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curriculum
Review curriculum components
Define curriculum models
Overview of PCM goals and purposes
Definitions, goals, and purposes of each
parallel
Illustrations of each parallel
Decisions and next steps
Running course
Scotland 1603: Carriage way, road
United States 1906: Course of study
United States, 1940: Plan for learning (study)
What is curriculum?
Grouping
Assessment
Products
Introduction/Closure
Resources
Teaching
Extension Activities
Strategies
Learning Activities
and Pacing
Differentiation
Characteristics of Exemplary
Curriculum
Powerfulknowledgegoals,representativeor
generativetopics,andbigideas
Advanceorganizersthatclarifyprior
knowledge,futureactivities,andexpectations
Motivatingintroductoryexperiences
Challengingandactivelearningactivities
Authenticresourcesandproducts
Alignedassessmentstrategiesandgrowth
criteria,feedback,debriefing,transferand
extensionopportunities,interaction,and
support
Interestbasedapplicationsandextensions
Modificationsthatattendtopowerfulstudent
differences
What is a curriculum
model?
A model is a format for
curriculum design
developed to meet unique
needs, contexts, and/or
purposes. In order to
address these goals,
curriculum developers
design, reconfigure, or
rearrange one or more key
curriculum components.
Modifications
Extensions
Grouping
Resources
Products
Learning
Teaching
Intro
Assessment
Content
curriculum?
What kinds of student differences should
we address?
How will we develop or revise curriculum
to address these differences?
What should we expect from
differentiation?
Differences
Among Learners
Opportunities to learn
about the numerous
relationships and
connections that exist
across topics, disciplines,
events, time, and cultures
Opportunities for
students to address or
develop
intrapersonal
qualities and develop
their affinities within
and across disciplines
CURRICULUM CURRICULUM
OF
OF
CONNECTIONS
PRACTICE
CURRICULUM
OF
IDENTITY
Qualitatively differentiated
curriculum isnt achieved by
doing only one thing or one kind
of thing.
Students are different.
Students have different needs at
different times in their lives.
Students styles, talents,
interests, environments and
opportunities are different.
Students have different levels of
expertise.
The Curriculum of
Connections:
Definition
The Curriculum of Connections builds upon the Core
Curriculum. It is a plan that includes a set of
guidelines and procedures to help curriculum
developers connect overarching concepts,
principles, and skills within and across disciplines,
time periods, cultures, places, and/or events. This
parallel is designed to help students understand
overarching concepts and principles as they relate to
new content and content areas.
The Curriculum
of Practice:
Definition
The Curriculum of Practice is a plan that includes a set
of guidelines and procedures to help students
understand, use, generalize, and transfer essential
knowledge, understandings, and skills in a field to
authentic questions, practices, and problems. This
parallel is designed to help students function with
increasing skill and competency as a researcher,
creator, producer, problem solver, or practitioner in a
field.
The Curriculum
of Identity:
Definition
The Curriculum of Identity is a plan that includes
a set of guidelines and procedures to assist
students in reflecting upon the relationship
between the skills and ideas in a discipline and
their own lives, personal growth, and
development. This parallel is designed to help
students explore and participate in a discipline or
field as it relates to their own interests, goals, and
strengths, both now and in the future.
What does
Parallel mean?
Each
Ascending Levels
of Demand
Ascending levels of intellectual demand is the
process that escalates one or more facets of the
curriculum in order to match a learners profile and
provide appropriate challenge and pacing. Prior
knowledge and opportunities, existing scheme, and
cognitive abilities are major attributes of a learners
profile. Teachers reconfigure one or more curriculum
components in order to ensure that students are
working in their zone of optimal development.
Why Provide
Ascending Levels of
Intellectual
Demand?
Ascending Levels of
Intellectual Demand Take
Into Consideration
Students .
Cognitive
abilities
Prior knowledge
Schema
Opportunities to learn
Learning rate
Developmental differences
Levels of abstraction
Ascending Levels of
Intellectual Demand
Core is
not..
Cultural literacy
Basic skills
Regular education
curriculum
Categories of Knowledge
Facts:
Aspecificdetail,verifiableinformation
Concepts:
Ageneralideaorunderstanding,especiallyageneralizedideaof
athingorclassofthings;acategoryorclassification
Principles:
Fundamentaltruths,laws,doctrines,orrules,thatexplainsthe
relationshipbetweentwoormoreconcepts
Generalizations: Ageneralizationisaprincipleorconceptthatcanbeapplied
acrosstopicsordisciples
Skills:
Proficiency,ability,ortechnique,strategy,methodortool
Attitudes
Selfknowledgeofappreciations,values,andactionsrelatedtoa
topicthatareaffectiveinnature
Guiding Questions
within the Core
Curriculum
The Curriculum of
Connections:
Definition
The Curriculum of Connections builds upon the Core
Curriculum. It is a plan that includes a set of
guidelines and procedures to help curriculum
developers connect overarching concepts,
principles, and skills within and across disciplines,
time periods, cultures, places, and/or events. This
parallel is designed to help students understand
overarching concepts and principles as they relate to
new content and content areas.
