Whats in your Curriculum Guide Content and Terminology EdL 714 Dr' S' Cramer 3607

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Whats in your Curriculum Guide? Content and
Terminology EdL 714 -- Dr. S. Cramer ---
3/6/07

• Not everyone agrees with each definition. So,
  start by sharing/negotiating what you really mean
  by each term.

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Where to Start

• State your District/School/Organizational
• Mission
• Vision
• Values

Why start here?
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Set Your Expectations

• Goals
• Objectives
• Benchmarks
• Targets
• Standards
• Content standards
• Performance standards

http//mypages.blackvoices.com/greatspirit/nss-fol
der/pictures/genie-lamp.jpg
Do we need to include all of these? What are
they? Arent they the same thing?
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Dont Forget Your State and Professional Standards

• Wisconsin Model Academic Standards
• Where are they? (DPI)
• What are they?
• Proficiency standards
• Why are they necessary?
• Whats the difference between academic standards
  and curriculum?
• Applying them across the curriculum
• Professional Standards
• See your professional organizations website

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Now look for Coherence and Opportunity to Learn

• Align your instruction
• Create Scope and Sequence Charts
• Check that you have a Sound Program of Studies
• Check that you are Using Time Wisely

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Suggestions for Successful Implementation of a
New Curriculum

• Allocate more resources to implementing it than
  developing it
• Establish a need for the new curriculum (first
  with principals then they work with teachers)
• The guide must be clear, easy to follow, and high
  quality
• Provide LOTS of staff development (not all in one
  session)
• Respect teachers by allowing them to plan and
  teach lessons in a manner that accomplishes the
  curriculums goals
• Respect teachers by allowing them to develop the
  units of study, determine time allocations, and
  sequencing to achieve the curriculums goals
• Respect teachers by not prescribing teaching
  practices
• Respect teachers by allowing them to develop
  enrichment
• Encourage teachers to give feedback on the
  curriculum to the task force

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Whats in Your Guide?Whats Missing?What would
make it Stronger?
End show
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Goalshttp//www.google.com/search?hlenieISO-88
59-1qdefine3Agoals

• The big picture the overarching purpose of
  instruction, such as course goals.http//itdl.au
  stincc.edu/development/glossary.htm
• Statements of expectations of general
  capabilities or student outcomes resulting from
  planned educational experiences. General
  educational goals refer to state or district
  goals for all students. Art goals can refer to
  state, district, teacher-planned, or
  teacher/student-planned expectations for student
  learning (ie, student outcomes that will result
  from the planned experiences in the arts). Lesson
  Plan goals refer to what the teacher will do in
  order to facilitate that student outcome.
  http//artswork.asu.edu/arts/teachers/assessment/
  glossary.htm
• A desired state of affairs that outlines the
  ultimate purpose of a program. This is the end
  toward which project or program efforts are
  directed. http//www.epa.gov/evaluate/glossary/g-
  esd.htm

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Objectiveshttp//www.google.com/search?hlenieI
SO-8859-1qdefine3Aobjectives

• Objectives are statements of attainable,
  quantifiable, intermediate-term achievements
  that help accomplish goals contained in the
  comprehensive plan. For example, an objective
  would be to achieve "the construction of 50
  units of affordable housing annually until the
  year ____.www.nymir.org/zoning/Glossary.html
• are measurable, time-defined ends that are
  specifically subordinate to a goal.www.gov.sk.ca/
  finance/accountability/2006/keyterms.htm
• Specific and measurable means for accomplishing
  goals.www.fiu.edu/pie/sec8appglossary.htm
• Stated, desirable outcomes of education.www.wrigh
  tslaw.com/links/glossary.assessment.htm

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Benchmarks http//www.google.com/search?hlenie
ISO-8859-1qdefine3Abenchmarks

• Measures of progress toward a goal, taken at
  intervals prior to the program's completion or
  the anticipated attainment of the final
  goal.www.epa.gov/evaluate/glossary/b-esd.htm
• Targets for performance.www.booksites.net/downloa
  d/chadwickbeech/Glossary.htm
• Points of reference or comparison, which may
  include standards, critical success factors,
  indicators, metrics.www.stile.coventry.ac.uk/cbs/
  staff/beech/BOTM/Glossary.htm
• A benchmark is a point of reference for a
  measurement. The term originates from the
  chiseled horizontal marks that surveyors made
  into which an angle-iron could be placed to
  bracket (bench) a levelling rod, thus ensuring
  that the leveling rod can be repositioned in the
  exact same place in the future.
  http//en.wikipedia.org/wiki/Benchmarks

