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Natrona County School District

Natrona County School District. Essential Curriculum August, 2007. Overview of the Information. McREL research on guaranteed and viable curriculum; NCSD Essential Curriculum; Work accomplished to date; Next steps and expectations. Learning Goals.

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Natrona County School District

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  1. Natrona County School District Essential Curriculum August, 2007

  2. Overview of the Information • McREL research on guaranteed and viable curriculum; • NCSD Essential Curriculum; • Work accomplished to date; • Next steps and expectations

  3. Learning Goals By the end of this session participants will know and be able to: • Understand the premises of a guaranteed and viable curriculum; • Understand the work done in NCSD to create an Essential Curriculum; • Support the implementation of the Essential Curriculum; • Sustain the ongoing use of the Essential Curriculum; • Contribute to large and small group discussions; and • Learn from others and have fun!

  4. Personalizing the Learning Goals Record your answers to the following questions: • What are YOUR goals for this workshop? • What do you need to do to reach YOUR goals?

  5. Warm Up Activity Working with the people at your table, take the pieces in the envelop and put the puzzle together. As you are constructing the puzzle, discuss how putting a puzzle together is similar to creating a curriculum.

  6. LEADERSHIP LEADERSHIP LEADERSHIP LEADERSHIP Eleven Influences on Student Learning 1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/Background Knowledge 11. Motivation

  7. School Level Influences Marzano (2000)

  8. Guaranteed & Viable Curriculum Questions to Focus on the Actions • Are essential content (knowledge and skills) identified for all students? • Is there adequate time for students to learn essential content, knowledge and skills? 3. Does attention remain focused on the goals for learning the essential curriculum regardless of the distractions that may arise during a year?

  9. A time to debrief and reflect… • What did you discover during your discussion? • Were the people at your table aligned in their thinking related to the questions? • What other questions arose during your discussion? • Additional thoughts…

  10. What is Curriculum? “Curriculum is the sequencing and pacing of content along with the experiences students have with that content.” Marzano, 2003 Content standards define the knowledge and skills students are expected to acquire.

  11. What is a Guaranteed and Viable Curriculum? Guaranteed and viable curriculum is…. • Opportunity for students to learn the content. • Adequate time for teachers to teach the content. • Overall, ensuring that the articulated curriculum content for any course or any grade level can be adequately addressed in the time available (viability). Marzano, 2003

  12. A Guaranteed and Viable Curriculum Includes… Essential content that endures over time. Concepts, generalizations, principles, skills and processes are essential for students to thrive in the 21st century. When making the decision about what is essential content ask the question, “What will students need to know and be able to do to thrive in the 21st century?” Developing a Guaranteed and Viable Curriculum: A Fieldbook (McREL, 2007 unpublished)

  13. Criteria for Essential Content • Ideas/information or skills/processes that endure over time • Knowledge that can be generalized over time • Skills/processes that need to be automatic • Information (vocabulary, facts, details) that students need in order to develop understanding of concepts, generalizations, principles or foundational skills and processes Developing a Guaranteed and Viable Curriculum: A Fieldbook (McREL, 2007 unpublished)

  14. Essential Content

  15. Cognitive Complexity

  16. A Guaranteed and Viable Curriculum Does Not Include… • Supplemental Content

  17. Criteria for Supplemental Content • Interesting but not essential to understanding • Not related to grade-level content standards Developing a Guaranteed and Viable Curriculum: A Fieldbook (McREL, 2007 unpublished)

  18. A time to reflect and review… • Guaranteed and Viable Curriculum Opportunity Time viability 2. Essential Content Concepts, generalizations, principles, skills and processes are essential for students to thrive in the 21st century. • Nonessential Content supplemental

  19. Taking a deeper look at what students need to know and be able to do… • Declarative Knowledge • Procedural Knowledge

  20. Types of Knowledge • Declarative knowledge ~ information the learner must know or understand. • Procedural knowledge ~ requires the learner to perform a process or to demonstrate a skill.

  21. Declarative Procedural Concepts (Standards) Processes Organizing Ideas Generalizations Principles Details Episode Cause/Effect Time Sequence Facts Skills Tactics Algorithms Types and Levels of Knowledge Vocabulary Terms and Phrases

  22. Types of Knowledge 1. Declarative knowledge ~ information the learner must know or understand.

  23. Declarative Concepts (Standards) Organizing Ideas Generalizations Principles Details Episode Cause/Effect Time Sequence Facts Types and Levels of Knowledge Vocabulary Terms and Phrases

  24. Declarative Knowledge • Understand that words and pictures convey ideas or meaning in a text. • Understand that animals have characteristics that help them adapt to their environment. • Know the causes and effects of the American Revolution. • Know the rules that govern various sports. • Understand the concept of mutation.

