CURRICULUM CONSTRUCTION II

AMANDA SKELTON & GINA NAAS

Goals and Objectives for Curriculum

Workshops WHY

Make connection between effective curriculum and 4th cycle MSIP curriculum expectations

WHAT

Outline components and qualities of an effective curriculum

HOW

Ensure that curriculum is aligned and implemented

4th Cycle MSIP…it’s all about instruction.

Earning high marks for quality instruction and assessment that yields increased student

learning.

MSIP REVIEW• Based on performance, districts

receive one of four kinds of reviews:–Waiver–Mini-review (desk)–Targeted review–Full review

Targeted or Full Curriculum Review

What: District submits:1. Curriculum for two areas (Math OR Communication Arts AND one other area) 2. All assessments used during a two-week

window except daily “practice” homeworkWho: Panel of experts in cooperation with the Show-Me

Curriculum Administrators Association (SMCAA)When: First two weeks in OctoberWhy: To help answer the essential curriculum question:

“If fully implemented, will this curriculum lead to improved student performance?”

Where:Materials are sent to DESE

1.All school districts will be required to submit curriculum for MSIP for a full review.

Truth1. Only districts receiving a full or targeted

review will be required to submit curriculum for MSIP for a full review.

4th Cycle MSIP Curriculum Misconception

2. The school districts receiving full reviews will be asked to submit both their K-12 math and communication arts curriculum and another randomly selected K – 12 curriculum.

Truth2. The school districts receiving full reviews will

be asked to submit either their K-12 math OR communication arts curriculum and another randomly selected K – 12 curriculum.

4th Cycle MSIP Curriculum Misconceptions

3.There is a specific format for all curriculum documents.

Truth3. There is NOT a specific format for

curriculum documents.

4th Cycle MSIP Curriculum Misconceptions

4.MSIP has defined quality curriculum as one that is aligned only to the GLEs.

Truth4. MSIP has defined quality curriculum as one

that is aligned to the Show-Me Standards and is fully implemented.

4th Cycle MSIP Curriculum Misconceptions

1.Quality of the learner objectives

2.Quality of the articulation of the curriculum among the grade levels (Does curriculum flow from one grade level to the next?)

3. “Guaranteed and viable” curriculum -viable content -opportunity to learn -time

4th Cycle MSIP Curriculum Focus

Today’s Goals

More In-depth Look at MAP Data

Depth of Knowledge

DESE’S Model Curriculum

MAP DATA 2006Content Standards Report

(less than 50 % of the points earned)

Grade Level Content

3 CA MA SC

4 CA MA SS

5 CA MA

6 CA MA

7 CA MA SC

8 CA MA SS

10 CA MA SC

11 CA MA SS

For example – only 17% of the possible points were earned on the 10th grade Punnett Square

Question – I will make sure that I teach Punnett Squares more in-

depth this spring.

What do I do with the Content Standards

Report??

Use it to plan instruction and develop curriculum

MAP should be affirming local assessment! (MM)2

• Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as stated in the curriculum/GLEs/Show-Me Standards.

• Developed by Norman Webb from the University of Wisconsin, Madison.

• Is a common language for educators to use to describe the complexity of the items on an assessment.

• Is a tool that anyone may use to determine if the performance issue of students is an alignment issue, an implementation issue, or an interpretation issue.

• A part of reflective teaching. Language used in 4th cycle MSIP curriculum reviews.

D.O.K. Level-Descriptors

Content→

Level↓CA MA SC SS

Level 1 Recall of

information

Recall Recall

and

Reproduction

Recall of information

Level 2 Basic reasoning

Skill

and

Concept

Skill

and

Concept

Basic Reasoning

Level 3 Complex Reasoning

Strategic Thinking

Strategic Thinking

Complex Reasoning

Level 4 Extending Reasoning

Extending Thinking

Extending Thinking

Extending Reasoning

SYNTHESIS AND EVALUATION“Putting together elements & parts to

form a whole, then making value judgments about the method.”

   EXTENDED THINKING

Requires an investigation; time to think and process multiple conditions of the problem or task.

BLOOM’S TAXONOMY WEBB’S DOK

KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to

mind the appropriate material”

COMPREHENSION“Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a

verbatim repetition.”

APPLICATION“The use of abstractions in concrete situations.”

ANALYSIS“The breakdown of a situation into its component parts.”

RECALL

Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?)

SKILL/CONCEPT

Use of information, conceptual knowledge, procedures, two or more steps, etc.

STRATEGIC THINKING

Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer

Wyoming School Health and Physical Education Network (2001).  Standards, Assessment, and Beyond.  Retrieved May 25, 2006, from http://www.uwyo.edu/wyhpenet

DESE’S MODEL

CURRICULUM

What is it?Where is it?

http://www.dese.mo.gov/divimprove/curriculum/ModelCurriculum/index.html

MO’s Grade Level Expectations provide a

description of the

content represented by the test.