1. Introduction to Standards-based Curriculum Integration Part I and II Dr. Penni Hudis - Director of Pathway and Curriculum Development, ConnectED Kathleen Harris - Director of Coaching and Technical Assistance, ConnectED Rob Atterbury- Director of Professional Development, Connect Ed

2. www.connectedcalifornia.org 510-849-4945 Partnering with NAF, NCAC, CASN, EDC

3. Objectives Recognize quality curriculum integration Identify levels and types Describe teacher roles Surface obstacles and explore solutions Access key resources 3

4. Why integrated curriculum? 1.Tap motivation FORCED TO…....NEED TO…….WANT TO You push…..They comply…..They seek 2.Engage in meeting standards that are aligned with assessment expectations 4

5. Why project based learning? PBL PBL engages students in complex, real-world problem solving …is Academically Challenging …is Relevant …uses Active Learning

6. BASIC INTERMEDIATE COMPLEX Integration Continuum CTE MathELAARTS For Lang SOCSCI Single Subject Paired Interrelated Conceptual 6

7. 7 ACTIVITY 1 Review and critiq ue a curriculum sample using the Integrated Lesson and Project Quality Criteria

8. Integrated curriculum design Curriculum/Performance mapping Connecting concept or theme Essential questions Performance assessments Industry partners Reflection and revision 8

9. Integrated planning in action 9

10. Integrated projects should be Standards/performance driven – Inquiry based Authentic Personalized 10

11. ACTIVITY 2: Reflection Question 1 11

12. Begin with the end in mind ”All things are created twice: first mentally and then physically. The key to creativity is to begin with the end in mind, with a vision and a blueprint of the desired result.” Stephen R Covey 12

13. What is the end? The project or activity The content topics Performance of standards 13

14. Curriculum maps – How it is Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area Subject MondayTuesdayWednesdayThursdayFriday Topics Standards Performance Disease agents Chain of infection Tracking an epidemic classroom simulation and computer simulation Identifying fomites lab Clinical epidemiology lab 6.26.3 1.2 (10.a) 1.2 (10.d) 6.2 6.3 1.1 (1.3) 1.2 (10.c) B3.1 B4.0 E1.0 E2.0 Demonstrate proper experimental procedure Draw conclusions from data regarding prevalence ofbacterial contamination Analyze and evaluate symptoms to determine patient health status Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens 14

15. Unpacking the standards Uncover to determine: Standard Content/application Skills to master (action verbs) Demonstration of mastery

16. Unpacking the standards Verbs matter! Verbs establish the level of learning and drive the assessment methods Activities in the project should require students to acquire and/or demonstrate the desired level of mastery 16

17. Bloom’s Revised Taxonomy 17 Creating Evaluating Analyzing Applying Understanding Remembering

18. Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area Subject Week 1Week 2Week 3Week 4Week 5 18 Mapping time units can vary: Days Weeks Months

19. Curriculum map – how it should be Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area MondayTuesdayWednesdayThursdayFriday Standards. Performance Topics 6.26.3 1.2 (10.a) 1.2 (10.d) 6.2 6.3 1.1 (1.3) 1.2 (10.c) B3.1 B4.0 E1.0 E2.0 Demonstrate proper experimental procedure Draw conclusions from data regarding prevalence ofbacterial contamination Analyze and evaluate symptoms to determine patient health status Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens ? ? ? ? 19

20. Performance Map Template Across Subject Areas Subject Week 1Week 2Week 3Week 4Week 5 Health Science English Science Find information on the topic using a minimum of five sources Evaluate the credibility and reliability of resources. Paraphrase the research intoyour own words.Formulate a preliminarythesis statement to reveal thespecific point of the paper. Prepare a formal outline using proper outlining form. Distinguish between active and passive transport along concentration gradients. Analyze structural differences between cells and viruses Compare and contrast viral replication and cellular division Demonstrate proper experimental procedure Draw conclusions from data regardingprevalence of bacterialcontamination Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens Analyze and evaluate symptoms to determine patient health status 20

21. Performance Map Template Across Subject Areas Subject Week 1Week 2Week 3Week 4Week 5 Health Science English Science Find information on the topic using a minimum of five sources Evaluate the credibility and reliability of resources. Paraphrase the research intoyour own words.Formulate a preliminarythesis statement to reveal thespecific point of the paper. Prepare a formal outline using proper outlining form. Distinguish between active and passive transport along concentration gradients. Analyze structural differences between cells and viruses Compare and contrast viral replication and cellular division Demonstrate proper experimental procedure Draw conclusions from data regardingprevalence of bacterialcontamination Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens Analyze and evaluate symptoms to determine patient health status 21

