introduction to standards-based curriculum integration part i and ii dr. penni hudis - director of...
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Introduction to Standards-based Curriculum
Integration Part I and II
Dr. Penni Hudis - Director of Pathway and Curriculum Development, ConnectED
Kathleen Harris - Director of Coaching and Technical Assistance, ConnectED
Rob Atterbury- Director of Professional Development, Connect Ed
www.connectedcalifornia.org510-849-4945
Partnering with NAF, NCAC, CASN, EDC
Objectives
• Recognize quality curriculum integration• Identify levels and types• Describe teacher roles• Surface obstacles and explore solutions• Access key resources
3
Why integrated curriculum?
1. Tap motivation
FORCED TO…....NEED TO…….WANT TO You push…..They comply…..They seek
2. Engage in meeting standards that are aligned with assessment expectations
4
Why project based learning?
PBL
PBL engages students in complex, real-world problem solving
…is Academically Challenging
…is Relevant
…uses Active Learning
BASIC INTERMEDIATE COMPLEX
Integration Continuum
CTE
Math
ELA
ARTS
ForLang
SOC
SCI
Single Subject Paired Interrelated Conceptual
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7
ACTIVITY 1 Review and critique a
curriculum sample using the Integrated Lesson and Project Quality Criteria
Integrated curriculum design
• Curriculum/Performance mapping
• Connecting concept or theme
• Essential questions
• Performance assessments
• Industry partners
• Reflection and revision 8
Integrated planning in action
9
Integrated projects should be
• Standards/performance driven –
• Inquiry based
• Authentic
• Personalized10
ACTIVITY 2:
Reflection Question 1
11
Begin with the end in mind
”All things are created twice:first mentally and then
physically.The key to creativity is to begin
with the end in mind, with a vision and a blueprint of the
desired result.”
Stephen R Covey
12
What is the end?
• The project or activity
• The content topics
• Performance of standards
13
Curriculum maps – How it is
Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area
Subject Monday Tuesday Wednesday Thursday Friday
Topics
StandardsPerformance
Disease agents
Chain of infection
Tracking an epidemic classroom
simulation and computer simulation
Identifying fomites lab
Clinical epidemiology
lab
6.26.3
1.2 (10.a)1.2 (10.d)
6.26.3
1.1 (1.3)1.2 (10.c)
B3.1B4.0E1.0E2.0
Demonstrate proper experimental procedure
Draw conclusions from data regarding prevalence of bacterial contamination
Analyze and evaluate
symptoms to determine
patient health status
Explain how different factors
influence the spread of disease
Identify various modes of
transmission for common
pathogens14
Unpacking the standards
Uncover to determine:
• Standard• Content/application• Skills to master (action verbs)• Demonstration of mastery
Unpacking the standards
Verbs matter!
Verbs establish the level of learning and drive the assessment methods
Activities in the project should require students to acquire and/or demonstrate the desired level of mastery
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Bloom’s Revised Taxonomy
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Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area
Subject Week 1 Week 2 Week 3 Week 4 Week 5
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Mapping time units can vary:• Days• Weeks• Months
Curriculum map – how it should be
Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area
Monday Tuesday Wednesday Thursday Friday
Standards.Performance
Topics
6.26.3
1.2 (10.a)1.2 (10.d)
6.26.3
1.1 (1.3)1.2 (10.c)
B3.1B4.0E1.0E2.0
Demonstrate proper experimental procedure
Draw conclusions from data regarding prevalence of bacterial contamination
Analyze and evaluate
symptoms to determine
patient health status
Explain how different factors
influence the spread of disease
Identify various modes of
transmission for common
pathogens
? ???
19
Performance Map Template Across Subject Areas
Subject Week 1 Week 2 Week 3 Week 4 Week 5
Health Science
English
Science
Find information on the topic using a minimum of five sources
Evaluate the credibility and
reliability of resources.
Paraphrase the research into your own words.
Formulate a preliminary thesis statement to reveal the specific point of the paper.
Prepare a formal outline using proper
outlining form.
Distinguish between active and passive transport along concentration gradients.
Analyze structural
differences between cells
and viruses
Compare and contrast viral replication and cellular division
Demonstrate proper experimental procedure
Draw conclusions from data regarding prevalence of bacterial contamination
Explain how different factors
influence the spread of disease
Identify various modes of transmission for common pathogens
Analyze and evaluate
symptoms to determine
patient health status
20
Performance Map Template Across Subject Areas
Subject Week 1 Week 2 Week 3 Week 4 Week 5
Health Science
English
Science
Find information on the topic using a minimum of five sources
Evaluate the credibility and
reliability of resources.
Paraphrase the research into your own words.
Formulate a preliminary thesis statement to reveal the specific point of the paper.
Prepare a formal outline using proper
outlining form.
Distinguish between active and passive transport along concentration gradients.
