Best content in Common Core Implementation-LUSD

http://www.cps.edu/commoncore/Documents/Toolset_Second_Grade_v1.0.pdf - 0 views

www.cps.edu/...Toolset_Second_Grade_v1.0.pdf

shared by Jasmine Escalante on 22 Apr 14 - No Cached

Standards-Based Curriculum and Assessment Design - 0 views

www.ascd.org/...lum_and_Assessment_Design.aspx

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shared by Jasmine Escalante on 04 Jan 15 - No Cached

his process assumes that teachers are given time during the year and in the summer to design one or more integrated units, either individually or as a team. It also presupposes that teachers will devise a long-term strategy for curriculum design, tinkering with 10 to 20 percent of their curriculum yearly and planning to revamp or redesign their entire curriculum over a five- to seven-year period.
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What matters is that before committing to the design of one or more multiweek units, teachers have a sense of their year as a whole so they can see how this unit fits into the whole plan.
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In other words, units and assessments are always works in progress that come alive only when they are mediated by students' interests, backgrounds, and questions.
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Instead, the rubrics should be used as formative tools whereby every rubric dimension is independent from one another.
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Exit outcomes are statements that define what students will know, be able to do, and value as a result of a course of study. Here are two examples: “Students will write for a variety of purposes and audiences,” and “Students will use mathematical skills and concepts to solve real-life problems.” Outcomes are fairly general. They often transcend subjects and grade levels.
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Outcome indicators refer to the grade-level or subject-centered characteristics of an outcome. The following are two possible indicators for the first outcome: “Students will write friendly letters,” and “Students will write to convey their feelings and emotions.”
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It is important for teachers to generate their own exit outcomes before identifying pertinent district, state, or national standards because it is entirely possible that they will identify an exit outcome that is important (e.g., that students are empathetic) but that has not been identified as a standard. If teachers do not consider their own exit outcomes before referring to district, state, or national standards, they might not consider incorporating their own outcomes into the curriculum and assessment design process.
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Jasmine Escalante on 04 Jan 15

Becoming a Better Teacher

<div class="cArrow"> </div><div class="cContentInner">Becoming a Better Teacher</div>

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The Standards Movement - 0 views

my.execpc.com/...stndmvt.html

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shared by Jasmine Escalante on 04 Jan 15 - No Cached

This step is the most critical but most often misunderstood. What is a subject-matter essential, or "standard," and what is not? It is specific, not abstract, but it does not descend to detail. In history a typical standard asks students to understand the causes of the First World War, with an eye to the technological, economic, social, and political forces at work, together with the roles of individuals, of accident, and ordinary confusion. It does not ask students to "master the concept of conflict in world history." Nor does it ask them to memorize the names of the twenty central characters in the tragedy of the summer of 1914.
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