the revised csos lou maynus, wvde. 21 st century learning mission to grow the seeds of greatness in...
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The Revised CSOsLou Maynus, WVDE
21st Century Learning Mission
To grow the seeds of greatness in every child, teaching them to achieve to their fullest potential so that they may be globally intelligent and resilient in our 21st Century world.
Dr. Steven Paine
PolicyPolicy 2510 13.27
Definition of CurriculumThe content standards, objectives and performance descriptors for all required and elective content areas and 21st century learning skills and technology tools at each programmatic level
How Did We Get The CSOs?
• Teachers selected
• National Standards reviewedo IRA/NCTE Standards o College Board Standardso Principles and Standards for School
Mathematicso Curriculum Focal Points – NCTMo American Diploma Project’s Achieve K-12
Benchmarks
How Did We Get The CSOs?• Assessment Reviews
o National Assessment of Educational Progress (NAEP)
o ACTo SATo TIM S So PISA
• National ReviewsoDr. Norm WebboDr. William Schmidto Partnership for 21st Century Skills
Policy
• 2520.1 – 21st Century Reading and English Language Arts
• 2520.2 - 21st Century Mathematics
• Effective July 1, 2008
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply across
disciplines
Apply toreal world
predictable situations
Apply to real-world
unpredictable situations
Three Ways to Improve Student Learning
• Raise the level of rigor in the content standards and objectives
• Increase the skill and knowledge of teachers in teaching the content
• Engage students in active learning designed around the standards for content, learning skills and technology tools.
So what’s different about these Content
Standards and Objectives?
Depth of Knowledge• Level 1 – Recall, recognition. Skill, a behavior or
sequence of behaviors learned through practice and easily performed
• Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding
• Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text
• Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time
Revised Content Standards & Objectives
OldMA.8.2.3 use ratio and
proportion to create and solve equations
NewM.O.8.2.2 identify proportional
relationships in real-world situations, then find and select an appropriate method to determine the solution; justify the reasonableness of the solution
Old MA.3.16 solve grade level
appropriate story problems using multiple strategies
New M.O.3.1.14create grade- appropriate
real-world problems involving any of the four operations using multiple strategies, explain the reasoning used, and justify the procedures selected when presenting solutions
Essential Question:
What is it we want all students to learn?
UNPACKING THE CSOSWhat basic knowledge will my students
need to master this objective?
What reasoning skills will students need?
What performances/skills must students have if they master the objective?
What products must students produce with mastery?
LEARNING TARGETS
Knowledge
Reasoning
Performance/Skills
Products
KNOWLEDGE TARGETS
Mastery of substantive subject content where mastery includes both knowing and understanding it.
Knowledge Examples
• Identify metaphors and similes
• Read and write quadratic equations
• Describe the function of a cell membrane
• Know the multiplication tables
• Explain the effects of an acid on a base
REASONING TARGETS
The ability to use knowledge and understanding to figure things out and to solve problems.
Reasoning Examples• Use statistical methods to describe,
analyze, evaluate, and make decisions.
• Make a prediction based on evidence.
• Examine data/results and propose a meaningful interpretation.
• Distinguish between historical fact and opinion.
PERFORMANCE/SKILL TARGETS
The development of proficiency in doing something where the process is most important.
Performance/Skill Examples
• Measure mass in metric and SI units
• Use simple equipment and tools to gather data
• Read aloud with fluency and expression
• Participates in civic discussions with the aim of solving current problems
• Dribbles to keep the ball away from an opponent
PRODUCT TARGETS
The development of proficiency in creating something where the final product is most important.
Product Examples• Construct a bar graph
• Develop a personal health-related fitness plan
• Construct a physical model of an object
• Write a term paper to support a thesis
YOUR TURN!
Work with a partner.
Use the sheet that has been placed on your table.
Identify the different learning targets of the Objective using the guiding questions.
Discuss as a table group.
Quantile Framework for Mathematics
•Uses a common, developmental scale to measure student mathematical achievement, the difficulty
of mathematical skills and concepts, and the materials for teaching mathematics.
•Predict readiness •Match students to appropriate materials at their
level•Forecast student performance on the
end of year test.
• “Quantile measures have confirmed what educators have known for some time now: the range of mathematics ability is large within each classroom. In order for teachers to provide effective instruction for diverse classroom populations, instruction must be assessment driven and differentiated.”
Subtract 2- and 3-digit numbers with regrouping.
Knowledge Clusters
QT 208:Solve one-step linear equations and
inequalities andgraph the solutions of the inequalities on a number line.
QT 97
QT 132
QT 605QT 604
QT 548
QT 623
QT 218
QT 180
QT 655
QT 644
QT 622
QT 275
QT 263
QT 210
QT 308