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A New Essential Curriculum Dr' Heidi Hayes Jacobs

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No Child Left Behind. Positive statement: Every Child Moves Forward. Disparities between states are accentuated. How many standards are there? ... – PowerPoint PPT presentation

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Title: A New Essential Curriculum Dr' Heidi Hayes Jacobs


1
A New Essential Curriculum Dr. Heidi Hayes Jacobs
2
Essential questions
  • What is essential for our learners now?
  • What revisions should be made in the present
    curriculum in light of new global realities?
  • How might state standards be reconsidered to
    support our students?
  • What are new essential conditions to support our
    work?

3
Rethinking standards worthwhile targets for
learning
  • Standards vary between states
  • Minimal attention to global realities
  • Confusion between state tests and standards
  • Pressures for testing are pulling us away from
    curriculum
  • Cursory attention to contemporary issues
  • Focus on literacy should be cross-disciplinary
  • Many standards do not progress developmentally
    with any significance.

4
Problems with NCLB
  • Lack of financial support
  • Recent articles in Phi Delta Kappan
  • Editorials across the country
  • Negative statement
  • No Child Left Behind
  • Positive statement
  • Every Child Moves Forward
  • Disparities between states are accentuated

5
How many standards are there?
  • Average 200 broad standards
  • 3093 benchmarks
  • Feasibility given of days/hours/minutes
  • Feasibility of operational days
  • 15,465 hours necessary
  • 13,104 hours available (optimum)
  • Necessary to lengthen to grades 21-22 prior to
    college
  • Increase time or decrease standards
  • Source (Marzano and KendallMACREL, Awash in a
    Sea of Standards ,1999)

6
SELECTIVE STANDARDS The operational curriculum
should support vital and critical standards.
7
Essential from the Latin esse meaning to be
to distill to the core
8
Curriculum design requires us to make choices
about what is essential now to help our learners
for their future.
9
What are the basic elements in designing
curriculum?
  • CONTENT
  • SKILLS
  • ASSESSMENT

10
Recast content for timeliness
  • REPLACING content
  • Perplexing issues
  • Updated knowledge
  • Engaging problems

11
Content rethink and revise
  • State history is becoming redundant and
    extraneous
  • Transient movement of students from state to
    state
  • Token community service Applied democracy
  • Replace with Adopt-a-Town
  • Isolation of geography
  • Early U.S. History- needs to spiral (Avoid the
    Pilgrim backlash)

12
Geography focus on geo-politics and
geo-economics
  • State dept. figures 10 hold passports/ 7 of
    those use them
  • World geography by shape and name- early
    childhood
  • Links to geo-economics in upper elementary
  • Links to geo-politics in middle school
  • Global economics in middle school high school
  • Environmental citizenship

13
Social Studies History and Anthropology strands
  • A new constant High School Course The Last 50
    Years
  • Upper Elementary Artifact Analysis
  • Case studies abroad
  • Case studies at home
  • Real time contact between students world wide
  • Participatory democracy require Responsible
    Democracy Benchmark

14
Content in Science rethink and revise
  • Freedom of scientific expression
  • Separation of science from other disciplines
  • Upgrade science in early childhood
  • Literacy instruction primarily through non-
    fiction (increase in science and social studies)

15
Science
  • Physics linked with math in elementary
  • Dealing with religion issues
  • Views on natural world
  • Bio-ethics
  • Bio-chemical abuses/weapons
  • Disease- pandemics
  • Prevention and research focus
  • Independent Science Research- NY

16
Update English Language Arts
  • Expansive genre studies K-12
  • Classics and new voices
  • Studying screenplays and teleplays
  • Poetry SLAMS
  • Memorization of classic work
  • Critiques of electronic media

17
Expansion of Literacy Media Criticism/ Media
Invasion/Media Making
  • TV critiques pre K-grade 3
  • Unit Effects of TV on Me
  • Formal media criticism begins grade 4
  • Television/film writing and production
  • Documentary studies/ NPR models
  • Web based national/international anthologies of
    childrens stories and observations (RTW)
  • Teaching students to conduct video conferences
  • Current Communications Benchmark

18
Content elevate the ARTS
  • Expressive experiences
  • Studio
  • Digital composition
  • Performance
  • Cultural Literacy as a requisite
  • Active work with local institutions
  • (Carnegie Halls LINK-UP Kennedy Center national
    programs)

19
Rethinking Mathematics
  • Eliminating snapshot mathematics in pre-K
    through grade 3
  • Language arts daily speech and writing activity
    describing procedures and concepts
  • Corresponding time for students in middle school
    to balance those who accelerate
  • Summer Math programs in conjunction with colleges
    and universities for separate genders
  • FOCUS on translation strategies post-its on math
    pages
  • Self-tutorials using computers for homework and
    practice

