Next Generation Curriculum and Assessment Affinity Group

Innovation Zone 2011 2012

OUR PURPOSE One of the iZones guiding principles is to design and implement engaging, competency-based curricula and rigorous performance tasks to help understand each students strengths and needs. Through discussion and analysis of sample curricula, this Affinity Group will develop a working definition and portfolio to guide schools in their understanding and development of Next Generation Curriculum and Assessment. OUR PARTICIPANTS Aniline Amogious Marina Galazidis Sheila Buot Brooke Jackson Kate Callaghan Leah McConaughey Alona Cohen Pat McGillicuddy Ellen Foote Laura Mitchell Pamela Franklin David Rothauser Kim Frumin

OUR CHALLENGE

Whats the purpose of our schools?

IF this is the purpose of our schools, THEN what should curriculum and assessment look like in practice?

How do we close the gap?

Qualitative Characteristics and Examples of: Assessment Units Instruction

What is the mission of our schools?

What should graduates be capable of doing?

Think Critically & Creatively Evaluate their own strengths & needs Solve complex problems Find their individual interests &cultivate them Lifelong Learning Adapt to continually evolving technology Productively Contribute to Society Develop pride and respect for themselves and others Become a global citizen Leadership Activism

Empower them to understand the need for education

Apply what they learned to the real world Learn as a social activity

Back to Our Challenge

Where to look

Assessment
What to look for

Unit

Instruction

Wholeschool
CHARACTERISTICS

Transfer (Competence)

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Performance

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Rigorous Content

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Authenticity

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Inquiry

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

CHARACTERISTICS

Task

Unit

Instruction

Wholeschool

Transfer

Performance Rigor/content
Authenticity Inquiry

Indicates progression: will show 2 examples with increasing effectiveness/ sophistication for each characteristic.

Sample task with annotations to highlight transfer

Revised ideas Next steps Questions to consider

Transfer: How deep is the thinking?

Level Acquisition Description Basic facts & skills Math sample Draw a line graph from a linear equation History sample The US Constitution

Meaning Making

Connect, analyze, understand basic facts and skills.

Interpret the meaning of data on a line graph

Analyze the constitution with regard to balance of power

Transfer (Competencies)

Apply understanding to new situations independently!!

Solve a non-routine problem where there may or may not be a linear relationship

Design a government for Afghanistan using lessons learned from the Constitution

I want you to learn ________ so that you can independently do _________ in a new situation.

iZone DRAFT Competencies

Common Core Math Practices

INVESTIGATE Ask and refine a researchable question, design a valid experiment or inquiry, and gather appropriate information to complete the inquiry.
EXPLAIN

ARGUE
COMMUNICATE DISCERN PLAN COLLABORATE INNOVATE ** Includes behaviors ** Not inclusive of all content areas.

Performance: How complex is the task?

Level No performance Description No task analysis, selected response or fill in the blank Samples If a=1, b=2. What is a+b?

Routine performance

Involves a familiar script, recipe, or process (More like the drills than the game)

Briefly describe a fad or trend that you dislike. Explain why it has attracted so many followers and why you dislike it.

Complex performance

Realistic, complex task that requires analysis, strategy, using a repertoire of skills to self assess and self-adjust. (More like the game than the drills.)

You are a science consultant to the editors for Snopes.com. You need to convince the editors about the validity of a YouTube video where Kobe Bryant jumps over a pool of snakes and makes a slam dunk.

Were not suggesting all tasks need to be the highest level of performance or transfer!

Were suggesting we need to be strategic about where and when we use each type of task.

Your challenge: how would you revise this task? Bronx International HS Biology Task Winter 2007
Argumentative Essay: Do you recommend the continued use of genetically modified organisms? The purpose of this portfolio project is for you to recommend whether organisms should continue to be modified or not. This recommendation is based on the material you have learned this semester. In order to answer this question, look at the information we have learned in genetics, the different examples of genetically modified organism (GMO), and arguments in favor and against the use of GMOs.