Michigan Curriculum Frameworks An Overview

Interpretations of Curriculum vary… ä …anything that is taught in school ä …a set of subjects ä …content ä …a program of studies ä …a set of materials ä …a sequence of courses ä …a set of performance objectives ä …a course of study

Curriculum is…. ä … everything that goes on within school, including extra curricular activities, guidance, and interpersonal relationships. ä … anything that is taught both inside and outside of school directed by the school ä … everything that is planned by school personnel ä … anything an individual learner experiences as a result of schooling ä Source: Oliva, P.F. ( 1992) Interpretations of Curriculum pg. 5-6 Glenview, Ill, Addison Wesley Publishers

 It is a resource put together by the Michigan Department of Education to present the Michigan Standards and Benchmarks, which are directly related to the Michigan Core Curriculum. u All districts are required to have a curriculum which is consistent with the Michigan Core Curriculum.  The MEAP tests are based on this curriculum and, thus, the Standards and Benchmarks.

What is a Framework? Thank you to Southwest Michigan School Improvement/Professional Development Department

Continuous Student (School) Improvement Michigan Curriculum Framework Student Achievement

Continuous School Improvement Michigan Curriculum Framework Local District Curriculum Student Achievement

Continuous School Improvement Michigan Curriculum Framework Classroom Instruction Local District Curriculum Student Achievement

Continuous School Improvement Michigan Curriculum Framework Assessment Classroom Instruction Local District Curriculum Student Achievement

Continuous School Improvement Michigan Curriculum Framework Assessment Classroom Instruction Local District Curriculum Student Achievement

Continuous School Improvement Michigan Curriculum Framework Assessment Classroom Instruction Local District Curriculum Professional Development Professional Development Professional Development Professional Development Student Achievement

Standards Supporting Learning for ALL Students VISION Student Achievement..but the goal must be continuous improvement ! Quality is the achievement of CONSTANT incremental improvements

Standards Supporting Learning for ALL Students VISION Student Achievement Content Standards and Benchmarks Teaching and LearningStandards ProfessionalDevelopmentStandards AssessmentStandards

Content Standards “Our expectations” s Provide descriptions of what students should know and be able to do in the subject areas of: u English Language Arts u Social Studies u Mathematics u Science

Content Standards ä Few in number ä General in Scope ä Working toward enduring understanding and this is best structured with concepts.

Benchmarks Statements which indicate what students should know and be able to do at various developmental levels, such as early/later elementary school, middle school, high school

Strands in the Content Areas

English Language Arts Meaning and Communication Language Literature Voice Skills and Processes Genre and the Craft of Language Depth of Understanding Ideas in Action Critical Standards Inquiry and Research

Social Studies Historical Perspective (4) Geographic Perspective (5) Civic Perspective (5) Economic Perspective (5) Inquiry (2) Public Discourse and Decision-Making (4) Citizen Involvement (1)

Mathematics  Patterns, Relationships and Functions (2)  Geometry and Measurement (3)  Data Analysis and Statistics (3)  Number Sense and Numeration (3)  Numerical and Algebraic Operations and Analytical Thinking (2)  Probability and Discrete Mathematics (2)

Science Constructing New Scientific Knowledge Reflecting on Scientific Knowledge Using Scientific Knowledge in Life Science in Physical Science in Science and Space Sciences

A High Yield Strategy ? ? AssessmentInstruction Content

Alignment The act of matching or linking curriculum, instructional strategies, assessment, and staff development to assure that what is taught and how it is taught is producing the desired academic outcomes for all students.

Aligned Assessment Aligned Assessment is what differentiates between instruction and learning. Assessment IS THE teaching tool !

Why do we assess students ? ä Assessment should enhance performance not just measure it !

Teaching and Learning Standards Authentic Instruction 8 Higher Order Thinking 8 Deep Knowledge 8 Substantive Conversation 8 Connections to the World Outside the Classroom

These are based on what ?? ä Research done by the Wisconsin Center for Educational Research ä Written by Fred Newmann, Walter Secada, Gary Wehlage ä This is a powerful study of what is necessary for schools to be successful in positively influencing student achievement.

