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2. Outcomes. Participants will increase their understanding of the process of unpacking Content Standards, know the relationship among the process of unpacking and developing effective assessments
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1. 1 Unpacking Standards to Promote Student Understanding New Hampshire School Administrators AssociationFebruary 1, 2007 Marcella Emberger
ASCD Faculty Member
marcyemberger@earthlink.net
2. 2 Outcomes Participants will increase their understanding of the process of unpacking Content Standards, know the relationship among the process of unpacking and developing effective assessments & instruction, and consider how this information impacts their curriculum.
3. 3 Advance Organizer Content
Connecting Standards and Other Curriculum Streams
The Challenges of Standards
The Process of Unpacking
Assessment/Instruction: Applications of Unpacking
Designing a Comprehensive Curriculum
Process/Content
Information Bursts
Reflections
Increased Understanding
4. 4 [Curriculum streams] flow through the [educational] system, ebbing at times, then gathering strength and flowing together in a dynamic confluence. Allan A. Glatthorn (2000)
5. 5 Curriculum Streams
Academic Rationalism
Cognitive Processes
Technology
Personal Relevance
Social Adaptation/
Reconstruction
6. 6 Academic Rationalism, Cognitive Processes, & Technology Academic Rationalism the heart of the curriculum is the structure of the discipline
Constructivism - student as constructor of knowledge
Technology - programs advocating a means-end orientation
7. 7 Personal Relevance and Social Adaptation Student-centered curriculum - based on student/teacher interest
Social Adaptation/ Reconstruction - Life Adjustment Programs (preparation for adult life)
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9. 9 Core Elements of a New Curriculum Emphasizes greater depth
Focuses on problem solving
Combines both content skills and knowledge
Provides for individual differences
Offers a common core to all
Emphasizes the learned curriculum
Attunes to personal relevance/interest
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14. 14 Reflection: Select one to discuss with a partner. What is your curriculum history? What other curriculum streams have impacted your philosophy?
What is your vision of a new curriculum?
What do your staff members understand about how our move to a new curriculum and the implementation of Content Standards impacts their teaching?
15. 15 Content Standards Content standards are also known as learning goals or learning outcomes.
Clearly written content standards provide a focus for curriculum, assessment, and instruction.
Standards specify what students should know and be able to do.
16. 16 Three Challenges of Content Standards Overload - just too many to teach!
Some are too big and some are too small [Goldilocks problem]
Some are too vague
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18. 18 Challenge #1: Overload Researchers at Mid-continent Research for Education and Learning (McRel) identified 200 standards and 3,093 benchmarks in national-and state-level documents for 14 subject areas. Classroom teachers estimated that it would take 15,465 hours to adequately address these standards.
19. 19 Do We Have the Time? 3,093 benchmarks can not be adequately taught in the approximately 9,042 hours available (maximum)
Even by extending the school year or the school day, Marzano (2001) estimated that as the current school year is structured, schooling would need to be extended from kindergarten to Grade 21 or 22.
20. 20 Challenge #2: The Goldilocks Problem
21. 21 Some Standards Are Too Big The student will analyze the regional development of Asia, Africa, the Middle East, Latin America, and the Caribbean, in terms of physical, economic, and cultural characteristics and historical evolution from 1000 A.D. to the present.
What exactly does the Standard expect us to teach? What should be assessed?
22. 22 Some Standards Are Too Small Compare the early civilizations on the Indus River Valley in Pakistan with the Huang-He of China.
Specific and easily measurable, but what is the big idea of the discipline? Will the students end up learning factlets that are a matter of memorization?
23. 23 Challenge # 3: Some Are Too Vague Students will recognize how technical, organizational and aesthetic elements contribute to the ideas, emotions, and overall impact communicated by works of art.
The standard is so nebulous that different art teachers will interpret it in different ways, thus defeating the intention of having clear, consistent, and coherent goals.
24. 24 New Hampshire Standards Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, medium, mode), dispersion (range or variation), outliers, quartile values, or estimated line of best fit to analyze situations, or to solve problems; and evaluates the sample from which the statistics were developed (bias, random, or non-random).
Organizing information to show understanding or relationships among facts, ideas, events (e.g. representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting or outlining.)
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28. 28 Steps: Unpacking Standards: Stage 1 Identify the Big Ideas
Identify Core Tasks
Identify Concepts that are Important to Know and Do
Determine What is Worth Being Familiar With
Identify Misconceptions/ Misunderstandings
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34. 34 What are Big Ideas?
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46. 46 Reflection Use the three circle audit and the Knowledge and Skills handout.
Discuss the process using one of the New Hampshire standards on Slide 24 (or another Standard with which you are familiar)
47. 47 Using Stage 1 Unpacking Stage 2: Designing
Diagnostic: Readiness, Interest, Learning Profile
Formative: Assessments for Learning; Everyday Assessments; Benchmarks
Summative: Assessments of Learning -Final Assessments performance tasks; tests
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51. 51 Misunderstandings/Misconceptions Long before they enter school, children also develop theories to organize what they see around them. Some of these theories are on the right track, some are only partially correct, while still other contain serious misconceptions. Knowing What Students Know (2001) National Research Council
Everything in print must be true.
Science is the study of what we know about the world.
When you multiply two numbers together, the answer is always bigger than both the original numbers.
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55. 55 Benchmarks and Standards: Benchmarks are an interpretation of a performance standard according to age, grade, or developmental levels.
Usually students construct a response or demonstrate a performance. Because there is generally no single correct answer, student products are evaluated based on judgments guided by criteria.
Benchmarks require the creation of performance standards, established levels of achievement, quality of performance, or degree of proficiency. Performance standards specify how well students are expected to perform or how well they can perform processes that should be learned.
56. 56 Value of Benchmarks Benchmarks provide
student data for classrooms, schools, and school systems.
one way to monitor the progress students are making on specific indicators.
information to help teachers know who has met proficiency and who hasnt.
information on what needs to be re-taught so that all students are able to reach proficiency.
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76. 76 Selected References Brandt, R.S. (ed). (2000). Education in a new era. Alexandria, VA: Association for Supervision and Curriculum Development.
Brooks, J. and M. Brooks. (1993). The search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development
Bruner, J.S. (1960). The process of education. Cambridge, MA: Harvard University Press.
Glatthorn, A.A. (1998). Performance assessment and standards-based curriculum. Alexandria, VA: Association for Supervision and Curriculum Development
Littky, D. (2004). The big picture: Education is everybodys business. Alexandria, VA: Association for Supervision and Curriculum Development
Marzano, J.R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development
Pelligrino, J.M., N. Chudowsky, and R. Glaser. (eds.) (2001) How people learn: Brain, mind, experiences, and school. Washington D.C.: National Academy Press.
Stigler, J.W and J. Hiebert. (1999). The teaching gap: Best ideas from the worlds teachers for improving education in the classroom. New York:: The Free Press.
Wiggins, G, and J. McTighe. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.