Michigan Curriculum Frameworks An Overview Interpretations of Curriculum vary… ä …anything that...

Michigan Curriculum Frameworks

An Overview

Interpretations of Curriculum vary…

…anything that is taught in school …a set of subjects …content …a program of studies …a set of materials …a sequence of courses …a set of performance objectives …a course of study

Curriculum is….

… everything that goes on within school, including extra curricular activities, guidance, and

interpersonal relationships. … anything that is taught both inside and outside

of school directed by the school … everything that is planned by school personnel … anything an individual learner experiences as a

result of schooling

Source: Oliva, P.F. ( 1992) Interpretations of Curriculum pg. 5-6 Glenview, Ill, Addison Wesley Publishers

It is a resource put together by the Michigan Department of Education to present the Michigan Standards and Benchmarks, which are directly related to the Michigan Core Curriculum.

All districts are required to have a curriculum which is consistent with the Michigan Core Curriculum.

The MEAP tests are based on this curriculum and, thus, the Standards and Benchmarks.

What is a Framework?

Thank you to Southwest Michigan School Improvement/Professional Development Department

Continuous Student (School) Improvement

Michigan Curriculum Framework

StudentAchievement

Continuous School Improvement


Local DistrictCurriculum

StudentAchievement



ClassroomInstruction


StudentAchievement



Assessment



StudentAchievement



Assessment



ProfessionalDevelopment




StudentAchievement

Standards Supporting Learning for ALL Students

VISIONStudent Achievement

..but the goal must be continuous improvement !

Quality is the achievement of CONSTANT incremental improvements

Standards Supporting Learningfor ALL Students

VISIONStudent

Achievement

ContentContentStandards andStandards andBenchmarksBenchmarks

Teaching andTeaching andLearningLearning

StandardsStandards

ProfessionalProfessionalDevelopmentDevelopment

StandardsStandards

AssessmentAssessmentStandardsStandards

Content Standards“Our expectations”

Provide descriptions of what students should know and be able to do in the subject areas of: English Language Arts Social Studies Mathematics Science

Content Standards

Few in number

General in Scope

Working toward enduring understanding and this is best structured with concepts.

BenchmarksBenchmarks

Statements which indicate what students should know and be able to do at various developmental levels, such as early/later elementary school, middle school, high school

Strands in the Content Areas

English Language Arts

Meaning and

CommunicationLanguage

Literature

Voice

Skills and Processes

Genre and the Craft

of Language

Depth of

UnderstandingIdeas in Action

Critical Standards

Inquiryand Research

Social Studies

Historical Perspective (4)Geographic Perspective (5)

Civic Perspective (5)Economic Perspective (5)

Inquiry (2)Public Discourse and Decision-Making (4)

Citizen Involvement (1)

MathematicsPatterns, Relationships and Functions (2)Geometry and Measurement (3)Data Analysis and Statistics (3)Number Sense and Numeration (3)Numerical and Algebraic Operations and Analytical Thinking (2)Probability and Discrete Mathematics (2)

Science

Constructing New Scientific KnowledgeReflecting on Scientific Knowledge

Using Scientific Knowledge• in Life Science

• in Physical Science•in Science and Space Sciences

A High Yield Strategy ? ?

Assessment Instruction

Content

AlignmentAlignment

The act of matching or linking curriculum, instructional strategies, assessment, and staff development to assure that what is taught and how it is taught is producing the desired academic outcomes for all students.

Aligned Assessment

Aligned Assessment is what differentiates between instruction

and learning. Assessment IS THE teaching tool !

Why do we assess students ?

Assessment should enhance performance not just measure it !

Teaching and Learning Standards Authentic Instruction

Higher Order Thinking Deep Knowledge Substantive Conversation Connections to the World

Outside the Classroom

These are based on what ??

Research done by the Wisconsin Center for Educational Research

Written by Fred Newmann, Walter Secada, Gary Wehlage

This is a powerful study of what is necessary for schools to be successful in positively influencing student achievement.

