A Leaders Role in Curriculum Planning Founding the Learners Bill of - - PowerPoint PPT Presentation

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A Leaders Role in Curriculum Planning Founding the Learners Bill of - - PowerPoint PPT Presentation

Nov 04, 2023 256 likes •527 views

Richard Woods, Georgias School Superintendent Educating Georgias Future gadoe.org Richard Woods, Georgias School Superintendent Educating Georgias Future gadoe.org A Leaders Role in Curriculum Planning Founding the

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

A Leader’s Role in Curriculum Planning

Founding the Learner’s Bill of Rights

South Area Instructional Leadership Conference February 15, 2017

Deborah McLendon

District Effectiveness Specialist School and District Effectiveness dmclendo@doe.k12.ga.us 229-724-3207

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Learning Targets for Today’s Network

As instructional leaders, we will know the process and sequence of curriculum development to help determine the priority of curriculum planning for the content areas in our schools.

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Learning Targets for Today’s Network

We will focus on the parts of curriculum development that establish teacher clarity:

  • 1. what students are expected to learn
  • 2. why they are learning it
  • 3. how success will be determined
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What Matters Most in Raising Student Achievement

Visible Learning – John Hattie

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

At the request of John Hattie, he asked us to take, “ It works”

  • ut of our vocabulary.

Do not be satisfied with teaching and learning that doesn’t have a high impact!

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Working on What Matters Most in Raising Student Achievement

The Barometer of Influence The Hinge Point .40 Average Effect Size

Visible Learning – John Hattie

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

On the same page with Curriculum…

A rigorous curriculum is an inclusive set of intentionally aligned components- clear learning

  • utcomes with matching assessments, engaging

learning experiences and instructional strategies -

  • rganized into sequenced units of study that serve

as both the detailed road map and the high quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.

  • Larry Anisworth (2010). Rigorous Curriculum

Design, p.8.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Guaranteed and Viable Curriculum Guaranteed – All students have the opportunity to learn

the specified content for a grade or course

Viable – Teachers have adequate time to teach

the specified content Robert Marzano

# 1 School Level Factor for

Impact on Student Achievement

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

21 Leadership Responsibilities

Affirmation Involvement with CIA Change Agent Knowledge of CIA # 1 for 2nd Order Change Communication Monitor/Evaluate Contingent Reward Optimize Culture Order Discipline Outreach Flexibility Relationships Focus Resources Ideals/Beliefs Situational Awareness Input Visibility Intellectual Stimulation

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Implementing a Process to Build a Curriculum for Impact!

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Effective Planning

Starts with

Standards

Breaks them into

Unit Goals/Big Ideas

Phrases lesson –sized

Learning Targets

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Wh Which ich of

  • f th

thes ese e can an be be pl planned anned wi without thout pr predetermined edetermined lea earning rning targets for the day’s lesson?

Formative assessments Tasks Feedback Interdisciplinary connections Appropriate resources Technology Support Appropriate strategies Weekly Plans End-of-unit assessments Students taking responsibility Mid-unit progress checks Students setting goals

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

  • Surface Learning
  • Deep Learning
  • Transfer Learning

Matching Strategies to the Phases of Learning

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Surface Learning Build initial understanding of concepts, skill, and vocabulary on a new topic Phases of Learning

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Deep Learning Deepen understanding by making conceptual connections between and among concepts and applying and practicing procedural skills Phases of Learning

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Transfer Learning Apply conceptual understanding and skills – with little teacher assistance - to new and parallel contexts and scenarios and future units of study Phases of Learning

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  • Learning Intentions/Learning Targets
  • Success Criteria

Planning for Teacher Clarity

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Learner’s Bill of Rights

1.What am I learning today? 2.Why am I learning this? 3.How will I know that I learned it?

EFFECT SIZE FOR TEACHER CLARITY = 0.75

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

What am I learning today?

  • The learning target or goal for the

daily lesson

  • What students are expected to learn
  • Requires deep understanding of the

learning target/ learning intention

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Why am I learning this?

The Relevance

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

How will I know that I learned it?

  • How success will be determined
  • Success criteria
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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Learning Target

A daily statement of what a student is expected to learn in a particular lesson

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Success Criteria are…

Specific statements of what students will be asked to do to demonstrate their understanding of the learning target

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Questions…

1.Do our students consistently know  What they are learning today?  Why they are learning this?  How they will know they have learned it?

  • 2. What are the barriers that are hindering these Learner’s

Bill of Rights?

  • 3. What are the first steps that I need to take to ensure a

guaranteed and viable curriculum and the Learner’s Bill of Rights?

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Next Steps for Participants

Share the Building the Curriculum hand-out with appropriate personnel and assess which components of curriculum are in place for specific content areas. Examine the documents with an external content specialist. External content specialists may be beneficial in helping to determine the priorities in building/revising the curriculum. Review lessons plans and observe classes to assess the current expressions of: what students are to learn, why students are to learn it, and how students will know what success will look like when the learning intention/target is reached. Consider having a book study jig-saw using Visible Learning for Literacy, or Visible Learning for Math, by Hattie, Fisher, and Frey. Do not begin with monitoring. Begin with study to clarify.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

A Leader’s Role in Curriculum Planning

Founding the Learner’s Bill of Rights

South Area Instructional Leadership Conference February 15, 2017

Deborah McLendon

District Effectiveness Specialist School and District Effectiveness dmclendo@doe.k12.ga.us 229-724-3207