Pa Curriculum Framework

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Created and Published by Pennsylvania Department of Education.

Transcript of Pa Curriculum Framework

  • 1. II.Introduction to Pennsylvanias Standards Aligned System Tracy Ficca PaTTAN Harrisburg

2. Standards Aligned System (SAS) Overview

  • The Pennsylvania Standards Aligned
  • Systems (SAS) is a collaborative product
  • of research and good practice that
  • identifies six distinct elements which, if
  • utilized together, will provide schools and
  • districts a common framework for continuous
  • school and district enhancement and
  • improvement.
  • SAS is housed as a community on PDEs Education Hub website

3. SAS Development

  • Educators from across the Commonwealth have created Big Ideas, Concepts, and Competencies in literacy, math, science, and social studies
  • Other standards content areas will also create Big Ideas, Concepts, and Competencies
  • Currently, Essential Questions, Exemplars, and Vocabulary are being created in literacy, math, science, and social studies

4. Why do we need a Standards -Aligned System in Pennsylvania?

  • To support districts with Curriculum, Assessment, Instruction
  • To provide Professional Development
  • To promote an ongoing learning community
  • To help all students to meet and when possible,exceedthe PA Academic Standards

5. Curriculum Framework

  • Big Ideas : Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.
  • Concepts : Describe what students shouldknow , key knowledge, as a result of this instruction, specific to grade level.
  • Competencies :Describe what students should be able todo , key skills, as a result of this instruction, specific to grade level.

6.

  • Essential Questions: Questions connected to the SAS framework and specifically linked to the Big Ideas. They should frame student inquiry and promote critical thinking. They should assist in learning transfer.
  • Vocabulary: Key terminology linked to the standards, big Ideas, concepts and competencies in a specific content area and grade level.
  • Exemplars: Exemplars are performance tasks and can be used for assessment, instruction as well as professional development. Exemplars provide educators with a concrete example of assessing students' understanding of the big ideas, concepts and competencies.

Coming Soon to the Curriculum Framework 7. Big Ideas

  • A set of declarative statements of enduringunderstandingsfor all students at all grade/course levels.
  • Help students to make connections and make sense of ideas, concepts, skills for permanent learning and success at higher levels.
  • Answer the question:What is truly important tounderstandin this area?

8. Big Ideas in Mathematics 4 thGrade l w Area = lxw Area16 squares + 6 squares Tiling, Decomposition of Shapes, Accumulation of Areas 9. Why is this a Big Idea?????

  • It leads to Integral Calculus!
  • Area Under a Curve

10. Big Ideas in Mathematics Pre-Algebra Find the slope of y = 3 x + 2 3 up for each 1 right height = 3 (length) + 2 1 3 Slope is Relative Rate of Change -1 0 1 2 3 -1 2 5 8 11 11. Why is this a Big Idea?????

  • Rates of Change provide critical information

12. Big Ideas in Mathematics Algebra 2 Graph y = 32000(.90) x What value of x yields y = 16000? A new car depreciates in value at a rate of 10% per year. Create a model of this depreciation and find out how long it takes for a car originally worth $32,000 to be worth of its original value? Exponential Growth and Decay inContext 13. Why is this a Big Idea?????

  • Important phenomena follow exponential and other advanced models!

World Population Time Model of World Populationifthe AIDS epidemic is not checked 14. NextConcepts

  • Concepts:Describe what students shouldknow , key knowledge, as a result of this instruction, specific to grade level.
  • Since the purpose is to provide focus for the curriculum, only major concepts should be included.
  • A laundry list of all the topics necessary to achieve the competenciesis not helpful.

15. Competencies

  • Competencies : Describe what students should be able todo , key skills, as a result of this instruction, specific to grade level.
  • Begin with identification of the culminating competencies for each grade/course (working backwards).
  • Should be limited in number and be all encompassing 5 per grade/course.
  • What is really important the outcome of
  • the course or grade

16. SAS Connections toSchool District Curriculum

  • Know=Concepts
  • Understand=Big Ideas
  • Do=Competencies

17. The Relationship

  • Competencies
  • The Doing of Mathematics
  • Grade Specific
  • Multiple Concept Areas
  • Multiple Big Ideas

Concepts The Knowing of Mathematics

  • Big Ideas
  • Essential Understandings
  • Often run vertically acrossgrades/courses to develop mastery

18. Lets Look at SAS on Ed Hub

  • www.pde.state.pa.us
    • Education Hub
      • Standards Aligned System
        • Math
        • Literacy
        • Social Studies
        • Science

19. 20. SAS Math Process and Content 21. SAS: Organized by Grade Bands 22. Mathematical Processes - Grade 9 Through Grade 12The mathematical processes consist of the mathematical competencies that embody the "doing" of mathematics. These processes should form the core of the activities that students do in the mathematics classroom and should provide focus and purpose for the entire mathematics experience of all students in the Commonwealth. 23. Then Pick A Course 24. Big Ideas:Algebra I 25. Concepts: Algebra I 26. Competencies - Algebra I 27. Big Ideas- Geometry 28. Concepts- Geometry 29. Big Idea & Concepts: Literacy, Grade 10 30. Competencies: Literacy, Grade 10 31. Big Ideas, Biology 32. Concepts: Civics in a Global Society-11 33. Competencies: Science & Technology, grade band 8-12 34. Looking Ahead:SAS and Curriculum Writing

  • SAS is designed to give focus to school districts as they design curriculum and instruction.
  • Mapping tools provide schools the opportunity to write and manipulate local curriculum.
  • Fall 2008:Concentration on the connection between districts written curriculum and SAS.
  • Spring 2009: In-depth math staff development will be provided across PA.

35. SAS Connections toSchool District Curriculum

  • Clear Standards Both SAS and School Districts are using Pennsylvania State Standards to drive curriculum work.
  • Fair Assessments Summative, Formative, Diagnostic, and Benchmark Assessments will be available to school districts to utilize with curriculum development.

36. SAS Connections toSchool District Curriculum

  • Curriculum FrameworkBig Ideas, Concepts, and Competencies provide overarching focus for schools and teachers.
    • Essential Questions, Exemplars, and Vocabulary are being added.
  • Instruction Use of research based examples in SAS Instruction tab will aid educators in utilizing research based instructional strategies.
    • Examples:Cooperative learning

37. SAS Connections toSchool District Curriculum

  • Materials and Resources Currently an RFP has been released so SAS Curriculum Committees and Vendors can develop this tab.
  • Interventions As this tab becomes populated, the connection will be to use the interventions as a means to differentiate instruction and offer safety nets for students.

38. Possible Contents of SAS-Math Resources PA Math Standards PA Math Anchors PSSA Resources PVAAS Resources Benchmark (4Sight Assessment) Formative Diagnostic Alternative Assessments Big Ideas Concepts Competencies Vocabulary Exemplars Essential Questions Reteaching Strategies Alternative Activities Subgroup-targeted Activities Other Interventions Model Curricula Instructional Strategies Model Curricula Web Resources Alignment Guides forcommercial programs 39. Making the Connections:Transition Practices

  • Working backwards from a students Post-School Goals.
  • Identify Course of Study needed to achieve those goals
  • Identify the standards student must meet to be successful in classes
  • Identify skills in need of development
  • Concepts, Competencies, and Big Ideas might be used as bridges to those skills, with good teaching, materials, and interventions as support

40. Making the Connections:School Level:

  • The big picture of your school:
  • Has your faculty been introduced to the SAS?
  • What professional devel