Guiding Questions
within the Curriculum
of Connections
What are the major concepts and principles
in this discipline?
Which of these major concepts and principles link to numerous topics, people,
events, time periods, cultures and other disciplines?
Which topics, events, people, or time periods best represent these intra or
interdisciplinary connections?
Which topics, events, people, or time periods are developmentally appropriate
for my students?
How might I help students construct a more comprehensive scheme of this
discipline, related topics, and other disciplines?
Which resources, activities, and products provide opportunities for students to
think metaphorically about macroconcepts, principles, and generalizations?
How might I assess student learning?
The Curriculum
of Practice:
Definition
The Curriculum of Practice is a plan that includes a set
of guidelines and procedures to help students
understand, use, generalize, and transfer essential
knowledge, understandings, and skills in a field to
authentic questions, practices, and problems. This
parallel is designed to help students function with
increasing skill and competency as a researcher,
creator, producer, problem solver, or practitioner in a
field.
Guiding Questions
within the
Curriculum of
Practice
What are the common problems, practices, issues, needs, and questions
within this discipline?
Who are the practitioners, researchers, problem solvers, and contributors
within this discipline?
What are the powerful cognitive, research, reference, learning,
communication, and methodological skills within this discipline?
What kinds of products, services, research, or investigations are typically
conducted in this discipline?
Which problems, practices, issues, needs, and questions are
developmentally appropriate for students?
Which resources, activities, and products provide opportunities for
students to act like a practicing professional within this field?
How might I assess student learning?
The Curriculum
of Identity:
Definition
The Curriculum of Identity is a plan that includes
a set of guidelines and procedures to assist
students in reflecting upon the relationship
between the skills and ideas in a discipline and
their own lives, personal growth, and
development. This parallel is designed to help
students explore and participate in a discipline or
field as it relates to their own interests, goals, and
strengths, both now and in the future.
Guiding Questions
within the Curriculum of
What are the various interests, abilities, and learning preferencesIdentity
of my students?
Which topics, skills, opportunities, and careers are related to my students profiles?
How might I link my students profiles with the content I am required to teach?
How might I introduce my students to professionals, organizations, and role models
in their areas of interest and strength?
How might I help my students discover their own strengths and affinities?
How might I identify, measure, and help my students reflect upon their growth and
progress toward self-actualization?
What is our long-term plan for supporting my students self-actualization?
Which opportunities and activities are appropriate for my students at this stage of
their development ?
Which resources, activities, and products provide opportunities for students selfreflection and personal development?
What is a standard?
Products
Definition:
Performancesorworksamplescreatedby
studentsthatprovideevidenceofstudent
learning
Purpose:
Toassessstudentgrowth,toprovidefor
studentreflection,tomonitorandadjust
instruction,toevaluatestudents
Characteristics:Alignedwiththecontentgoals,teaching
methodsandstudentslearningneeds;
varied;authentic;motivating;efficient
Assessments
Definition:
to
Variedtools,techniques,andcriteria
teachersuse
measurestudentsacquisitionofknowledge
Purpose:
Toascertaintheextenttowhichstudentshaveattainedthe
knowledgecontainedwithinthelearninggoal(s),tomake
decisionsaboutfutureareasofemphasis
ExemplaryCharacteristics:
Alignedwiththelearninggoal,reliable,
valid,varied,efficient,equitable,motivating,havealow
baselineandahighceiling
Core: Assessments
Assess students prior knowledge with regard to the
representative topic and core concepts, principles, and skills.
Useful assessment formats include: concept maps, journal
entries, reflections, graphic organizers, charts, diagrams,
tables, and collages
Evaluate the extent to which students have mastered the
core concepts, principles, and skills of the discipline(s). Ask
for definitions, synonyms, examples, classification, and
explanations.
Use rubrics to measure student learning over time. Measure
the quality/depth of conceptual understanding and guiding
principles.
PREASSESSMENT
Reveals critical differences among students. Guides teachers
decisions and planning
TEACHING AND LEARNING
ACTIVITIES AND FEEDBACK
Design a unit
Revise a unit
Design a lesson
Revise a lesson
Design a task
Revise a task
Use in the regular classroom
Use it in the gifted or ESE program
Use it will all students
Use it with some students
Use different parallels with different curriculum components
Use one parallel while another teacher uses another parallel
Use one parallel after another teacher has used a different parallel
Move back and forth between parallels within the same unit
Use a parallel as an extension of a core unit
Use parallel activities as optional activities for some students
teachers
Special education teachers
Vertical teams
Inclusion teams
Grade level teams
Curriculum developers
Subject area departments
students
Small groups of students
Entire classes
Students with specific interests and affinities
Students who are currently unmotivated by
traditional curriculum
Students with advanced levels of prior knowledge
Students with latent strengths and abilities
Students with advanced cognitive abilities
James Lee in
Phi Delta Kappan
in
challenging and authentic
learning activities in which
purposeful intellectual work is
connected to the real world of
problem solving and creative
projects and in which a critically
supportive audience responds to
work in progress, students
motivation and commitment to
meet high expectations increase
dramatically.
Caution:
Cape does
not enable
user to fly.
THE END