concurrent work session ii
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Concurrent Work Session II. Sequence Development Arts Education. - PowerPoint PPT PresentationTRANSCRIPT
Concurrent Work Session II
Sequence Development Arts Education
Vision for Arts Education
In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.
NCDPI Arts Education Reviewers for GTN
Christie Lynch EbertSection Chief, K-12 Program AreasArts Education (Dance and Music) and NCDPI Liaison to the A+ Schools [email protected]
Slater M. MappArts Education Consultant (Theatre Arts and Visual Arts)[email protected]
GTN Facilitators
Ouida MyersInformation and
Technology Facilitator
Nick WinsteadLearning Systems/CUACs
Facilitator
Laurie RayEC Facilitator
Ashley SecorLearning Systems
(Schoolnet) Support
Who are we?
Session Objectives
By the end of this session, and in order to facilitate our work, I will be able to:
– Understand my role and the expectations, including the timeline and deliverables as a GTN participant
– Contact and collaborate with other colleagues in the GTN network – Understand how my content area connects with other areas in the scope
of this work– Access OpenClass, Schoolnet, and the Arts Education GTN wikispace – Describe the content of my initial sequence outline– Utilize the planning documents for the Governor’s Teacher Network to
develop a sequence with 2-4 units having at least 4 lesson plans per unit
Open Class
• http://www.openclass.com/home
*Sign in using your GTN gmail account
Open Class
• http://www.openclass.com/home• Click on arrow at top of page to access Arts
Education Course
NC Arts Education Wiki
http://ances.ncdpi.wikispaces.net/http://ances.ncdpi.wikispaces.net/Day+2+Training+-+Governor%27s+Teacher+Network
Check in meetings
• Webinars for Q and A – Periodic (between due dates)– Focus on common issues– Will be archived and posted on wiki for access
24/7
GTN PLCs
• Who are you?• What are your initial plans?
(Scope of work/Sequence Outline)
• How can we partner to help one another?
Reflecting Time
• What questions do you have at this time?
BREAK
Policy and Legislation
• Basic Education Program (§ 115C-81)
The NC Standard Course of Study
NC Standard Course of Study (NCSCS)
English Language Arts* Literacy Standards for History/Social Studies, Science, and Technical Subjects
Mathematics
North Carolina Essential StandardsArts Education*English Language Development*GuidanceHealthful Living*Information and TechnologyScienceSocial StudiesWorld Languages
* Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.
Musical Pair Share
1. How does arts education prepare students to be future ready?
2. How do the arts connect to other content areas?
3. What are the implications for meeting the needs of all learners as related to arts education?
Standard
How I teach this standard
How this standard is reflected in
student work
How this standard is assessed:
formativebenchmarksummative
Differentiation
Connections
The Big Picture
StrandsDANCE MUSIC THEATRE ARTS VISUAL ARTS
Creation and Performance (CP)
Musical Literacy (ML) Communication (C) Visual Literacy (V)
Dance Movement Skills (DM)
Musical Response (MR)
Analysis (A) Contextual Relevancy (CX)
Responding (R) Contextual Relevancy (CR)
Aesthetics (AE) Critical Response (CR)
Connecting (C) Culture (CU)
Essential Standards Components
• Strands:• Organization
• Common threads of understanding
• [ES] - Essential Standards (<10)
• [COs] - Clarifying Objectives (approximately 2-5 per ES)
• Learning Sequence:• K-8 Grade Levels• HS Proficiency Levels• Organized to embed multiple entry points
DecodingEssential Standard Clarifying Objectives
4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.
4.ML.1.1 Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures.
4.ML.1.2 Execute the performance of vocal ostinatos, partner songs, counter-melodies, and rounds in two or more parts.
4.ML.1.3 Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff.
Grade Level (4)
Strand(ML = Music Literacy)
Essential Standard (1)
Clarifying Objective (3)
Musical Literacy
Revised Bloom’s Taxonomy
• Provides the framework used for all NC Essential Standards
• Common language used for all Essential Standards
• Two-Dimensional: Cognitive Process and Knowledge Dimension
Image Citation 12
HS Proficiency LevelsBeginning Intermediate Proficient Advanced
Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).
Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.
Standards are for students who have achieved intermediate level standards in the discipline at the high school level.
Standards are for students who have achieved proficient level standards in the discipline at the high school level.
Note: students of various proficiency levels may be served within the same class or course.
Information & Technology Essential Standards
• Closely aligned with 21st century skills
• Digital literacy overlaps with English Language Literacy and Arts Literacy
• Embedded into instruction across all content areas
• Includes more than using tech tools
Ouida Myers, Digital Teaching and Learning
IT StrandsSources of Information (SI)
– Evaluate resources needed to solve a given problem.
Informational Text (IN)*– Analyze appropriate strategies when reading for enjoyment and for information.
Technology as a Tool (TT)– Use technology and other resources for assigned tasks.
Research Process (RP)– Design project-based products that address global problems.
Safety and Ethical Issues (SE)– Analyze issues and practices of responsible behavior when using resources.
UDL at a GlanceLaurie Ray, Exceptional Children Division
UDL Principles Principal 1:
Representation
Principal 3:Engagement
Principal 2:Action and Expression
Recognition NetworksThe "what" of learning
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
Strategic NetworksThe "how" of learning
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
Affective NetworksThe "why" of learning
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
What do gifted learners need in order to maximize their learning?
Learning Needs of Gifted: Some, Not All
• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
• Depth: Higher levels of thinking, concepts
• Creativity: Open-endedness, choice
• Acceleration: Rapid pacing, Focus on Growth
• Relevance: Personal interest, Real-world problems and audiences, Connections
Tools and Strategies for Challenging Gifted Learners
• Concept-Based Teaching• Tiered Assignments• Project-Based Learning• Curriculum Compacting• Independent Study with Rubrics• Seminars• Other
All with appropriate challenge!
Formative Assessment• happens during instruction in the classroom• is ongoing—minute to minute or in short cycles• is not graded or used in accountability systems• is descriptive in nature
• Why? – To provide feedback to adjust teaching and learning to help students
improve their achievement of intended instructional outcomes.
Formative Assessment
– Questioning– Discussions– Learning activities– Feedback– Conferences– Interviews– Student reflections
Summative Assessment
• is used to measure student competence or program effectiveness
• is found at the classroom, district, and state levels• is evaluative and used to categorize students so performance
among students can be compared• can be graded and used in accountability systems
Summative Assessment
– Selected Response Items• Multiple choice• True/false• Matching
– Short Answer• Fill in the blank• 1-2 sentence responses
– Extended Written Responses– Performance – Portfolios (may include a combination of any of the above)
Assessments in Summary
Formative– Promotes student learning– Occurs during instruction– Not graded– Process– Descriptive feedback– Continuous
Summative– Helps determine how much
learning has taken place– Occurs at the end of an
instructional unit– Graded– Product– Evaluative feedback– Periodic
GTN Template: Sequence
• Name & Describe:– Sequence– Each unit– Each lesson plan
• Estimate the time needed for each unit and lesson plan
• Select primary Clarifying Objectives from the NCWLES for each Essential Standard in your Strand
GTN Template: Unit Plan
GTN Template: Lesson Plan
K-8 Standards
Quick Reference Guides for the NC Standard
Course of Study
Exit Ticket
• Write any questions you still have or needs for future support on a sticky note and leave it on the chart on your way out!