Higher Order Thinking Manipulating information by: _ synthesizing _ generalizing _ explaining _ hypothesizing and _ conclusions that produce new meaning & understanding

Deep Knowledge addressing ideas to: _ explore connections _ explore relationships and _ produce complex understanding

We DON’T want curriculum that is a mile wide and an inch deep.

Substantive Conversation When students are involved in : _ extended conversational exchange with teacher and or experts and peers _ about subject matter _ in a way that builds an improved and shared understanding of ideas or topics.

Substantive Conversation äEäExample Did Christopher Columbus… ädädiscover America ? äiäinvade America ? äeäexperience America ? ä What would you be willing to die for ?

Connections to the World Beyond the Classroom _ Involves students in activities that relate to them personally or to public problems of which they are aware. _ Why do students have to learn this material in your classroom ?

Educating the NetGeneration ä Children have grown up with TV and are much less tolerant of boredom ä TV changed the way children think and learn ä They come to school thinking it should be fun ä Now another phenomenon is reshaping the way children think, learn and communicate ä The internet is rapidly becoming pervasive in homes around the world

ä The ways we are teaching and the way children today learn ( and will learn tomorrow) have begun to clash ! ä Students and their parents expect (demand) as much technology in schools as they have in their homes ä Schools have always reflected the society they serve, and that society is now in its INFORMATION AGE, marked by the expansive presence of information technologies and the Internet. ä Schools have no choice but to integrate these technologies into their teaching and learning The School Administrator, April 2000

Quick Review... Curriculum ä What students need to know, UNDERSTAND and be able to do ä Developed at each local district ä Is not the textbook…you cover curriculum…not just the material Instruction ä Teaching in a way so students will learn what they need to know and be able to do Assessment ä Are students learning what they need to know and be able to do ? ä Helps teachers get to know their students ä Assessments are the first thing developed Evaluation ä Is instruction working ? ä Are teaching strategies appropriate ? ä What other problems exist ?

Questions for Curriculum Teams and School Improvement Teams What should students know? What do assessments measure? What are professional development needs? Do we conduct discrepancy analyses? What are the district’s goals? “All students will….”

WHAT COULD WE DO BETTER? VISION BELIEFS MISSION OUTCOMES WHAT ARE WE DOING? HOW WILL WE KNOW WHEN WE SUCCEED?

Assessment Standards ä Assessment should be powerful and authentic enough to measure complex levels of learning. ä Organization of Information ä Consideration of Alternatives ä Disciplinary Content ä Disciplinary Process ä Elaborated Communication ä Problem Connected to the World Beyond the Classroom ä Audience Beyond the School

Assessment Standards ä The type of evidence needed to demonstrate proficiency is changing ä More than one form of assessment is needed ä Assessment is a ongoing coordinated process of collecting information for the purpose of continuously improving teaching and student learning.

Professional Development Professional Development in the teaching community is an ongoing process. Learning occurs over time as a product of: ä acquiring new knowledge ä linking it to prior knowledge ä using it in a classroom setting ä adapting it to the particular level & style of students ä discussing & reflecting on it ä refining this knowledge

Professional Development. Is standards-driven. Changes practice. Leads to increases in student achievement. Supports School/Student Improvement Plan. Must include accountability

Professional Development Standards o Context - affecting the organization in which new learning will take place 4 Continuous improvement 4 Intellectually rigorous o Content- affecting the skills, knowledge, and instructional techniques needed to provide effective learning for all students 4 Current content knowledge 4 High expectations for all o Process- affecting how the knowledge, skills and instructional techniques will be acquired and updated over time 4 Ongoing collegial dialogue

School Improvement Assessment Content Professional Development Using Teaching & Learning Standards Resources and Materials Thank you to Southwest Michigan School Improvement/Professional Development Department Instructional Tools ( Technology) School to Work Connections Interdisciplinary Connections

Thank You ! You have just completed Michigan Curriculum Frameworks 101 You got an “A” !