COMMON CORE IN CHINA Curriculum mapping American Standards from an - - PowerPoint PPT Presentation

COMMON CORE IN CHINA

Curriculum mapping American Standards from an International Perspective

Marlon Ng

American International School (Hong Kong) Teacher of over sixteen years with last 4 years focus on UbD training Upcoming academic year curriculum coordinator Elementary to High School

Quick Survey

In the last five years how many people have ... been to another country outside North America been several places in North America been mainly in own state

How many people identify their current role as ... administrator (school level or district) curriculum coordinator/ instructional coaches/ head of departments classroom teacher

• ther

Quick Survey

Quick Survey

How many people knowledgable and uses UbD in planning and practice at their school have some familiarity and occasionally use UbD in units in the classroom are unfamiliar with UbD

International Schools

Schools independent and autonomous Accredited in Asia with WASC or IB Strengths and Challenges of overseas schools

American International School (Hong Kong)

pre-K to 12 Operation 25 years 50 staff with1000 student population Three separate divisions Elementary, Middle School, High School

Historical Context of Curriculum Development at American International School (Hong Kong)

Textbook Themes or Learning Activities Understanding by Design (Classroom teacher) Schooling by Design (Whole school) Mission Statement with Standards

AIS Mission Statement and Program Goals American Based Standards

Programs

Visual Arts Dept. English Dept. Science Dept. Math Dept. PE Dept. Computers Dept. Mandarin Dept.

Overarching Understandings Cornerstone Assessments

Overarching Essential Questions

Courses

Grade 1 Science Grade 3 Science Grade 5 Science Grade 7 Science Grade 9 Science High School Chemistry AP Biology

Understandings Cornerstone Assessments

Questions

Courses

Grade 1 Science Grade 3 Science Grade 5 Science Grade 7 Science Grade 9 Science High School Chemistry AP Biology

Understandings Cornerstone Assessments Essential Questions

Unit 1 Space (Earth Science) Unit 2 Animal Adaptation (Life Sciences) Unit 3 Matter (Physical Science)

Units

Understandings Essential Questions

Unit 1 Space (Earth Science) Unit 2 Animal Adaptations (Life Sciences) Unit 3 Matter (Physical Science)

Understandings Assessment Tasks Essential Questions Other Assessments

Units

Framework for ELA CCSS in Elementary School

Key Ideas in thinking for the Elementary School Units Thinking with the end in mind How is our curriculum organized? Consider the time, energy, personnel A solid working curriculum framework before teachers invest time planning units

Shifts in ELA CCSS

Informational Text emphasis Cross-disciplinary in reading and writing Complexity of text Argument and Informative writing

Text Complexity and Informational Text

Susan Pimentel, author of CCSS of English Language Arts

Text Types in Writing

Susan Pimentel, English Language Arts Team Coordinator CCSS David Coleman, English Language Arts Team Coordinator CCSS

Time to Think

Take 5 minutes to share with those around you the following question.

What impact do these shifts have in the teaching and learning at your school?

Design of Units

Collaboration for transparency Unpacked with Overarching Enduring Understanding Quality Performance Assessment (Reliability and Validity) Rubrics and Anchor Work

Collaboration

Through Atlas Rubicon web-based curriculum management system Grade level collaboration Elementary school “curriculum moment”

Structure of UbD Units

6 UbD units 3 with Science Focus 3 with Social Studies Focus Grade level mentor text for reading Reading and Writing component in each unit

Overarching Enduring Understandings (OEU)

With end in mind, the OEU provides the alignment to which the units fall into.

ELA Core Curriculum Reading Standards K-12

Big Idea Descriptors Overarching Enduring Understanding Key Ideas and Details

• 1. Read closely to determine what the text says explicitly and to

make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• 2. Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas.

• 3. Analyze how and why individuals, events, and ideas develop

and interact over the course of a text. Key ideas and details from the text can be derived by using different reading strategies.

• Reading Overarching Enduring Understanding

• Writing Overarching Enduring Understanding

Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Arguments Narratives Informative Production & Distribution

• f Writing

Research to Build and Present Knowledge Reading Writing Literature Informational Text

Big Ideas in ELA

Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Arguments Narratives Informative Production & Distribution

• f Writing

Research to Build and Present Knowledge Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Arguments Narratives Informative Production & Distribution

• f Writing

Research to Build and Present Knowledge Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Integrated with Science Integrated with Science Integrated with Social Studies

Time to Think

Take 5 minutes to share with those around you the following question.

How are units of study organized in your school or district?

UbD in a Nutshell

1.Desired Results 2.Evidence of Learning 3.Learning Plan

Desired Results: Unpacking the Standards

Simple to accommodate the differentiated backgrounds of our teachers. Process of unpacking as part of teachers understanding the standards. “Unpack” all the nouns in the standards as content or knowledge “Unpack”all the verbs in the standards as skills or outcomes

An Example of Unpacking

Kindergarten Standards in Reading Literature

RL.K.1. With prompting and support, ask and answer questions about key details in a text. RL.K.2. With prompting and support, retell familiar stories, including key details. RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

Blue= Nouns or Knowledge Yellow= Verbs or Skills

An Example of Unpacking

Kindergarten Standards in Reading Literature

Knowledge or Content Skills or Outcomes

Questions Ask and answer questions Key Details Retell familiar stories Familiar Stories Identify characters, settings, major events Characters Setting Major Events

Let’s try it Grade 4 Reading Informational Text

RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

What are the knowledge and content? What are the skills?

