Revised NJ Core Curriculum Content Standards and the Common Core Standards Initiative: Implications for Curriculum Development, Learning and Teaching

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Revised NJ Core Curriculum Content Standards
and the Common Core Standards InitiativeImplica
tions for Curriculum Development, Learning and
Teaching

• NJDOE Staff Development Day
• Robbinsville High School
• July 23, 2010
• Janis Jensen
• Director, Office of Academic Standards
• janis.jensen_at_doe.state.nj.us
• Sandra Alberti
• Director, Office of Math and Science Education
• sandra.alberti_at_doe.state.nj.us

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• Education is no longer business as usual . . .
• In the 21st century, schools can't be throw
  backs to the state of education fifty, twenty,
  or even ten years ago. The instructional content
  they provide, the learning experiences they
  offer, the teaching methods they employ, and the
  assessments they use, must all keep pace with
  this century.
  Arne Duncan

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New Standards for a Changing World

• The New Economy requires new skills
• Science and Knowledge Economy- Scientific and
  technological literacy
• Resource-Challenged Economy- Critical thinking
  about sustainable economies
• Globally Interdependent Economy- Global
  competency
• Demographically Diverse Economy- Cross-cultural
  leadership skills
• Innovation-Driven Economy- Learning how to learn
  and to adapt to rapid change

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Disciplinary and Interdisciplinary Knowledge and
Understanding Matters

• Students need
• Deep knowledge and understanding of seminal
  content and skills within academic disciplines
• Capacity to use disciplinary methods of inquiry
  creatively and productively
• Ability to understand prevailing world
  conditions, issues, and trends through
  disciplinary-based and interdisciplinary learning
• Substantive engagement, over time, with the
  worlds complexities and interrelatedness

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The Standards No Longer business as usual .
. .

• Who are they designed for?
• A new audience Net generation students
• Collaborative networkers and communicators
• Media and technology savvy
• Reliant on media in its various forms
• Partial to instant gratification
• Likely to have multiple careers in their lifetime
• The challenge- How do we effectively teach
  and assess these students?

7th Grade Girl
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Why designing curriculum is not business as usual
. . .

• What curriculum is designed to do
• Prepare students for citizenship, college and
  work expectations by including the essential
  content, skills and new literacies demanded in a
  complex, interconnected world

Dylan
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Why designing curriculum is not business as usual
. . .

• When and where curriculum is used . . . in 21st
  century learning environments
• Physical places, online, and virtual environments
  within and/or outside of schools
• 24/7 support systems that organize the
  conditions in which humans learn best systems
  that accommodate the unique learning needs of
  every learner.
• Tools, structures, and relationships that inspire
  students and teachers to become lifelong learners
  Digital Nation Clip

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Designing Engaging Curriculum
Construct Authentic and Appropriate Assessment
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Student Engagement
Content Rich
The first principle of instructional
improvement is that increases in student learning
occur only as a consequence of improvements in
the level of content, teachers knowledge and
skill, and student engagement. Richard
Elmore
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Why designing curriculum is not business as usual
. . .

• How curriculum is used . . . As a tool that
• Provides a framework for planning and
  implementing a high quality instructional program
  for all students
• Includes a balanced continuum of assessments
  (formative, interim/benchmark, summative)
• Allows for flexibility, innovation and
  experimentation
• Promotes interdisciplinary and other
  instructional approaches that include the
  integration of 21st century skills and habits of
  mind, technology and global perspectives

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Why is designing curriculum is not business as
usual in New Jersey and Across the Nation . . .

• A Blueprint for Reform Reauthorization of the
  Elementary and Secondary Education Act
• Rigorous College and Career Ready Standards
• Adoption of CCS
• Rigorous and fair assessment systems- measure
  higher order skills inform instruction may
  include other content areas
• Support a more complete education- do not
  narrow curriculum
• Teacher/Principal evaluation systems
• Identify highly effective teachers/principals on
  the basis of student growth and other factors
• Develop implement state evaluation systems with
  data systems in place to determine student and
  school progress and other information

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2009 Revised NJ Standards www.njcccs.org

• Hallmark Integration
• 21st century themes and skills (4Cs)
• Global perspectives
• Technology
• Standards and Support Materials
• Meaningful and relevant learning in 21st century
  contexts/ Project-based Learning approaches
• Community and international involvement in
  learning, both face-to-face and online
• Authentic student collaboration and in-depth
  learning

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Common Core Standards

• Mathematics
• English Language Arts and Literacy in
  History/Social
• Studies, Science and Technical Subjects
• Research and evidence-based, internationally
  benchmarked
• Curriculum mapped to standards and learning
  progressions
• Curriculum-embedded assessments
• State and local assessment measures incorporate
  universal design
• Technology used to support the assessment system

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The QUALITY AND INTENSITY OF THE HIGH
SCHOOL CURRICULUM is the single biggest
predictor of post secondary success. Many
students, but especially low income and minority
students, are trapped in courses that dont
prepare them for much of anything.
Key elements of effective schools are in our
control -A Guaranteed and viable
curriculum -How Faculty teach, get and use
feedback -How schooling is personalized -How
Assessments are designed and student work is
graded -The quality of feedback to students and
acting on results in a timely
manner- -Leadership based on mission-
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And consider A vision of the year 2015
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Learning f(Content, Motivation, Time) x
Technology

• Open access to a massive library of knowledge for
  all
• Learn structured education material anytime,
  anywhere, and on any device
• User-centric improvement of education materials
• Accelerate learning -- learn 2 3 times faster
  Motivate students by learning to be
  professionals
• Promote creativity, problem solving, control of
  learning
• through games, immersive environments

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The Future of Cyberlearning A vision of the
year 2015
School
Home
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Open, Dynamic Textbooks

• Online open textbooks available for printing
  parts or the whole.
• Textbooks could include standard text and
  pictures embedded simulations, games, video,
  links to relevant sites.
• Feedback about quality and effectiveness leads to
  fast improvement cycles.
• Also include communication links for students and
  teacher to other students and teachers.
• Universal World Digital Library

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Learn by DoingTo become a scientist, architect,
or computer programmermust learn to think and
practice like one
MIT iLabs
Surgery Simulator
Discover Babylon
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Accelerated Learning Cognitively Informed Web-
based Instruction
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Open Materials for Supplemental Lifelong
LearningProvide choices and control over when,
where, and how to learn
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Immersive Teaching and GamesLearning through
structured play
UN World Food Program Food Force
Federation of American Scientists Immune Attack
Carnegie Mellon PeaceMaker
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• Education is no longer
• business as usual . . .