the regional office of curriculum & instruction
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The Regional Office of Curriculum & Instruction. A systems thinking approach to curriculum development. Highlights of the New Curriculum Maps. Math – Algebra I; automaticity goals for K-5; most difficult concepts to teach Language Arts – reading and writing workshop model - PowerPoint PPT PresentationTRANSCRIPT
THE REGIONAL OFFICE OF CURRICULUM & INSTRUCTIONA systems thinking approach to curriculum development
Highlights of the New Curriculum Maps
Math – Algebra I; automaticity goals for K-5; most difficult concepts to teach
Language Arts – reading and writing workshop model
Physical Education – fitness approach Differentiation for special education,
enrichment and ELL Interdisciplinary connections
Algebra I Instruction “multiple representations”
The bottom line for teachers, Schultz said, is “you don’t get the option of ‘I only want to do it this way.’ Give the kids the option to do things in multiple ways. Your job as the teacher is to be flexible and work with different modalities.”
HoHoKus Middle SchoolGrade 8Algebra 1*Collaboration
Brookside Middle SchoolGrade 8Algebra 1*Collaboration
Cavallini Middle SchoolGrade 8Algebra 1*Collaboration
Operations on Numbers and Expressions(Week 1, 10 Weeks)
use properties of number systems within the set of real numbers to verify or refute conjectures or justify reasoning
use rates, ratios, and proportions to solve problems, including measurement problems
describe and distinguish among the various uses of variables, including:
o Symbols for varying quantities (such as 3x)
o Symbols for fixed unknown values (such as 3x – 2 = 7)
o Symbols for all numbers in properties (such as x + 0 = x)
o Symbols for formulas (such as A = l * w)
o Symbols for parameters (such as m and b for slope in y = mx + b)
use matrices to represent and solve problems: adding and subtracting matrices; multiplying a matrix by a scalar
Operations on Numbers and Expressions(Week 1, 10 Weeks)
use properties of number systems within the set of real numbers to verify or refute conjectures or justify reasoning
use rates, ratios, and proportions to solve problems, including measurement problems
describe and distinguish among the various uses of variables, including:
o Symbols for varying quantities (such as 3x)
o Symbols for fixed unknown values (such as 3x – 2 = 7)
o Symbols for all numbers in properties (such as x + 0 = x)
o Symbols for formulas (such as A = l * w)
o Symbols for parameters (such as m and b for slope in y = mx + b)
use matrices to represent and solve problems: adding and subtracting matrices; multiplying a matrix by a scalar
Operations on Numbers and Expressions(Week 1, 10 Weeks)
use properties of number systems within the set of real numbers to verify or refute conjectures or justify reasoning
use rates, ratios, and proportions to solve problems, including measurement problems
describe and distinguish among the various uses of variables, including:
o Symbols for varying quantities (such as 3x)
o Symbols for fixed unknown values (such as 3x - 2 = 7)
o Symbols for all numbers in properties (such as x + 0 = x)
o Symbols for formulas (such as A = l * w)
o Symbols for parameters (such as m and b for slope in y = mx + b)
use matrices to represent and solve problems: adding and subtracting matrices; multiplying a matrix by a scalar
Balanced Literacy Framework
Independent reading workshopWriting workshopShared reading
Interactive real-aloud with accountable talkStory time
Small-group work (guided reading, strategy lessons)Word study
Interactive writing
Physical Education
In researching what works in schools, Robert Marzano (2003) found five school-level factors that promote
student achievement. Ultimately, Marzano concluded that a guaranteed and viable curriculum is the most
powerful school-level factor in determining overall student achievement.
Guaranteed and Viable Curriculum
Curriculum
Student
achieveme
nt
Upgrading Content and Assessments
2009 Content Standards Audit
1. Update existing maps with 2009 standards.
2. Identify redundancies and gaps What is essential and
timeless? What is not essential or dated? What should be created that is
necessary and evident?
3. When appropriate, incorporate larger school wide, community, national and global perspectives.
Related Assessment Upgrade
1. Target assessments after updated content has been identified.
2. Focus on products and performances contemporary professionals use.
3. Replace a dated assessment with a modern one. Atlas enables us to attach documents, websites, audio and video images.
4. Include sample student work on maps.
Feedback Loops for CurriculaSystems Theory Approach
Curriculum
Instruction
Assessment
Examine Student
Work
Target Necessary Changes
Margaret Wheatley
"The things we fear most in organizations -- fluctuations, disturbances, imbalances -- are the primary sources of creativity."