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Curriculum

Curriculum. Using Data Process Work Session April 30-May 1, 2010 Route 66 Casino, Albuquerque, NM Presented by: Dr. Maxine Roanhorse-Dineyazhe. What to Expect…. Understand what is meant by curriculum Understand how curriculum affects learning Understand how data is used for curriculum.

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Curriculum

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  1. Curriculum Using Data Process Work Session April 30-May 1, 2010 Route 66 Casino, Albuquerque, NM Presented by: Dr. Maxine Roanhorse-Dineyazhe

  2. What to Expect… • Understand what is meant by curriculum • Understand how curriculum affects learning • Understand how data is used for curriculum

  3. Literature • In the months and years ahead… we will ask millions of teachers to use student achievement and annual growth to drive instruction and evaluation. (Duncan, A., US Secretary of Ed., 2009) • Many schools across the country are seeing & demonstrating substantial improvements in student learning and achievement as they incorporate data-driven practices (McLeod, S., 2010)

  4. Cont. • Changes in curriculum, programs, teacher training and other strategies improve schools(White, J. April 15, 2010)

  5. Activity: Map • Group Work

  6. Types of Curriculum

  7. What do we want student to learn? Standards How will we know? Assessments Benchmarks Curriculum and Instruction What do we do if they don’t learn? Interventions Scoring Guide Core Values Student Learning Equity Equity What are the core values that guide us? Critical Supports 3.10 School of Our Dreams, p. 114

  8. Curriculum & Learning • Student population • To plan effectively, you must first understand for whom you are planning • Deciding what to teach • Content to be included in teaching • Deciding how to teach • Strategies & ideas about how to best teach the content

  9. Curriculum & Instruction • Curriculum & instruction, while are related are two different concepts • Curriculum represents the intended courses of study and sequences of learning opportunities in schooling

  10. Curriculum Development

  11. Why? • “The curriculum development process helps teachers design instruction to reach the targeted learning. The targeted learning is what student should know and be able to do at the end of each grade level”

  12. Levels of Cognition

  13. Curriculum Planning • Year-long • Unit • Weekly • Daily • Lesson

  14. Curriculum: Map & Mapping • What’s the difference? • Curriculum Map- A visual presentation of the content and skills to be taught and learned in a sequence appropriate to the State Standards. • Curriculum Mapping- A technique for exploring the primary elements of curriculum. • What is taught • How instruction occurs • When instruction is delivered

  15. Data & Curriculum Collaborative Inquiry

  16. Guiding Questions: • What are you teaching at your grade level? • What does the child look like in math when he/she exits your grade? • What does the data tell about my grade level? • How does this information impact my planning for the year, semester, month, etc.?

  17. Process: • Step 1: Examine what is taught at each grade level • Step 2: Determine what student will look like when he/she exits the grade level • Step 3: Examine grade level standards • Step 4: Analyze the data • Step 5: Create a map for the year • Step 6: Determine outcome for the year • Step 7: Plan instructional design Culture Equity Trust

  18. Planning for Curriculum Development • Communicate and make a commitment • Collect data • Organize data • Create a team • Identify roles & responsibilities • Set aside time • Team Work, work, work! Collaborative Inquiry at Work

  19. Closing… • THINK: • What is curriculum? • How does curriculum affect learning? • How are data used for curriculum? • SHARE:

  20. THANK YOU! Office Staff: Allan Blacksheep Dorthea Litson Tammy Yonnie Dr. Maxine Roanhorse-Dineyazhe

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