Higher Order ThinkingHigher Order Thinking

Manipulating information by:synthesizinggeneralizingexplaininghypothesizing andconclusions that produce

new meaning & understanding

Deep KnowledgeDeep Knowledge

addressing ideas to:

explore connectionsexplore relationships andproduce complex understanding

We DON’T want curriculum that is a

mile wide and an inch deep.

Substantive ConversationSubstantive Conversation

When students are involved in :

extended conversational exchange with teacher and or experts and peers

about subject matter in a way that builds an improved and shared

understanding of ideas or topics.

Substantive ConversationSubstantive Conversation

Example

Did Christopher Columbus…discover America ?invade America ?experience America ?

What would you be willing to die for ?

Connections to the World Connections to the World Beyond the ClassroomBeyond the Classroom

Involves students in activities that relate to them personally or to public problems of which they are aware.

Why do students have to learn this

material in your classroom ?

Educating the NetGeneration

Children have grown up with TV and are much less tolerant of boredom

TV changed the way children think and learn

They come to school thinking it should be fun

Now another phenomenon is reshaping the way children think, learn and communicate

The internet is rapidly becoming pervasive in homes around the world

The ways we are teaching and the way children today learn ( and will learn tomorrow) have begun to clash !

Students and their parents expect (demand) as much technology in schools as they have in their homes Schools have always reflected the society they serve, and that society is now in its INFORMATION

AGE, marked by the expansive presence of information technologies and the Internet. Schools have no choice but to integrate these technologies into their teaching and learning

The School Administrator, April 2000

Quick Review...

Curriculum What students need to know,

UNDERSTAND and be able to do Developed at each local district Is not the textbook…you cover

curriculum…not just the material

Instruction Teaching in a way so students will

learn what they need to know and be able to do

Assessment Are students learning what they need to

know and be able to do ? Helps teachers get to know their students Assessments are the first thing developed

Evaluation Is instruction working ? Are teaching strategies appropriate ? What other problems exist ?

Questions for Curriculum Teams and School Improvement Teams

What should students know?

What do assessments measure?

What are professional development needs?

Do we conduct discrepancy analyses?

What are the district’s goals? “All students will….”

WHAT COULDWE DO BETTER?

VISIONBELIEFSMISSION

OUTCOMES

WHAT AREWE DOING?

HOW WILL WE KNOW WHEN WE

SUCCEED?

Assessment Standards

Assessment should be powerful and authentic enough to measure complex levels of learning.

Organization of Information Consideration of Alternatives Disciplinary Content Disciplinary Process Elaborated Communication Problem Connected to the World Beyond the Classroom Audience Beyond the School

Assessment Standards

The type of evidence needed to demonstrate proficiency is changing

More than one form of

assessment is needed

Assessment is a ongoing coordinated process of collecting information

for the purpose of continuously improving teaching and student learning.

Professional Development

Professional Development in the teaching community is an ongoing process.

Learning occurs over time as a product of:

acquiring new knowledge linking it to prior knowledge using it in a classroom setting adapting it to the particular level & style of

students discussing & reflecting on it refining this knowledge

Professional Development

Is standards-driven Changes practice Leads to increases in student

achievement Supports School/Student

Improvement Plan Must include accountability

Professional Development Standards

Context - affecting the organization in which new learning will take place

Continuous improvement Intellectually rigorous

Content- affecting the skills, knowledge, and instructional techniques needed to provide effective

learning for all students

Current content knowledge High expectations for all

Process- affecting how the knowledge, skills and instructional techniques will be acquired

and updated over time

Ongoing collegial dialogue

SchoolImprovement

Assessment

ContentProfessionalDevelopment Using Teaching

& Learning Standards

Resources andMaterials

StudentStudentAchievementAchievement

Thank you to Southwest Michigan School Improvement/Professional Development Department

Instructional Tools ( Technology)

School to WorkConnections

InterdisciplinaryConnections

Thank You !

Thank You !

You have just completed

Michigan

Curriculum

Frameworks 101

You got an “A” !

Michigan Curriculum Frameworks An Overview Interpretations of Curriculum vary… ä …anything that...

Documents

Transcript of Michigan Curriculum Frameworks An Overview Interpretations of Curriculum vary… ä …anything that...