PPT-Rigorous Curriculum Design

Newport Mesa Unified School District Greetings and Introductions What is your name position and school Why is it important that the teachers from NMUSD develop a new K12 curriculum How will students and teachers benefit from a clearly articulated curriculum. General Education Requirements VVX Humanities HUM that o57375ers an interdisciplinary approach to history philosophy and literature with a focus on ideas and forms of expression from the Western humanistic tradition that exert a major in57374uence o Nonconformist Subsequently. Posterity Consequence . Resourceful. Formulate . Panorama. . Abominable. Bumbling Delude . Dole. Rigorous. Nonconformist Subsequently. Posterity Consequence . Curriculum . planned. by program coordinators. PURPOSE. CONTENT. SEQUENCING. Curriculum . enacted . by teachers. RESOURCES. PEDAGOGY. ASSESSMENT. Curriculum. . experienced. by students. Learner experiences . Module . 4. The . programme. consists of four modules, each with two units:. 1. Unit 7:. . Building . for success: a strategic approach to . change and innovation. 2. Welcome to Unit 7. Building for success: a strategic approach to change and innovation. Lecture . 16_17. 1. 22 – 31 Oct 2012. Overview. 2. Review rigorous methods / RADFRAC. . Multicomponent. systems:. Residue curves. DSTWU / RADFRAC . Rules of thumb. Complex (Enhanced) distillation. Creating a University/High School Student Conference. Teri Blaisdell, Ian Connally, Barbara Ozuna . Paschal High . School. Curt Rode. Texas Christian University. Wesley Garner. The College of William & Mary. By Carolynn and Allison . Why some conceptions continue to be used? . By Allison . ​. There . are many different conceptions of curriculum and approaches that the education system can take, all with many pros and some cons. Conceptions of curriculum are considered to be “the ways in which curriculum is viewed or defined by those who develop, implement or evaluate it and include underlying beliefs about what is real, true and valuable” (Thomas, 1990). It is important that whatever conception of curriculum that is being used is believed in and valued.. test. is on THIS . FRIDAY, Sept. 25. th. . Succinct – (adj.) – expressed in few words; concise; brief (The definitions are succinct.). Peevish – (adj.) – cross, querulous, fretful, crabby (Mrs. W is peevish when you talk.). Digital Interventions for Multilingual Students. Ryan Sloan. University of California, Berkeley. http://sloanstudio.tumblr.com. Problem. : . Student anxiety. --. final product over iterative process. Expeditionary Learning Professional Development. Effective . Collaboration:. . Norms and . Guidelines . (p.1). 1. . . Promoting a Spirit of Inquiry and . Balancing Advocacy . 2. Pausing . 3. Paraphrasing . What are they?. What will you have to do?. Sample syllabus (modelled). Guided Practice. Independent (Assessment). Date. Lesson Obj.. Assessment. 15 May. Syllabus Planning. and writing.. Syllabus design.. Assistant Education. Mary Kay Solon, PT, MS. Faculty Development Workshop. University of Indianapolis. May 18, 2013. Objectives. Upon completion of this session, the participant will be able to:. Describe how a curricular plan is grounded in the mission, philosophy, goals and objectives of the program.. and Staff . Terri Cameron, MA. Director, Curriculum Programs. Housekeeping. Audio: . You will hear the audio through your computer . speakers. Please make sure your computer speakers are on and the sound is turned up.. Overview of Book This book is divided into four parts. Here is a brief overview of each part: Part 1, Seeing the Big Picture Connections First, defines curriculum in terms of rigor, provides the background of this model, connects curriculum design to the big picture of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments. Part 2, Building the Foundation for Designing Curricular Units, explains the five steps that must first be taken to lay the foundation upon which to build the curricular units of study, and provides explicit guidelines for applying each step. Part 3, Designing the Curricular Unit of Study From Start to Finish, gives the nuts and bolts directions for designing a rigorous curricular unit of study, from beginning to end, and concludes with an overview of how to implement the unit in the classroom or instructional program. Formatively assessing students along the way, educators analyze resulting student data to diagnose student learning needs and then adjust ongoing instruction accordingly. Part 4, Organizing, Monitoring, and Sustaining Implementation Efforts, addresses the role of administrators in beginning and continuing the work of implementation. These final three chapters provide first-person narra - tives and advice to administrators from administrators who have personally led the implementation and sustainability efforts of curriculum redesign and related practices within their own school systems. I have endeavored to pull together all of the elements necessary for designing a rigorous curriculum, to position these elements in a sequential order, and to provide a step-by-step approach for constructing each one. My hope is that this road map will not only show you the way to design your own curriculum, but also allow you the flexibility of customizing it to fit your own purpose and needs. As with the realization of any lofty vision, it will take a great deal of time, thought, energy, and collaboration to create and revise a single curriculum, let alone multiple curricula. The best advice I can offer is to regard whatever you produce as a continual work in progress, to be accomplished over one, two, or three years, or even longer. As my friend and colleague Robert Kuklis points out, curriculum designers shape and modify the process as they move through it. It is important that they know this is not a rigid, prescriptive procedure, but rather an opportunity for learning, adapting, and improving. This preserves fidelity to the process, encourages flexibility, and promotes local ownership. Whenever people s spirits need lifting because the work seems so demanding, remind everyone that it is a process, not a one-time event. You are creating something truly significant a comprehensive body of work that is going to serve your educators, students, and parents for years to come!