22. Connections across subjects come from both verbs (skills) AND applications (content) 22

23. The goal of performance mapping is to create integrated lessons or projects that are standards-based and reflect and aligned to scope and sequence 23

24. ACTIVITY 3 Practice building performance maps and finding connections 24

25. Getting started on performance mapping Agree on the level of granularity (week vs. month) of map Establish the time spans for your maps Decide on the physical format 25

26. Getting started on performance mapping Determine the means for sharing the maps Schedule curriculum design meetings Establish a strategy for providing technical assistance 26

27. Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area Subject Week 1Week 2Week 3Week 4Week 5 27 Mapping time units can vary: Days Weeks Months

28. Curriculum map – how it should be Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area Week 1Week 2Week 3 Week 4 Standards. Performance Topics 6.26.3 1.2 (10.a) 1.2 (10.d) 6.2 6.3 1.1 (1.3) 1.2 (10.c) B3.1 B4.0 E1.0 E2.0 Demonstrate proper experimental procedure Draw conclusions from data regarding prevalence ofbacterial contamination Analyze and evaluate symptoms to determine patient health status Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens ? ? ? ? 28

29. Performance Map Template Across Subject Areas Subject Week 1Week 2Week 3Week 4Week 5 Health Science English Science Find information on the topic using a minimum of five sources Evaluate the credibility and reliability of resources. Paraphrase the research intoyour own words.Formulate a preliminarythesis statement to reveal thespecific point of the paper. Prepare a formal outline using proper outlining form. Distinguish between active and passive transport along concentration gradients. Analyze structural differences between cells and viruses Compare and contrast viral replication and cellular division Demonstrate proper experimental procedure Draw conclusions from data regardingprevalence of bacterialcontamination Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens Analyze and evaluate symptoms to determine patient health status 29

30. Performance Map Template Across Subject Areas Subject Week 1Week 2Week 3Week 4Week 5 Health Science English Science Find information on the topic using a minimum of five sources Evaluate the credibility and reliability of resources. Paraphrase the research intoyour own words.Formulate a preliminarythesis statement to reveal thespecific point of the paper. Prepare a formal outline using proper outlining form. Distinguish between active and passive transport along concentration gradients. Analyze structural differences between cells and viruses Compare and contrast viral replication and cellular division Demonstrate proper experimental procedure Draw conclusions from data regardingprevalence of bacterialcontamination Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens Analyze and evaluate symptoms to determine patient health status 30

31. 31 Idea/Concept/Skill Student Performances Project Description Essential Question Subject

32. Online Tool http://devconnectedstudios.org/

33. Lesson or Problem/Project Topic Essential Question Driving Question #1 Sub- questions Lessons Sub- questions Activities Driving Question #2 Sub- questions Labs Driving Question #3 Sub- questions Research Sub- questions Modeling 33

34. Forensic Science How do we bring Mr. Diaz’s murderer to justice? Driving Question #1 Sub- questions Lessons Sub- questions Activities Driving Question #2 Sub- questions Labs Driving Question #3 Sub- questions Research Sub- questions Modeling 34

35. Forensic Science How do we bring Mr. Diaz’s murderer to justice? Law: How do we investigate a murder? Sub- questions Lessons Sub- questions Activities Biology: How can we be sure we got the right person? Sub- questions Labs English: How is a murder suspect prosecuted? Sub- questions Research Sub- questions Modeling 35

36. Forensic Science How do we bring Mr. Diaz’s murderer to justice? How do we investigate a murder? How can we tell when the murder occurred? Lessons What does the crime scene tell us? Activities How can we be sure we got the right person? How is DNA evidence used? Labs How is a murder suspect convicted? How reliable are witness testimonies? Research Sub-questions Modeling 36

37. Multiple roles for industry Curriculum Development Instruction and Implementation Student Assessment 37

38. Rubrics STANDARD: uses verbs that imply level of performance CRITERIA: describes competence SCALE: rates student performance in relationship to competence 38

39. Building the lesson or project 1.Find the link—concept, idea, and/or skill in common 2.Determine authentic context for performance measures 3.Align the appropriate activities to the context and performance measures 39

40. Getting Started Authentic Project Local Industry Connection Gaps Identified Using Student Data Standards- based Performance Maps

41. Resources Integrated Curriculum Design Manual http://www.ConnectEdCalifornia.org http://www.ConnectEdCalifornia.org George Lucas Education Foundation http://www.edutopia.org http://www.edutopia.org Buck Institute of Education http://www.bie.org http://www.bie.org What Kids Can Do http://www.whatkidscando.org http://www.whatkidscando.org Adria Steinberg’s Real Learning, Real Work and Schooling for the Real World: The Essential Guide to Rigor and Relevant Learning