Transcript Year 1 1st meeting presentation music

Curriculum Overview
Curriculum Team Work
Year 1
KTD – Curriculum Development
K = What I KNOW I Know
T = What I THINK I Know
D = What I know I DON’T Know
KTD – Curriculum Development
Iowa Core
Big Idea/Enduring Understanding
Mission Statement
Course Purpose
Grade Level Benchmark
Component
KTD – Curriculum Development
Iowa Core
Big Idea/Enduring Understanding
Mission Statement
Course Purpose
Grade Level Benchmark
Component
Goal for the Year
Understand the meaning behind the Iowa Core
Standards
Align what we teach to the Iowa Core -21st
Century Skills
Identify gaps and overlaps – fill/remove
Write a Mission Statement, Course Purposes,
Grade Level Benchmarks and Components
Update the Curriculum Maps to reflect new
GLB, Components and IC Standards……
Goal/Outcomes for Today
Look at the big picture of our work – how the
Iowa Core fits in
Discuss the process for our work to understand
expectations and work for the year
Define our current reality (what we teach) (Step 1)
Analyze the Iowa Core for better understanding
(Step 2)
Align our BM to the IC (Step 3)
Questions we will answer
What is the Iowa Core?
How does the Iowa Core fit into our current
Standards and Benchmarks?
What is the structure for curriculum going to
look like?
Will our Curriculum Maps still be used?
What does the process look like for year 1, 2, and
3, and beyond?
Year 1 – alignment to ICC
Write Grade Level
Benchmarks and Components
for each grade/course
Alignment in Curriculum Maps
Curriculum
Embedded in Year 2
and Year 3
Professional
Development
planned
Characteristics of
Effective Instruction
– Assessment FOR
Learning
Instruction
Teaching
And
Learning
Year 3 – Aligning
assessments with our
curriculum. Writing
common summative
assessments
Continue training on
Assessment OF and
FOR Learning
Alignment in
Curriculum Maps
Assessment
Importance of Curriculum
Second biggest impact on learning is from what is
taught. (Shanahan)
Explicit curriculum is important in ensuring that
teaching occurs.
Explicit curriculum prevents excessive overlaps
across grade levels.
Curriculum needs to be organized.
An explicit curriculum makes differentiated
instruction possible.
Curriculum Framework – IC and OCSD
Big Ideas/GLB: Declarative statements of
enduring understandings for all students at all
grade/course levels. Grade Level Benchmarks (Essential Questions)
Concepts: Describe what students should know,
key knowledge, as a result of instruction,
specific to grade level. Components (Concepts and Skills)
Competencies: Describe what students should
be able to do, key skills, as a result of this
instruction, specific to grade level. Components (Skills)
Big Ideas – GLB or Essential Questions
Worth Being Familiar With – these are
those Nice to Know things we want
student to know but they are not assessed
Important to Know and Do – Part of
your subject area but not essential to lifelong skill attainment – might be assessed
if relate to the enduring understandings
Big Ideas–
Reflected in the IC
and your Content
Standards and will
be the Grade Level
Benchmarks and
Components
Hierarchy of OCSD Curriculum
The Grade Level Benchmarks and
Components drive instruction =
they provide the roadmap to what
the teacher needs to teach.
Currently these are reflected in the
Essential Question and the
Content and the Skills.
Content Area Standard/IC
Subject Mission Statement
But…. They all do not meet the
requirements of “Big Ideas”
Bigger Ideas…..
How do we help
students “master” this
content?
What do we do if they
don’t?
Grade Level/Course Purpose
Grade Level Benchmarks
Components
Steps in the Process
Step 1: Define Current Reality
Step 2: Analyze the Iowa Core
Step 3: Align current reality with IC – eliminate
any gaps and/or overlaps
Step 4: Develop a Subject Mission Statement
Step 5: Develop Grade Level/Course Purposes
Step 6 and 7: Write Grade Level Benchmarks
and Components
Step 8: How do GLB’s and Components fit with
GLB – Based Grading?
IC and the “Big Ideas”
What does the Iowa Core look like?
Do we teach the big ideas described in the IC?
What’s our current reality?
What if we don’t teach something in the Iowa
Core now?
Do we have any gaps or overlaps in our
curriculum right now after aligning
to the IC?