Skills To Be Assessed

Interpret the information Explain the information A quality performance assessment must require the student to interpret and explain information read.

Evidence of Learning: Performance Assessment

1.Think about the writing performance as starting point. 2.Consider the reading that the student needs to demonstrate. 3.Consider the science or social studies goals required. 4.Consider the specific skills that the standards are requiring.

Creating Performance Assessments

Narratives Craft & Structure Meaning of the text is crafted from words, structure, and viewpoint. Text types have the purpose to develop details and events (narratives)

Sample Possible Assessments

Read a chapter book and identify words or phrases that give deeper meaning to the story. Now write a sequel to the book using examples of these words or phrases to create similar meaning. Read a story with several characters. Now rewrite the from the viewpoint

• f one of the non-narrating

characters. Make a story map of a book to identify its structure (e.g. plot). Write another story if this book was part of a series. Use and follow similar structure.

Time to Think

Take 10 minutes to come up with as many performance assessment tasks for the following reading writing OEUs. READING: Integration of Knowledge (Informational Text) WRITING: Informative Writing

READING: Integration of Knowledge (Informational Text) Knowledge and ideas are integrated from a multiple diverse media that can be evaluated for their validity. WRITING: Informative Writing Text types have the purpose to convey ideas.

Reliability and Validity

Measure of validity based on alignment with standard Measure of reliability Common holistic rubric (6 Facets of Understanding) Anchor Work as common scoring

Generic Rubrics

6 Facets Beginning to Generally Able to Independently Able to Explanation At this level the student explains superficial account of what they understand. At this level the student is able to make some in- depth or personalized connection with what they understand. At this level the student is able to provide a revealing account going beyond what is explicitly taught in class. Application At this level the student can only perform with heavy coaching and procedures At this level the student is limited but has growing ability to the use of knowledge and skills At this level the student not only is able to perform task but uses the feedback and knowledge in difficult context.

Kindergarten to Grade 2

Generic Rubrics

Big Idea Beginning to Generally able to Independently able to Text Types and Purposes Production and Distribution of Writing Research to build and Present Knowledge Range of Writing Performs writing task relying on teacher guidance requiring structured parameters or familiarity in context. Limited but growing ability to write beyond the parameters that were set forth. Demonstrate mastery in writing process, purpose/ audience, and text type.

For Writing

Anchor Work

Anchor Work

Learning Plan: Teacher Autonomy

Activities are aligned to a standard(s) e.g. a knowledge and skill Activities follow acquisition, meaning, or transfer focus. Resources to include a reading text based on the recommended lexile of CCSS. Graphic organizers, Internet resource links, electronic files to be also uploaded.

Sample G3 Unit Animals Desired Results

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

• rganization, and analysis of content.

W.3.2. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b. Develop the topic with facts, definitions, and details. W.3.2c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d. Provide a concluding statement or section.

Sample G3 Unit Animals Evidence of Learning

Students have been given the

• pportunity of a lifetime to manage the

"AIS Wildlife Zoo". Each student will read an informational text about an animal and write a report to present to the general public. The written report should explain 1) the animal's structures as related to its growth, survival, and reproduction. 2) type of environment it lives in 3) the impact of a change in environment to the animal. Their final product will include a diorama of the animal in its natural

• habitat. We will put all the dioramas

together to create our “Zoo”.

Sample G3 Unit Animals Learning Plan

Introduce a topic (Meaning) Read the introduction from a variety of different informational text. Have students determine how they know the topic based on evidence from the text. Writing an introduction (Transfer) Have students practice writing introductions using what they have learned in previous session. Practice pair edit to determine clarity of introduction paragraphs. Develop the topic with facts (Acquisition) Teach students main idea and supporting

• details. Show students how writing can

have a main idea and then include the details that support it through a graphic

• rganizer.

Provide a concluding statement (Transfer) Practice reading informational articles leaving out the ending. Invite students to write a concluding statement based on main ideas drawn from the text.

Sample G3 Unit Animals

Connecting with Digital Literacy

Digital Literacy connection by presenting writing using digital tools. Students read their reports using Garageband on the iPad and put added sound clips at the beginning and end to create their own podcasts.

Foundational Skills, Language, Vocabulary Acquisition,

Beginning stages of articulating Unit on Atlas Rubicon that extends throughout the year. Includes foundational skills, language, and vocabulary acquisition.

Foundational Skills, Language, Vocabulary Acquisition,

Evidence of Learning Developmental Reading Assessment (DRA) Concepts About Print Assessment Scholastic Reading Inventory (SRI) lexile score Comprehensive Assessment of Reading Strategies (CARS) Running Records

Foundational Skills, Language, Vocabulary Acquisition,

Learning Plan Guided Reading Writer’s Workshop Reader’s Workshop Literacy Circles Literacy Centers

Speaking and Listening

Think like an assessor!

Consider the time of year when speaking and listening needs to be assessed in the report cards Consider which existing units lends itself to assessing speaking and listening Build into Evidence for Learning--Speaking and Listening!

For Consideration

Think Big Start Strategic Go for Sustainability

Closing

Marlon Ng mng@ais.edu.hk