Common Core Insights May Curriculum Design versus Adoption: A Call for Balance

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1 Common Core Insights May 2013 Curriculum Design versus Adoption: A Call for Balance

2 One of the important tensions posed by attending to the Common Core Standards and external assessments, often with implementation timelines that defy a thoughtful response, includes a perceived conflict between investing teachers time in the design of their own standards-aligned curriculum, and adopting external textbooks and resources which address and measure these standards. Is the best approach to pit design against adoption? 1 P a g e

3 Curriculum Design versus Adoption: A Call for Balance There are several different and important ways for schools and teachers to have a curriculum that addresses Common Core Standards - ranging from the in-school development of standards-based units, to the wholesale adoption of published texts and supplementary resources, with several possibilities in between. Given the scarcity of resources for professional development, the tight implementation timelines around the adoption of the Common Core, and the growing availability of supplementary print and web-based resources, it is possible, and perhaps even desirable, to supplement teachers design efforts with external resources. To that end, we need to determine what it would look like to preserve the integrity of these two approaches and consider their costs and benefits. We should also consider using critical lenses and tools for assessing the merits and shortcomings of the curriculum resources that shape students learning experiences, regardless of who develops such resources. The in-house development of curriculum, instruction and assessment resources has many benefits for teachers, including the opportunity for them to use the Standards as the basis for pursuing fundamental questions, including: What do I want my students to learn, be able to do, or value? Why do these outcomes matter? How do these outcomes relate to and support the Common Core Standards? How much mastery should my students be able to demonstrate? What do I need to teach or provide them with so they can attain those outcomes and standards? How might I help them understand what I mean by quality or performance? How can I best assess them as they are learning? How do I measure what they already know and can do before I teach them? These types of questions are important not just in the context of design, but because they enable teachers to appreciate the significant role they have as professionals. Teachers facilitate student learning in their roles as mediators of curriculum, instruction, and assessment. They have the right and the responsibility to author, craft and modify learning experiences based on students responses and reactions. Asking these questions can help teachers to understand that what we choose to teach should to be driven by we want students to learn, in conjunction with other critical factors, such as resource availability and the nature of student needs. 2 P a g e

4 When teachers adopt an existing curriculum, they tend to see it as complete, and it is often much harder for them to adopt as critical a mindset as they could if they had designed their own curriculum. They often assume that the curriculum designers already posed and answered those questions while developing their units. When faced with the opportunity or requirement to adopt outside resources, it is important to adopt a critical stance, and pose questions such as: How do these resources attend to and assess the knowledge, skills and dispositions we value in our school? What additions or adjustments do they require so that they can reflect all the outcomes we value? Are there segments or components in the curriculum we are adopting that do not serve our students well? How can our current units and assessments best be positioned within these resources? What transitions or bridges should we develop in order to create a seamless curriculum that incorporates what we have and what we are adopting? In the absence of rich and deep opportunities for teachers to consider what they want their students to know, value, and be able to do, it is difficult for them to internalize how the Common Core should shape what and how they teach and assess. A recent study by Graue and Johnson (2011) found that teachers who focused on assessment for learning, aligned their curriculum, instruction and assessment, and collaboratively used student work to discuss and address student needs, were more effective than those driven by policies dominated by attending to external assessments, so we know how important it is for teachers to assume a proactive stance towards negotiating their curriculum and assessment. We don t have an internal best formula for the right balance between locally-developed and outside curriculum resources. Access to time and other resources, perceived capacity to design curriculum, and balancing competing demands and mandates, are among the many variables that can impact decisions as to how to best proceed. What we can say is that, at the very least, teachers need to have opportunities to discuss and operationalize the standards in order to have a solid foundation for adopting them. Crafting one or more units of study before they use outside resources would provide them with a first-hand understanding of how the Common Core impacts curriculum, instruction and assessment. Checklists such as the one that follows this article can provide teachers with a critical lens for assessing the merits and shortcomings of 3 P a g e

5 units whether locally-designed or not - and can help teachers to ultimately provide a coherent, standards-based curriculum. In short, the issues schools should consider are not whether it is better to develop internal standards-based curriculum or adopt outside resources; or even how much of either set of resources to use in schools. What matters is that the identification, selection, design, assessment, use, and revision of Common Core Curriculum resources supports the kind of deliberate and rigorous thinking that results in well-crafted and implemented learning experiences for all students. Giselle O. Martin-Kniep, Ph.D. President, Learner-Centered Initiatives, Ltd. Graue, E., and Johnson, E. Reclaiming Assessment Through Accountability That Is Just Right, Teachers College Record Volume 113, Number 8, August 2011, pp P a g e

6 Appendix: Unit Quality Criteria Checklist Learner-Centered Initiatives, Ltd. has designed the following checklist to be used by teachers as a tool to assess their own units of study as well as units developed by others. It supports both review and revision processes. 1 It is structured into three sections: 1) overall design 2) unit assessments 3) learning opportunities and resources We hope that you find this useful, and welcome your responses and feedback. 1 The LCI rubric is aligned with, supplements and supports the Tri-State rubric by articulating the components that support unit design, adoption and revision. 5 P a g e