  25. At least fourexperiences, spread no more than two days apart, are required to learn declarative (information) knowledge at an adequate level (Nuthall, 1999; Rovee-Collier, 1995).

  26. Types of Knowledge 2. Procedural knowledge ~ requires the learner to perform a process or to demonstrate a skill. Follow steps.

  27. Procedural Knowledge • Solve multi-step problems involving fractions, decimals, and basic percents. • Use prewriting strategies to plan written work. • Predict possible results of scientific investigations. • Solve simple inequalities and non-linear equations with rational number solutions, using concrete and informal methods. • Summarize information found in texts.

  28. Procedural Processes Skills Tactics Algorithms Types and Levels of Knowledge

  29. Students need about 20-24practice sessions before the teacher can be reasonably sure the students grasp the new skill enough to use it effectively on their own (80% competency). • The increments of learning gradually get smaller and smaller as students fine tune their knowledge and skills.

  30. Schedule massed and distributed practice At first, practice sessions should be very close together (massed). When students are first learning a skill, they should practice it immediately and often. Over time, practice sessions can be spaced apart (distributed).

  31. Working with a partner… 1. Solve this problem Divide 1 ¾ by ½ 2. Show your work and be able to explain the procedure you used and your answer. 3. Keep track of the vocabulary used during this exercise.

  32. Declarative Procedural Concepts (Standards) Processes Organizing Ideas Generalizations Principles Details Episode Cause/Effect Time Sequence Facts Skills Tactics Algorithms Types and Levels of Knowledge Vocabulary Terms and Phrases

  33. Declarative Procedural Know/UnderstandSkilled/Master Science Mathematics History Geography Language Arts 92% 8% 49% 51% 98% 2% 97% 3% 25% 75%

  34. Current Research on Types of Knowledge • The exposures to declarative knowledge should be at least 4 times within two days. • 2. Students should be provided with multiple opportunities to apply generalizations and principles (organizing ideas) once they understand them. • 3. There should be 20 to 24 practices for procedural knowledge in order to reach 80% proficiency. Released over time. • 4. Tactics are sets of steps that can be completed in any order. • 5. Algorithms are sets of steps that must be completed in the same order every time.

  35. What does the research say? Brain research on declarative and procedural knowledge

  36. Two questions that Natrona County students ask every day when they arrive at school… Will I be accepted? Can I do the work?

  37. Two questions that Natrona County students ask every day when they arrive at school… ESSENTIAL CURRICULUM Will I be accepted? Can I do the work?

  38. Using Scenarios • Break into groups of 4’s • Two members of the group read the scenario about Jake while the remaining two read the scenario about Sara • As you read, make notes pertaining to what information stands out and/or resonates with you • Be prepared to share your scenario and thinking with the other members of your team • Begin the discussion by sharing the information related to the scenario about Jake • When you have finished discussing Jake, move to the scenario about Sara • Complete your discussion by sharing what you believe to be the major implications to be drawn from the scenarios

  39. What is the NCSD Essential Curriculum?

  40. NCSD Essential Curriculum • A district-wide curriculum and identifies the essential information necessary for students to be successful on PAWS • The Essential Curriculum is part of a larger curriculum referred to as the Comprehensive Curriculum

  41. Comprehensive Curriculum All Standards and Benchmarks in all content areas Comprehensive Curriculum Comprehensive Curriculum Essential Curriculum (Aligned with PAWS) not assessed Comprehensive Curriculum

  42. What were the steps taken to determine the Essential Curriculum?

  43. What is unpacking? A systematic process for uncovering the content and skills embedded within the content standards, benchmarks, and assessment documents.

  44. Why is unpacking important? Due to the fact that the standards and benchmarks are broad, teachers need a more complete listing of the content and skills that students need to acquire in order to meet the requirements of the standards and be successful on PAWS.

  45. What are the results of unpacking? • Teachers have a greater sense of what should be taught • Teachers feel greater efficacy • Students across the district have the same learning targets and are held to equal levels of performance • The essential curriculum remains the same as students move between and among district schools

  46. Is there a systematic process that can be employed? Yes, teachers and administrators can work collaboratively to unpack the standards, benchmarks, and assessment documents using a process that will create depth of understanding for all stakeholders

  47. Vocabulary • Identify and list key vocabulary that students must know in order to be proficient at meeting the requirements of the standards and benchmarks. That is, what vocabulary words must students understand in order to learn the essential content?

  48. Implementing the Essential Curriculum can only happen by changing the status quo

  49. Personal impact of change “It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear . . . It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.” ~ Marilyn Ferguson The Aquarian Conspiracy: Personal and Social Transformation in the 1980s

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