crw2013 - new guide creation day 1

Download CRW2013 - New Guide Creation Day 1

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  • 1. PCS Curriculum Review WeekDay 1June 18-22, 2013Eastern Elementary School

2. Welcome & Introductions 3. Norms for the Week Start & end punctually Dress appropriately Listen actively Disagree respectfully Participate enthusiastically Focus completely (monitor yourtechnology) Have Fun 4. RememberWhat is learned hereleaves here 5. Schedule for the WeekTuesday Wednesday Thursday Establish Focus Big Ideas, EssentialQuestions, and LearningTargets Vertical AlignmentCriteria for Success Continue work fromyesterday Cross-Curricular Units ESL & Literacy IntegrationFinalize Guides 6. Schedule: Day 1 8:00-10:30 Opening Session 10:30-11:45 Work Session Group Introductions Establish Team Norms Establish the Goals 11:45-1:00 Lunch (on your own) 1:00-4:30 Working on the Work 4:30-4:45 Listening/Debrief Session 7. CRW: The Big IdeaCRW is about identifying and designingThe right kind and quality of instructiondelivered withThe right level of intensity and duration toThe right children atThe right time- Joseph K. TorgeseonCatch Them Before TheyFall (1988) 8. Direction for Today1. Understand the purpose and formatof the new guides2. Examine Big Ideas, EssentialQuestions, and Learning Targets3. Identify the big ideas for the year4. Examine Vertical Alignment 9. Deliverables for Today1. Create group norms for your group2. Create draft big-idea framework for theyear3. Review vertical alignment with othergrades 10. The GoalLearning Target:I will create a district curriculumguide.Criteria for Success:The district guide 11. Which do you choose? 12. New Guides: The VisionPCS District Curriculum Guides are a dynamictool to guide and assist education professionalsas they: Develop student sequencingPlan, design, and implement daily instructionIntegrate instruction across disciplinesAssess student learning 13. CRW Week Desired Outcomes Create DRAFT District Curriculum PacingGuides Begin the process for ContinuousImprovement of Teaching and Learning 14. Desired Outcomes 15. Begining with the End in Mind 16. Objectives/Learning Targets go here;Addresses what students NEED to learnCriteria for success goes here focus is on students and notteachersMediaCoordinatorswill assist withthisSampleunit/lessonideasStandards taught go here; this section willchange based on the subject/grade-level(Stage 1)Some subjects will have multiple content areas on the same guide(see next example)(Stage 1) 17. Identifying Big Ideas &Essential Questions 18. Big Ideas: Defining ThemBroad and abstractConceptual lensRepresented by one or two wordsUniversal in applicationTimelesscarries through the agesRepresented by different examples that sharecommon attributes 19. Big Ideas: Finding ThemOrganization of Common Core/Essential Standardslends itself to these Big IdeasStrands or Clusters HELP to determine focusWithin Strands or Clusters there are Big Ideasand Themes that can be unified for the unitframework 20. Big Ideas: Examples of ThemScienceNatural PhenomenaCausal ExplanationsSystems, Order, OrganizationChange, Constancy, MeasurementForm and FunctionEquilibrium/BalanceSystems and InteractionsModels 21. Big Ideas: Ways to Find ThemReview the standards text andCircle recurring nouns to identify ideasUnderline verbs to identify tasksCompare with list of transferable conceptsAsk questions about a topic/standard (Why study..?Whats transferrable about? How wouldbeapplied in the real world?)Generate ideas related to suggestive pairs (light &shadow; matter & energy; sum & difference) 22. Big Ideas: Group Activity1. Read Essential Standards for thegrade/course at your table2. Use sticky notes to record conceptsor skills reflected in the standards.3. Use one sticky note per concept/idea4. Work as a team to organize theconcepts into similar groupings (usesticky notes and brainstorming paper)5. Name the groupings with a Title 23. Essential Questions: Defining ThemAs a table, discuss the purpose of theEssential Questions based on thereading you did to prepare for theweek. 