Analyze structural
differences between cells
and viruses
Compare and contrast viral replication and cellular division
Demonstrate proper experimental procedure
Draw conclusions from data regarding prevalence of bacterial contamination
Explain how different factors
influence the spread of disease
Identify various modes of transmission for common pathogens
Analyze and evaluate
symptoms to determine
patient health status
21
Connections across subjects come from both verbs (skills) AND applications (content)
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The goal of performance mapping is to create
integrated lessons or projects that are standards-based and reflect and aligned to scope
and sequence
23
ACTIVITY 3
Practice building performance maps and
finding connections
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Getting started on performance mapping
• Agree on the level of granularity (week vs. month) of map
• Establish the time spans for your maps
• Decide on the physical format
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Getting started on performance mapping
• Determine the means for sharing the maps
• Schedule curriculum design meetings
• Establish a strategy for providing technical assistance
26
Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area
Subject Week 1 Week 2 Week 3 Week 4 Week 5
27
Mapping time units can vary:• Days• Weeks• Months
Curriculum map – how it should be
Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area
Week 1 Week 2 Week 3 Week 3 Week 4
Standards.Performance
Topics
6.26.3
1.2 (10.a)1.2 (10.d)
6.26.3
1.1 (1.3)1.2 (10.c)
B3.1B4.0E1.0E2.0
Demonstrate proper experimental procedure
Draw conclusions from data regarding prevalence of bacterial contamination
Analyze and evaluate
symptoms to determine
patient health status
Explain how different factors
influence the spread of disease
Identify various modes of
transmission for common
pathogens
? ???
28
Performance Map Template Across Subject Areas
Subject Week 1 Week 2 Week 3 Week 4 Week 5
Health Science
English
Science
Find information on the topic using a minimum of five sources
Evaluate the credibility and
reliability of resources.
Paraphrase the research into your own words.
Formulate a preliminary thesis statement to reveal the specific point of the paper.
Prepare a formal outline using proper
outlining form.
Distinguish between active and passive transport along concentration gradients.
Analyze structural
differences between cells
and viruses
Compare and contrast viral replication and cellular division
Demonstrate proper experimental procedure
Draw conclusions from data regarding prevalence of bacterial contamination
Explain how different factors
influence the spread of disease
Identify various modes of transmission for common pathogens
Analyze and evaluate
symptoms to determine
patient health status
29
Performance Map Template Across Subject Areas
Subject Week 1 Week 2 Week 3 Week 4 Week 5
Health Science
English
Science
Find information on the topic using a minimum of five sources
Evaluate the credibility and
reliability of resources.
Paraphrase the research into your own words.
Formulate a preliminary thesis statement to reveal the specific point of the paper.
Prepare a formal outline using proper
outlining form.
Distinguish between active and passive transport along concentration gradients.
Analyze structural
differences between cells
and viruses
Compare and contrast viral replication and cellular division
Demonstrate proper experimental procedure
Draw conclusions from data regarding prevalence of bacterial contamination
Explain how different factors
influence the spread of disease
Identify various modes of transmission for common pathogens
Analyze and evaluate
symptoms to determine
patient health status
30
31
Idea/Concept/Skill
Student Performances
Project Description
Essential Question
Subject Subject Subject Subject Subject
Lesson or Problem/Project
TopicEssential Question
Driving Question #1
Sub-questions
Lessons
Sub-questions
Activities
Driving Question #2
Sub-questions
Labs
Driving Question #3
Sub-questions
Research
Sub-questions
Modeling
33
Forensic ScienceHow do we bring
Mr. Diaz’s murderer to justice?
Driving Question #1
Sub-questions
Lessons
Sub-questions
Activities
Driving Question #2
Sub-questions
Labs
Driving Question #3
Sub-questions
Research
Sub-questions
Modeling
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Forensic ScienceHow do we bring Mr.
Diaz’s murderer to justice?
Law: How do we investigate a
murder?
Sub-questions
Lessons
Sub-questions
Activities
Biology: How can we be sure we got the right
person?
Sub-questions
Labs
English: How is a murder suspect
prosecuted?
Sub-questions
Research
Sub-questions
Modeling
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Forensic ScienceHow do we bring Mr.
Diaz’s murderer to justice?
How do we investigate a
murder?
How can we tell when the murder
occurred?
Lessons
What does the crime scene tell
us?
Activities
How can we be sure we got the
right person?
How is DNA evidence used?
Labs
How is a murder suspect
convicted?
How reliable are witness
testimonies?
Research
Sub-questions
Modeling
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Multiple roles for industry
Curriculum Development
Instruction and Implementation
Student Assessment
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Rubrics
• STANDARD: uses verbs that imply level of performance
• CRITERIA: describes competence
• SCALE: rates student performance in relationship to competence
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Building the lesson or project
1. Find the link—concept, idea, and/or skill in common
2. Determine authentic context for performance measures
3. Align the appropriate activities to the context and performance measures
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Getting Started
Authentic Project
Local Industry Connection
Gaps Identified Using Student
Data
Standards-based Performance Maps
Resources
• Integrated Curriculum Design Manual http://www.ConnectEdCalifornia.org
• George Lucas Education Foundation http://www.edutopia.org
• Buck Institute of Education http://www.bie.org
• What Kids Can Do http://www.whatkidscando.org
• Adria Steinberg’s Real Learning, Real Work and Schooling for the Real World: The Essential Guide to Rigor and Relevant Learning