7 Unit Quality Criteria Checklist: Overall Design Component FOCUS The title conveys the unit s organizing center. It is an important concept, issue, problem, process or essential question that is meaningful and allows for natural integration of subjects. Common Core Shift Building Knowledge in the Disciplines The organizing center functions as the anchor or hub of the unit supporting every unit component. The key understanding(s) identify the most important learning for the unit. STANDARDS The unit focuses on a targeted set of standards both grade-level CCS standards and content area standards. Building Knowledge in the Disciplines If the unit is for ELA, the selected CCS attend to reading informational text, reading literature, writing, speaking and listening, and supporting language standards. The unit incorporates the use of literature and informational texts, with a significant emphasis on the latter. Balancing Informational Text and Literature If the unit is for ELA, CC Foundational skills are included where appropriate. In ELA units for grades K 2, the CC Foundational skills are incorporated into a scope and sequence. CC Language standards are incorporated in the context of speaking and writing assessments. 6 P a g e

8 Component Common Core Shift ALIGNMENT AND COHERENCE Alignment of standards is explicitly stated for guiding questions, skills, knowledge, assessments and lessons. There are clear connections between the organizing center ( hub ), the essential question, the guiding questions and the culminating authentic performance task(s). ESSENTIAL AND GUIDING QUESTIONS The essential question is a broad and compelling question that serves as a hook for the students motivation and learning experience. It is intended to elicit multiple perspectives and stimulate inquiry. The guiding questions are specific and answerable. The guiding questions lead to an understanding of the essential question and can be used when designing lessons and assessments to support the unit. The guiding questions are a combination of content, process and metacognitive questions that promote different forms of thinking. Building Knowledge in the Disciplines Process questions reflect and relate to the standards for the unit. KNOWLEDGE AND SKILLS Skills stem directly from the standards. Skills identify what students should be able to do. The unit identifies knowledge that relates to and reflects the standards. 7 P a g e

9 Component Common Core Shift KNOWLEDGE AND SKILLS (cont.) The unit identifies both content and process understandings. Knowledge identifies what students need to know as a result of the unit. Building Knowledge in the Disciplines Academic and domain specific words are included. Academic Vocabulary 8 P a g e

10 Unit Quality Criteria Checklist: Unit Assessments Component Common Core Shift PERFORMANCE ASSESSMENT The culminating performance task(s) is/are authentic and connected to the essential question and key understandings. It/they tie(s) the unit together and measure(s) the most important learning of the unit. The culminating performance task(s) ask(s) students to perform for a real purpose and/or an audience beyond the teacher and classroom. The culminating performance task(s) engages students critical thinking skills. The culminating assessment(s) provide(s) an opportunity for students to express themselves in written form using the informative, argument, narrative writing standards. Writing from Sources ASSESSMENT MOMENTS The unit includes embedded formative assessments. The formative assessments are diverse varied in type, and including recall, product, performance, and process assessments The formative assessments relate and measure progress towards standards for the unit. The unit includes one or more diagnostic or pre-test measures. The diagnostic and/or pre-post assessments support differentiation to measure growth. 9 P a g e

11 Component Common Core Shift ASSESSMENT MOMENTS (cont.) The unit assessments support self- and peer assessment. ASSESSMENT Assessments allow students to draw evidence from texts to inform, explain, or make an argument. Text-based Answers The assessments use the language of the standards and are explicitly aligned to the standards they assess. The assessments elicit direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade level CCSS standards and/or content standards The assessment tasks embed appropriately complex text(s). Staircase of Complexity RUBRICS AND CHECKLISTS The unit includes student-friendly checklists. Checklists are aligned to the standards. The unit includes student-friendly rubrics. Rubrics are aligned to the standards. Checklists and rubrics are designed to be used by the students. 10 P a g e

12 Unit Quality Criteria Checklist: Learning Opportunities and Resources Component Common Core Shift LEARNING OPPORTUNITIES/LESSONS Learning opportunities are linked to guiding questions, standards, knowledge and skills. Learning opportunities describe what students will do. Learning opportunities describe the processes students will engage in as they learn. Learning opportunities facilitate rich and rigorous evidence-based discussions and writing around thought-provoking questions. Learning opportunities routinely expect students to draw evidence from texts to inform, explain, or make an argument. Learning opportunities focus on building students academic vocabulary in context throughout instruction. Text-based Answers Text-based Answers Academic Vocabulary Students have opportunities to learn independently and with others. Learning opportunities embed natural opportunities for formative assessment. Learning opportunities are differentiated for content, process or product, or a combination of these. Technology use is developmentally appropriate. Technology use enhances the learning opportunities. 11 P a g e

13 Component RESOURCES Resources include authentic literature, informational text, poetry, videos, and technology that support the unit s organizing center. Text exemplars and other texts that meet the criteria for the grade-level text complexity are clearly identified for the teacher. Common Core Shift Balancing Informational Text and Literature Staircase of Complexity Web-based resources are relevant and gradeappropriate. Web-based resources can be used for a variety of purposes throughout the unit. All resources are incorporated into the learning opportunities. Teacher resources provide background information and strategies that can be used when implementing the unit. 12 P a g e

14 LCI is committed to learners and learning. We foster the development of deep, self-sustaining and learner-centered educational environments through our professional development programs, products and services for schools, districts and other educational organizations. LCI s Common Core curriculum programs help educators with their alignment, design and integration needs, and we offer programs and services to ensure that assessments are authentic, and measure the Common Core standards. Learn more about our Common Core offerings. Learner-Centered Initiatives, Ltd. 990 Stewart Avenue Suite 450 Garden City, NY (p) (f) 13 P a g e

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