Current Reality – Step 1
On the “walls” list what you are currently
teaching
Look at the essential question/content/skills and
identify the “Big Ideas” your grade level or course
teaches. (You can use your ATLAS maps to assist
with this and your Standards/Benchmarks
Understanding IC – Step 2
What do the Benchmarks of the Iowa Core 21st
Century Skills mean – what do they expect our
students to know and be able to do within a grade
band?
Iowa Core
Determine what big idea they are wanting our
students to know – discuss and write what you
believe the meaning to be and how it fits into
Music.
Aligning with the IC – Step 3
Using the strands from the Iowa Core 21st Century
Skills, determine which Benchmarks you are currently
teaching and at what grade level… then place the name
of the strand and the BM number next to the content on
your “wall”
If there is content in the IC that is not on your “wall”
you will need to add it to the appropriate grade level
within that band.
Do we have any overlaps within a band? With any other
grade level/course? (appropriate?)
Mission Statement – Step 4
Answer the questions:
Why do we have a Music curriculum and what we
want students to know and be able to do?
Why does this area exist in our curriculum?
Is:
Student focused (Students will be able to…)
Measurable
Descriptive about curricular area
Mission Statement
Music offers students a prism through which to develop both creative and
critical skills, thus enabling them to synthesize their subjective experiences with
history, theory and culture. Using a variety of approaches, students hone
communication and problem solving skills, learning craftsmanship and
teamwork through sustained effort. Above all, our faculty prepares students to
become thinking, articulate, sensitive and conscientious citizens and musicians.
Fostering Educational and Artistic Excellence
To advance music education by encouraging the study and making of music by
all.
The study of music provides students with the skills necessary to use their
minds creatively as well as intellectually. To instill within each student an
understanding, appreciation and love for music
Grade Level/Course Purpose – Step 5
Answers the questions
What will students in the 4th grade know and be able
to do?
What will be different from the emphasis in another
grade? What will the focus be in this grade/course?
Is:
Student focused (Students will be able to…)
Measurable
Descriptive about grade level/course
Course Purpose
7th Grade Example – Instrumental Music
Students will express themselves through musical
performance. They will demonstrate
characteristic tone quality, music literacy, and
ensemble skills through a variety of technique
studies and literature.
Writing Grade Level Benchmarks –
Step 6
Must:
Be student focused “The student will….
Be measurable
Begin with a verb which determines level of thinking
and indicate method of summative assessment
Be from Bloom’s top 4 levels of Bloom’s taxonomy
Be indicative of the main skill/concept – the essential
question or purpose of the unit of study
Writing Components – Step 7
Must:
Be student focused “The student will….
Begin with a verb which determines level of thinking
and indicate method of formative assessment
Be measurable
Be from Bloom’s any levels of Bloom’s taxonomy –
scaffolding of skills and concepts should take place
Provide direction for instruction toward success of
the Grade Level Benchmark
Big Ideas/GLB are…
Reflect Higher Order Thinking - Rigorous
They require “uncoverage.” or “investigation” or “evaluation” These abstract concepts
stimulate higher-level thinking. They are more than just facts. They come from the top 4
levels of Bloom’s taxonomy. They have a greater potential for engaging students. The
verb provides clues as to the assessment
Student Centered
They reflect what the student will know or be able to do as result, not what the teacher will do
Timeless
The concept transcends individual examples and/or activities. They have enduring value
beyond the classroom. They will be relevant to any time teaching and do not reflect
specifics – reflect skills such as problem solving
Measurable
They can be measured to determine success.
Essential Concepts or Skills
They are the heart of the discipline. They are worthy of the time it will take to study
them at some depth
(www.movingbeyondthepage.com and Understanding by Design. Wiggins & McTighe.
ASCD. 1998.)
Big Ideas/GLB Are Not…
Topics (Apples, Winter, Shakespeare, Maps, Fractions)
Facts (2x4=8, red and yellow make orange, the capital of
Illinois is Springfield)
Skills (multiplying, painting, memorizing, rhyming)
Assignments (research paper, collage, speech, book
report)
Textbook Units (Unit 1, The World At War, Rational
Numbers)
Science Example
Apples
Better Choices:
Students will describe different species of plants and animals and different
classify them by observable characteristics
Students will demonstrate understanding that plants and animals have life
cycles including being born, developing into adults, reproducing, and
eventually dying.
