands that animals have characteristics that help them adapt to
their environment
6. Prepares a slide for biology.
7. Knows the causes and effects of the American Revolution
8. Summarizes information found in texts
9. Follows steps in a recipe
10. Knows the rules that govern various sports
11. Understands the concept of mutation
12. Knows vocabulary terms: Tourism, urban, rural, plateau
13. Solves multi -step problems involving fractions, decima ls, and basic percents
14. Points to the constellation Orion
Will I be accepted?
Can I do the work?
Two questions that Natrona County students ask every day when
they arrive at school…
Two questions that Natrona County students ask every day when
they arrive at school…
ESSENTIALCURRICULUM
Will I be accepted?
Can I do the work?
Using Scenarios• Break into groups of 4’s• Two members of the group read the scenario about Jake
while the remaining two read the scenario about Sara• As you read, make notes pertaining to what information
stands out and/or resonates with you• Be prepared to share your scenario and thinking with the
other members of your team
• Begin the discussion by sharing the information related to the scenario about Jake
• When you have finished discussing Jake, move to the scenario about Sara
• Complete your discussion by sharing what you believe to be the major implications to be drawn from the scenarios
NCSD Essential Curriculum
• A district-wide curriculum and identifies the essential information necessary for students to be successful on PAWS
• The Essential Curriculum is part of a larger curriculum referred to as the Comprehensive Curriculum
Essential Curriculum(Aligned with PAWS)
Comprehensive CurriculumC
om
preh
ensive C
urricu
lumC
om
pre
hen
sive
Cu
rric
ulu
m
Comprehensive Curriculum
What is unpacking?
A systematic process for uncovering the content and skills embedded within the content standards, benchmarks, and assessment documents.
Why is unpacking important?
Due to the fact that the standards and benchmarks are broad, teachers need a more complete listing of the content and skills that students need to acquire in order to meet the requirements of the standards and be successful on PAWS.
What are the results of unpacking?
• Teachers have a greater sense of what should be taught
• Teachers feel greater efficacy• Students across the district have the same
learning targets and are held to equal levels of performance
• The essential curriculum remains the same as students move between and among district schools
Is there a systematic process that can be employed?
Yes, teachers and administrators can work collaboratively to unpack the standards, benchmarks, and assessment documents using a process that will create depth of understanding for all stakeholders
Vocabulary
• Identify and list key vocabulary that students must know in order to be proficient at meeting the requirements of the standards and benchmarks. That is, what vocabulary words must students understand in order to learn the essential content?
Personal impact of change
“It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear . . . It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.”
~ Marilyn FergusonThe Aquarian Conspiracy:
Personal and Social Transformation in the 1980s
What does this mean for me as a leader in the NCSD?
• Familiarize yourself with the information;• Share information about the NCSD Essential
Curriculum with staff;• Support the initiative at school and with patrons;• Set time aside to work with grade-level and
curricular areas teams;• Set the expectation with staff for ongoing use of
the NCSD Essential Curriculum ; and• Other activities as necessary
Expected Outcomes for Essential Curriculum and Goal-Setting in 2007-08
• Teachers, Instructional Facilitators, and Principals will be able to access the NCSD essential curriculum documents and utilize them for lesson planning, collaboration, and improving student learning.
• Teachers, Instructional Facilitators, and Principals will become more aware of the importance of and tools for classroom and student goal setting.
• Teachers, Instructional Facilitators, and Principals will be able to access and utilize formative and summative assessment data.
• Teachers will set at least one classroom goal during first semester.
Give One, Get One
Directions:
Write three ideas that you think are important to remember from the session in the spaces marked 1 – 3. Circulate the room, stopping to talk with different individuals. Give each individual you talk to one of your ideas. Get one idea in return and continue until all ten spaces are filled.
Two X Two*
Use the space provided to reflect upon your learning from today. Include how what you have learned will be shared and utilized. When you have completed your writing find a partner and share your thinking and allow your partner to do the same. When the two of you have completed your conversation, find two more people and share as a group of four.
*Optional instead of Give One Get One
The contents of this presentation have been prepared by McREL for use by the Natrona County School District and may not be reproduced or distributed for any purpose
outside of the district without prior permission of McREL.
To seek permission, send e-mail to [email protected] with details of your proposed use.
Top Related