Rigorous Curriculum Design
Model by Larry Ainsworth
4-Part Overview
I.
Seeing the “Big Picture” Connections FIRST
a.
What is Rigorous Curriculum Design? “An inclusive set of intentionally
aligned components – clear learning outcomes with matching assessments,
engaging learning experiences, and instructional strategies – organized into
sequenced units of study that serve as both a detailed road map and the
high-quality deliver system for ensuring that all students achieve the desired
end: the attainment of their designated grade- or course-specific standards
within a particular content area.”
b.
Connecting Curriculum Design to the “Big Picture”
(i.e. standards, assessments, instruction, and data practices.)
c.
Overview of Curriculum Design Sequence – Preview
the step-by-step sequence, laying a strong curricular foundation, designing the
actual curricular unites of study, and finally implementing the units in the
classroom.
II.
Building the Foundation for Designing Curricular
Units
a.
Prioritize the Standards - assured competencies for next level
of learning.
b.
Name Units of Study – Through these specific
unites of study students will learn and be assessed on their understanding and
application of the particular standards or learning outcomes.
c.
Assign the Standards – Assign learning standards
to each of the Units of Study.
d.
Pacing Calendar – calendar for implementing
units of study before state assessments.
e.
Unit Planning Organizer – list of elements in
curriculum plan
III. Designing
the Curricular Unit of Study
a.
Unwrap Standards
b.
Create a graphic organizer
c.
Big Ideas and Essential Questions
d.
Create End
of Unit Assessment
e.
Create Unit
Pre-assessment
f.
Vocabulary Terms, Interdisciplinary Connections,
and 21st Century Learning Skills
g.
Engaging
Learning Experiences
h.
Instructional Resource Materials
i.
Effective
Instruction, Differentiation, Intervention, Special Education, ELL Strategies
j.
Detail Unit Planning Organizer
k.
Create
informal progress-monitoring checks
l.
Weekly and
Daily Lesson plans
IV.
Implementing Units of Study
a.
Introduction of Unit
b.
Pre-Assessment
c.
Analyze Data
d.
Select Instructional Strategies
e.
Teach Unit
f.
Progress-Monitoring
g.
Differentiate Instruction based on
Progress-Monitoring
h.
Mid-Unit Evaluation
i.
Continue Teaching
j.
Continue Modifying and Adjusting Instruction
k.
Administer End-of-Unit Assessment
l.
Analyze Student Data
m.
Enrich, Remediate, and Intervene
n.
Reflection
I really think this is a good solid model to use. One of the differences in our approaches was that he doesn't have teachers "unwrap" the standards until they have already assigned them to units. This makes sense as the teachers do not need to feel so overwhelmed with unwrapping all standards upfront. They can do this effectively as they use them to develop the unit once it has been named.
I have developed a 2-day workshop on this model, although it takes at least a year to fully develop a curriculum such as this. There are various stages of development, and I hope to be able to unfold the design in several workshops this year.
Any thoughts?
OK, so one more attempt (the third - only for you Sarah...this time I will copy and save my response)...looking at this comment in the rectangle of the background reminds me of the blood, sweat, and tears it takes to align curriculum to the Common Core standards. In part, blood, sweat, and tears, but in totality a thing of beauty - improved student achievement.
ReplyDeleteI am happy Mr. Ainsworth puts developing the post and pre assessments toward the beginning of the planning. Expert Rick Stiggins of The Assessment Institute is smiling along with me on this important placement. Too often assessment is an afterthought. What we want students to know and be able to do at the end needs a goal right upfront so we can guide them toward mastery as we teach.
The one point I need to think more about is waiting to unpack the standards after we determine the content. I think that is sort of like having an unopened suitcase, determining the day's activity and then hoping there is something in the suitcase that would be appropriate to wear, but, if not, just making do with what we have on. This is my fear. Because unpacking the standards and getting those upfront assessments in mind first is such a paradigm shift from teaching "through the text - the whole text and nothing but the text" and then "finding the assessment" the publisher has determined might work, I think it needs to be emphasized as a first, most important step. Unpack, know what the standards require, then look at the content you teach and determine the standards that will work best (or in some cases will work most of the time) and then be sure that you have the DOK (higher order) questions prepared that will drive the students to respond in the way that will most nearly lead to mastery of that standard. For example, using ELA RI or RL 1, students would be able to state directly from the text or infer from the text a response to a pre-thought out high order question that would lead them to do that. The questions should be written out specifically when teachers are starting to do this and then, after practice, the ability to quickly do this will become automatic. The standards should drive instruction; the content is in the trunk of the car. Assessment mastery is the destination. Along the way, there should be a variety of "excursions" (differentiated journeys leading to the same destination) and, if needed, some detour routes for those students who didn't get there the first time (differentiated instruction).
One of our new teachers said, "This is hard work - to have one way and then other ways to teach the same content..." to which our instructional coach replied, "Yes, effective teaching is hard work."
I know my first two responses were far more eloquent than this third one, but I am determined to figure out how to be your first responder on your new blog! : D