Students will illustrate that organisms have basic needs.
Students will consider a variety of ways humans change environments in
ways that can be either beneficial or detrimental to themselves or other
organisms.
(IC/Life Science/K-2)
Literacy Example
Main Idea
Better Choices
Students will use a variety of strategies to make sense of what
they read.
Students will monitor their thinking as they read so that the
text makes sense
Students will use a variety of strategies to fix their reading
when meaning breaks down.
Music Example
Rhythm
Better Choices
Students will demonstrate music literacy through a variety of
technique studies and literature.
Read, create and perform the following rhythms: whole notes and rests,
dotted half notes, half notes and rests, dotted quarter notes, quarter
notes and rests, dotted eighth notes, eighth notes and rests, sixteen notes
and rests, and syncopated rhythms.
Demonstrate a steady beat and rhythmic accuracy through foot
tapping, clapping, and counting out loud.
Developing big ideas/GLB helps students
“Understand rather than memorize
Retain ideas and facts longer because they are more
meaningful
Make connections between subjects and facets of a
single subject
Relate ideas to their own lives, and
Build networks of meaning for effectively dealing
with future knowledge.”
(from How to Differentiate in Mixed-Ability
Classrooms, 2nd Edition; C.A. Tomlinson; ASCD;
2001)
Grade Level Benchmarks
Describes the “essential” things ALL students in
this grade level or course MUST KNOW or BE
ABLE TO DO in Music
GLB's are units of instruction that make
connections between separate concepts
or skills
Year-long course = 7-12 GLB's
Trimester = 3-6 GLB's
Grade Level Benchmarks
Each GLB requires high level of student thinking
as well as dynamic student involvement in their
learning
Written with verbs from top 4 level of Bloom's
Taxonomy – application, analysis, synthesis, and
evaluation
Each GLB directs the assessment
Summative Assessment
GLB's
Criteria:
A positive statement about what the
students will do
Verbs describing specific, measurable
actions
Includes an end result – what the student will be able
to do
High levels of achievement – Bloom's top 4
levels of thinking
GLB's - Example
What is wrong with these examples?
By the end of the lesson, students should be
able to identify notes
Introduce the vocabulary words
Students will understand tempo
Students will read the textbook chapter
about composers
Components
Statements of concepts or skills that describe
what students must know or do in order to
perform the GLB.
Can be written from all levels of Bloom's
Taxonomy
Content or skills scaffold as the GLB is taught
3-8 per GLB
Components - Continued
Simple and Complex skills
Must have students being active, not passive
learners
Teachers become more facilitative instead of only
providing information that students memorize
Components - Continued
Which are simple and which are complex?
Students will maintain a steady beat
Students will conduct research on a composer
Students will perform a piece using correct tempo
Students will read melodies
Students will play melodies in three-part rounds
Grade Level Benchmarks
How do you go about identifying GLB's?
What are the “essential” skills/topics?
What is the relevance of the topic/skills?
What might students “do” with the information they
learn?
What skills will be involved?
Are several topics related – if yes, group together
Those connected skills/topics make up a GLB
Quiz time!
Grade Level Benchmark
Answer the following questions to make
sure it meets all GLB requirements
DOES IT....?
Uses a positive statement and tells what the student will
do
Uses a specific measurable action verb
Contains an end result
Requires high levels of thinking
Requires dynamic student involvement
Make connections – topics, skills and applications
related
Directs the summative assessment
Grade Level Benchmarks
How do we write the GLB?
Group topics/skills together – lay out your “wall”
Don't force groupings
Visualize the grouping – what will students be able to
do when they participate in the learning?
What will students know or be able to do?
Check the criteria to be sure all are present
Are all the components – skills and topics – identified
and included in the GLB?
Remember to make all statements specific and
measurable
Components tend to scaffold content or skills
Monitor Implementation
How will we know if the curriculum is leading
students to mastering the content?
What do we do if our students have mastered the
content before instruction?
What will we do if they are not mastering the
content?
What supports are we providing to the struggling
learners in our classroom?
What will you do to make sure ALL students master
the content?
Updating Curriculum Maps