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Targetshttp//www.google.com/search?hlenieISO-
8859-1qdefine3Atargets

• Targets are goal statements about expectations
  for student performance. They specify the
  knowledge and understanding to be attained and
  ground all of the decisions concerning the type
  of assessment, the task design, and the scoring
  of the exercise. Four types of targets are
  discussed in this Web site knowledge targets,
  reasoning targets, skill targets and product
  targets.http//pals.sri.com/pals/guide/glossary.h
  tml

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Standards http//www.google.com/search?hlenieI
SO-8859-1qdefine3Astandards

• 1) criteria set as a model or an example to
  strive to achieve 2) curriculum standards are
  subject-matter benchmarks to measure student
  academic achievement.www.crede.org/tools/glossary
  .html
• These specify how well a preferred result should
  be achieved by the domain. For example, "meets
  expectations" or "exceeds expectations".www.mapnp
  .org/library/perf_mng/terms.htm
• Describes the criterion or standards of
  performance which must be attained. An
  established norm against which measurements are
  compared. www.neiu.edu/dbehrlic/hrd408/glossary.
  htm
• Statements that describe what students are
  expected to know and do in each grade and subject
  area include content standards, performance
  standards, and benchmarks.www.wrightslaw.com/link
  s/glossary.assessment.htm

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Content Standards http//www.google.com/search?hl
enieUTF-8saXoispellresnum0ctresultcd1
qdefinecontentstandardsspell1

• Content standards are broad expectations of what
  students should know, understand and be able to
  do at a particular grade level in a certain
  subject. Math content standards describe the
  knowledge base of a mathematically literate
  populace.http//palm.sri.com/palm/guide/glossary
  .html
• Expectations about what the child should know and
  be able to do in different subjects and grade
  levels defines expected student skills and
  knowledge and what schools should teach.
  www.wrightslaw.com/links/glossary.assessment.htm
• Statements that define what one is expected to
  know and be able to do in a content area the
  knowledge, skills, processes, and other
  understandings that schools should teach in order
  for students to attain high levels of competency
  in challenging subject matter the
  subject-specific knowledge, processes, and skills
  that schools are expected to teach and students
  are expected to learnwww.finchpark.com/courses/gl
  ossary.htm

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Performance Standardshttp//www.google.com/search
?hlenieISO-8859-1qdefine3Aperformancestan
dards

• The ability to perform competencies in keeping
  with occupational and industrial
  specifications.www.ntatt.org/glossary.html
• Measurements of acceptable student performance
  established by accreditation boards for schools
  and/or by schools.http//alt.uno.edu/glossary.htm
  l
• Definitions of what a child must do to
  demonstrate proficiency at specific levels in
  content standards.www.wrightslaw.com/links/glossa
  ry.assessment.htm
• The levels of achievement pupils must reach to
  receive particular grades in a criterion-reference
  d grading system www.upei.ca/xliu/measurement/glo
  ssary.htm
• statements that refer to how well students are
  meeting a content standard specify the quality
  and effect of student performance at various
  levels of competency (benchmarks) in the subject
  matter specify how students must demonstrate
  their knowledge and skills and can show student
  progress toward meeting a standardwww.finchpark.c
  om/courses/glossary.htm

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Wisconsin Model Academic Standards
http//dpi.wi.gov/standards/index.html

• Academic Standards--What are they?
• Academic standards specify what students should
  know and be able to do, what they might be asked
  to do to give evidence of standards, and how well
  they must perform. They include content,
  performance, and proficiency standards.
• Content standards refer to what students should
  know and be able to do.
• Performance standards tell how students will show
  that they are meeting a standard.
• Proficiency standards indicate how well students
  must perform.

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• WI DPI Proficiency Standards includehttp//dpi.w
  i.gov/oea/profdesc.html
• Advanced Demonstrates in-depth understanding of
  academic knowledge and skills tested on WKCEcrt.
• Proficient Demonstrates competency in the
  academic knowledge and skills tested on WKCEcrt.
• Basic Demonstrates some academic knowledge and
  skills tested on WKCEcrt.
• Minimal Performance Demonstrates very limited
  academic knowledge and skills tested on WKCEcrt.
• Pre-Requisite Skill Demonstrates achievement
  below the range tested on WKCEcrt.

