sln - curriculum

SLN - CURRICULUMFebruary 5th, 2016

• Take a minute

• introduce your self to your table

• why did you choose curriculum?

OUTLINE• Clarify - What do we mean by curriculum?

• Inspire - Questions, Ideas, Solutions

• Commit - Taking Responsibility for what matters

CLARIFY

What is curriculum?

HAROLD’S DEFINITION

The instructional decisions we make.

JOSH’S UNPACKING OF HAROLD’S DEFINITION

• Curriculum includes but is not limited to:• Standards• Assessment• Pacing• Instructional Materials• Instruction

Beliefs

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You are driving down the road at a sedate 40 miles per hour in fairly heavy traffic. A small, beat up sedan comes up from behind you, zigzagging in and out of traffic, traveling far too fast for conditions. He cuts in front of you, almost taking off your front bumper. Hanging his head out the driver's side window, he shouts something at you, and speeds away, continuing to quickly weave through traffic.

What did you think he said?

By the way, in case you are curious, the fellow driving the beat up sedan was on the way to the hospital with his wife who was seven months pregnant. Her labor started unexpectedly in the car. The hospital was only 2 blocks away. The life of both the mother and the baby were at risk. What he shouted out of his window was "I am so sorry, please excuse me.”

beliefs cannot be directly observed or measured but must be inferred from what people say, intend, and do

(Pajares, 1992, p. 207)10

the lenses through which an individual looks when interpreting the world and as such affects the way one interacts with the world

(Philipp, 2007)11

Turn and Talk: Purpose: Share your beliefs about learning. Product: a list of three statements that define beliefs about learning.

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The Power of Belief

• What are your beliefs about the role of textbooks in a curriculum?

Text book ≠ Curriculum

DISCUSS

• What is the role of a math curriculum in a school system?

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Powerful Classroom

Where students develop a robust understanding of important mathematics.

MathCognitive

Demand

Acce

ss

Agency, Authority, & Identity

Uses of

Assessment

mathematically powerful classroom

How do these components factor into your math curriculum?

• Ideas

• Strategies

• Questions

CHALK TALK

1. Choose a marker and write a comment on any of the components.

2. Walk to another poster and add a comment of your own OR contribute to another “conversation.”

3. Go back to any of the posters you wrote on and continue the conversation OR start a new one.

Shhhhhh……

CHALK TALK

1. Stand by a poster or “conversation" that you feel most compelled to talk about.

2. Talk about the component or “conversation” with the people at the poster.

3. Each group shares out to the whole group.

ANOTHER LENS

• Focus

• Coherence

• Rigor

FOCUS

“Teach Less, Learn More”

COHERENCEAcross GradesWithin a Grade

Conceptual Understanding

Procedural Fluency Application

RIGOR

GIVE ONE - GET ONE

• How do you account for focus, coherence, or rigor in your math curriculum?

LEADERSHIP

Taking Responsibility for What Matters

LEADERSHIP & NETWORK

• Discuss with your team today about how you interacted today with these two ideas and in general how did it work for you.

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