24. Essential Questions: Defining ThemGreat thought-provoking openersGuide unit delivery 25. Essential Questions: Their Roles Asked to be argued Designed to uncover new ideas, views, lines ofargument Set up inquiry, heading to new understandings Deepens understanding Leads to more questions Helps to organize material 26. Essential Questions: Examples What makes wounds heal in different ways? Why is asthma so prevalent in poor urban comminutes? What keeps things from rusting, and why? How do chemicals benefit society? Are animals essential for mans survival? How do scientists find out about objects, living things, events and phenomena? What does it mean to be living? How do living things adapt to the environment? What makes a great story? Why is communication/reading important? How do authors use words to create images? Does a good read differ from a great book? Why are some books fads, and othersclassics? What does an independent reader look like? What do good readers do? How can the way a story is structured help me to read with understanding? 27. Essential Questions: Group Activity1. Refer back to the affinity chart youcreated for your big ideas2. Craft one or two EssentialQuestions that could be used toguide the development of a unit foryour grade level/content area 28. Targets defined Are specific generalizations about the big ideas. Theysummarize the key meanings, inferences, andimportance of the content Can be framed as a full sentence I can 29. Unpacking/Deconstructing the Standard Determine standard/target type(s) Knowledge Reasoning Performance skill Product Identify its underpinning learning targets Create student-friendly I Can statements 30. Learning TargetsMeasurable achievementexpectations of whatstudents should know andbe able to doI will create adistrictcurriculumguide 31. Learning Targets: Developing ThemQuestions to AskWhat will students do during the learningprocess?What are the standards/ criteria for success(content, 21st Century Skills) for desired quality ofwork?Will the learning targets be met after achievingthe criteria for success? If not, what is the nextstep? 32. Learning Targets: Knowledge What students need to know, be ableto do and/or be able to locate (knowoutright vs. know via reference) Often stated in verbs: knows, lists,names, identifies, and recalls 33. Learning Targets: Reasoning Thinking proficiencies using knowledge to solve aproblem, make a decision, plan, etc. Application of knowledge Make up the majority of learning targets Represent mental processes such as predicts,infers, classifies, hypothesizes, compares,concludes, summarizes, analyzes, evaluates, andgeneralizes. 34. Learning Targets: Performance Skill Must be demonstrated, observed, heard,and/or seen to be assessed Examples include oral fluency in reading,playing a musical instrument, demonstratingmovement skill in dance, serving a volleyball 35. Learning Targets: Product Call for students to create a product The product isnt a medium to show the learning;the product IS the learning. Found more often in the arts than in core subjectareas Examples include notating music, using desktoppublishing software to create a variety ofpublications, creating a scatterplot to display data,creating a personal wellness plan. 36. ReminderStandard (target)TypeUnderpinningLearning TargetsKnowledgeReasoningPerformance SkillProduct Product + S + R + KReasoning + KSkill + R + KKnowledge 37. Group ActivityLook at the clarifying objectives related to one clusterfrom your chart1.Record the Title for the cluster2.Develop a question or two that illustrates the Big Ideaand could get to the heart of what we want students todiscover or uncover during their learning.3.Record on chart paper4.From the Big Idea and Essential Question in onecluster from your diagram Determine theUNDERSTANDINGS students should uncover throughoutand by the end of the unit. (Learning Targets) 38. Resource Review Find them all athttp://successforeverychild.com Wikispace(http://pittcountycommoncore.pbworks.com) Content/Grade Level Standards Unpacking Guides 39. Group WorkFor each content area/grade your groupis responsible for:1.Develop norms for your group (online)2.Develop big ideas for the entire year3.Discuss vertical alignment (may need tomeet with other grade levels)4.List the Curriculum Standards/ClarifyingGoals associated with the Theme/Big Idea 40. 3-2-1 Reflection Activity List 3 things you were expectingwhen you arrived today List 2 pleasant surprises Write 1 question you needclarification on for tomorrow