WKCEcrt Wisconsin Student Assessment System
Knowledge Concepts Examinations - Criterion
Referenced Test
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Why are Academic Standards necessary?http//dpi.w
i.gov/standards/questions.html

• Standards serve as rigorous goals for teaching
  and learning. Setting high standards enables
  students, parents, educators, and citizens to
  know what students should have learned at a given
  point in time. The absence of standards has
  consequences similar to lack of goals in any
  pursuit. Without clear goals, students may be
  unmotivated and confused.
• Contemporary society is placing immense academic
  demands on students. Clear statements about what
  students must know and be able to do are
  essential to ensure that our schools offer
  students the opportunity to acquire the knowledge
  and skills necessary for success.

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What is the Difference Between Academic Standards
and Curriculum? http//dpi.wi.gov/standards/quest
ions.html

• Standards are statements about what students
  should know and be able to do, what they might be
  asked to do to give evidence of learning, and how
  well they should be expected to know or do it.
  Curriculum is the program devised by local school
  districts used to prepare students to meet
  standards. It consists of activities and lessons
  at each grade level, instructional materials, and
  various instructional techniques. In short,
  standards define what is to be learned at certain
  points in time, and from a broad perspective,
  what performances will be accepted as evidence
  that the learning has occurred. Curriculum
  specifies the details of the day-to-day schooling
  at the local level.

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Model Academic Standards - Applying the Academic
Standards Across the Curriculumhttp//dpi.wi.gov/
standards/applying.html

• 1. Application of the Basics
• 2. Ability to Think
• Problem-solving
• Informed decision-making
• Systems thinking
• Critical, creative, and analytical thinking
• Imagining places, times, and situations
  different from one's own
• Developing and testing a hypothesis
• Transferring learning to new situations
• 3. Skill in Communication
• Constructing and defending an argument
• Working effectively in groups
• Communicating plans and processes for reaching
  goals
• Receiving and acting on instructions, plans,
  and models
• Communicating with a variety of tools and skills

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• 4. Production of Quality Work
• Acquiring and using information
• Creating quality products and performances
• Revising products and performances
• Developing and pursuing positive goals
• 5. Connections with Community
• Recognizing and acting on responsibilities as a
  citizen
• Preparing for work and lifelong learning
• Contributing to the aesthetic and cultural life
  of the community
• Seeing oneself and one's community within the
  state, nation, and world
• Contributing and adapting to scientific and
  technological change

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Aligning the Curriculum

• Critically examine each portion of the curriculum
  within each class to ensure that all pieces
  support one another (written, taught, tested,
  learned, supported, hidden curriculum)

Any problems in this example?
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Scope and Sequence Charts

• Michigan Model for Comphrehensive Health
  Curriculumhttp//www.emc.cmich.edu/mm/SS.htm
• Maine Art Education Curriculumhttp//www.usm.main
  e.edu/trudy/frame/fcreate.htm
• New Century Integrated Instructional
  Systemhttp//www.ncecorp.com/scopeandsequencerea
  d.htm

Note Most scope and sequence charts only look
across grade levels, why not expand this idea to
also include extra curricular activities, support
services (breakfast programs, health access,
etc.), and other aspects of the
school/organizational experience that you provide.
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Homeschool Math http//www.homeschoolmath.net/cur
riculum_reviews/scope_sequence.php
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A Sound Program of Studies Is

• Balanced -- some electives, some requirements
• Articulated -- there are linkages from grade to
  grade and level to level
• Coordinated -- linkages between subjects at a
  particular grade level
• Integrated -- links between subjects to
  demonstrate interrelationships between
  disciplines so complex societal problems can be
  solved
• Reinforced in Many Classes -- learn skills that
  cut across disciplines, determine who will have
  primary responsibility for teaching skill and who
  will reinforce (use same terminology across
  disciplines)

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Time On Task
Who spends more time in class than the US? S.
Korea (1,078 hours) Austria France
Spain Australia Germany Japan Switzerland Netherl
ands Ireland Italy Poland Greece US (799
hours) Mexico (Average 889 hours)

• There is a direct relationship between time
  allocated to a particular subject and achievement
  in that subject.
• Check DPI for time minimums
• Check to see how others are extending the school
  day and what the costs/benefits are for doing
  this.

http//www.cnn.com/2007/EDUCATION/02/25/longer.sc
hool.days.ap/index.html
Do we have a problem here?