20
Teaching world languages
  • Minimal state requirements
  • French/Spanish dominate
  • Increase range of specialized schools/magnets for
    students with linguistic talent
  • Increased range of languages
  • Pashtu, Khoi, Azeri, Dzongka, Serbo-Croat,
    Portuguese, Malay, Kirundi, Khmer, Sango,
    Kikongo, Turkish, Arabic, Amharic, Twi,
    Icelandic, Hindi, Farsi, Kazakh, Kyrgvz, Lao,
    Larvan, chewa, Nepali, Yoruba, Punjabi, Tagalog,
    Slovak, Tamil, Dutch, Swahili

21
Revising and upgrading skills in the curriculum
  • Planting lifelong capacity
  • Language Literacy
  • Social Literacy
  • Global Literacy
  • Cultural Literacy

22
Forward to New Basics
23
Active Citizenship Peer Mediation
  • Power of Speech and Listening Interviews and
  • observations
  • Conflict resolution as
  • part of citizenship training
  • High school revisiting the pre-school field
    trips Community Heroism
  • Civil responsibilities/community service beyond
    token hours
  • Civil defense/ new realities
  • Student violence/ prevention and reporting codes

24
Early Childhood
  • 2 ½ hours of uninterrupted language arts
  • Integrating science, math, and social studies
  • Vertical Teams meeting regularly vs. Grade Level
    meetings

25
Grades 4-12 Every teacher is a language
teacher
  • Upgrading language skills
  • Across all curriculum areas
  • Interdependence of the four language skills
  • Upgrading notebooks as assessments
  • reading
  • writing
  • speaking
  • listening

26
Speaking and listening skills formally assessed
  • On-going interaction via video conferencing/or
    telephone with students abroad
  • On-going interaction with students in other parts
    of the U.S.
  • Issue based forums regularly planned for grades
    4-12.

27
Accommodating immigrant students and teachers
  • Influx of new students with
  • language issues ECIS guide
  • for teachers
  • Influx of new teachers
  • Staff development for language and cultural
    changes that sensitize specific cultural
    background
  • Suggested work for students
  • WWS- Culture Matters-Peace Corps

28
Teaching English as if it were a foreign language
  • Foreign language teachers
  • emphasize constant spoken language exercises.
  • emphasize consistent and correct use of grammar
    in writing and in speech.
  • constantly assess listening.
  • immerse students in practice scenarios.
  • emphasize self-assessment for independent
    competence.
  • work on phonemic awareness coupled with text
    interaction as a necessity.

29
Revising the element of assessment in the
curriculum
30
Concern on assessment data
  • Limitations of standardized testing.
  • Problems within the testing industry itself.
  • Wide variation between states/localities
  • Posting in newspapers (intramurals)
  • Questions about SAT
  • Questions about what is valued.
  • Questions about what to do with the results

31
Phrase Determine what the learner should know
and be able to do…
  • QUESTION
  • Who is making these decisions?
  • They are hindered by what they know and what they
    are able to do.

32
Three Tiers of assessment
  • Drill and practice
  • Rehearsal
  • Authentic performance

33
Workshops and staff development should focus on
UNPACKING assessment data
34
Bi-Level Analysis We examine student work and
performance data in terms of
  • The subject matter concepts and skills needing
    attention.
  • The requisite language capacity necessary to
    carry out tasks
  • Linguistic patterns
  • High frequency words
  • Specialized terms
  • Editing/revising strategies

35
Assessment is a demonstration of learning
  • The focus should be on feedback
  • Designed to help the learner REVISE his or her
    performance independently.
  • The assessments should be cumulative
    progressions.
  • CAN HE or SHE MAKE THE PERFORMANCE BETTER?

36
Either adopt a national system of periodic
testing or go to local as in Iowa. STATE tests
vary too much.
37
Cumulative revision in the building
  • Curriculum Mapping is key

38
Assessment should reflect our times
  • screenplays
  • teleplays
  • broadcasts
  • email
  • grant proposals
  • web page
  • spread sheets
  • CAD blueprints
  • forecasts
  • media criticism

39
Technology as a platform for revising assessment
possibilities
  • Curriculum Mapping real time data and revision
  • Electronic site visits
  • Electronic video conferencing
  • Data banks for assessments

40
(No Transcript)
41
Site based Teaching and Learning Councils
  • Focus on the site for ongoing review of
    assessment data
  • End organizational ruts by using curriculum maps
  • End committee domination replaced with task
    forces
  • Debating the nature of essential questions
  • Infusing maps with the findings from assessment
  • Focusing the work of the school on the faculty
    team

42
Beyond Reform to New Forms Creating 21st
Century Schools
  • Dr. Heidi Hayes Jacobs

43
Essential Questions
  • What school structures will best support 21st
    century learning?
  • What current practices need revisions to support
    21st century learning?

44
De-Schooling Schools
45
Reshaping SCHOOL STRUCTURES
  • SPACE (physical and virtual)
  • SCHEDULE
  • STUDENT GROUPING PATTERNS
  • TEACHER CONFIGURATIONS

46
The Schedule is Curricular Destiny
  • long term schedules
  • daily instructional time
  • extended day patterns
  • DAILY PLANNING TIME

47
NEEDED Length of Year 195- 205 days
  • At least five of these days for professional
    development and review of assessment data

48
Long Term Schedules
  • Rethink our grade 12 compulsion.
  • Early graduation when ready
  • Additional year if necessary
  • SUMMER SEMESTER extended Senior Year and Early
    Graduation
  • Replace seat time with task completion that might
    be accomplished virtually
  • off school time frames

49
Rethink Daily use of Time
  • START TIME Minnesota start time study
  • BLOCKS Rotational blocks in conjunction with set
    blocks
  • Every four weeks-expanded block for projects/site
    visits/ community work
  • Homework blocks
  • LENGTH OF DAY
  • Staggered day Why the same length each day?
  • BOOKEND SCHEDULES sports/ arts/extra-curricular
  • NIGHT CLASSES

50
Off campus time
  • Online experiences as an integrated and regular
    part of time frames
  • Work on time budgeting
  • Ongoing work with businesses/ social
    institutions/arts institutions
  • HOMEWORK as HOMESCHOOLING
  • TUTORING CLUSTERS in local school or neighborhood
    setting

51
Daily Planning Time
  • Regular cross-grade level work
  • Especially necessary in high school regarding
    language capacity building
  • Regular vertical team planning
  • Especially necessary in elementary school
  • Between buildings K-12
  • Between post-secondary institutions
  • Curriculum Mapping makes this possible
    electronically

52
Common Planning Time through Year
  • SIX BENCHMARK REVIEWS per year
  • Professional DAYS- focused directly building
    based student performance data

53
  • START TIME BLOCKS LENGTH OF DAY

54
Accept and work with VIRTUAL time Possibilities
of technology to alter the way we work with time
and space issues.
55
Technology allows us to work at our own time
  • Consider email
  • Curriculum mapping

56
Grouping students
  • Replacing ability groups which focus on
    child-label
  • Focus on skills grouping
  • Long term grouping/ looping clusters
  • Middle School Vertical Teams or Looped Teams
  • High School rethink lower and upper classmen
    models/ Writing Mentor model
  • Dignity to school to work/ Vocational Education
  • Early graduation/ Extra year

57
Fundamental student grouping issues
  • Institutional grouping
  • Instructional grouping

58
Primary age children
  • Developmental grouping around age spans vs strict
    grade level grouping
  • Working with pre-school educators
  • Formal work with children and parent groups to
    support literacy

59
Middle School
  • Team models
  • Vertical teams
  • Affective grouping
  • K-8

60
High School Level
  • Recognizing the difference between the needs of
    adolescent learners in current 9th and 10th and
    11th and 12th grade learners.
  • Grouping around fundamental literacy skill needs/
    independent study skill needs
  • Curricular options for pre-adult learners based
    on motivation, aspiration, and post-secondary
    next steps Writing Mentor model
  • Dignity to school to work
  • Vocational Education
  • Should all learners be college bound?

61
Homogenous vs Heterogenous grouping
  • What about intelligent grouping?
  • Examples from diagnostic short term/long term
    skills grouping

62
Teacher configurations
  • Vertical teams K-5 and K-12
  • Horizontal patterns 9th and 10th grade
  • Junior and Senior mentor programs
  • Visiting teacher programs
  • Partners between buildings

63
Teacher configurations
  • Vertical teams K-5 and K-12 require new teacher
    teams
  • Operationalizing Learning Communities
  • MEETING VIRTUALLY via Curriculum Mapping
    Technology

64
Middle school configurations
  • All middle school personnel should be part of
    several teams
  • Grade level/age level team
  • Vertical team within building
  • Vertical BRIDGE team either between middle and
    elementary OR middle and high school

65
Rethinking high school teacher configurations
  • Horizontal patterns 9th and 10th grade
  • Allows for cross-disciplinary focus on language
    capacity building
  • Reading , writing, speaking, listening
    strategies
  • Mentor to senior interns or community project
    groups
  • Advisor to students employing online courses
  • Facillitator using video conferencing tools
  • Teacher/facillitator to evening community issues
    presentations presented by students

66
Differentiated Staff development
  • Conditions for sharing findings among colleagues
    within a building are limited

67
Site based Teaching and Learning Councils
  • Focus on the site for ongoing review of
    assessment data
  • End organizational ruts by using curriculum maps
  • End committee domination replaced with task
    forces
  • Debating the nature of essential questions
  • Infusing maps with the findings from assessment
  • Focusing the work of the school on the faculty
    team

68
  • Language and Cultures in English Language Based
    International Schools
  • Sandra Meakin- ECIS-
  • Petersfield Hants, UK, 1995
  • www.ecis.edu
  • Awash in a Sea of Standards
  • Robert J. Marzano and John S. Kendall
  • MACREL, 1998
  • www.macrel.edu
  • Culture Matters
  • World Wise Schools- Peace Corps
  • 2001- revised for the classroom
  • www.peacecorps.gov

69
  • Carnegie Hall LINK-UP
  • Carnegie Hall Education Department- 1999
  • www.carnegiehall.org
  • Reach the World
  • Heather Halstead, director
  • www.reachtheworld.org
  • Channel 13/WNET On-Line Courses
  • Curriculum Design Courses
  • www.thirteen.org
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