Introduction to Expeditionary Learning’s Curriculum - PowerPoint Presentation

Slide1

Introduction to Expeditionary Learning’s Curriculum

Expeditionary Learning Professional DevelopmentSlide2

Effective Collaboration:

Norms and Guidelines

1

.

Promoting a Spirit of Inquiry and

Balancing Advocacy 2. Pausing 3. Paraphrasing 4. Probing 5. Putting Ideas on the Table 6. Paying Attention to Self and Others 7. Presuming Positive Intentions

2Slide3

Learning Targets

I can describe the structure of Expeditionary Learning’s Grades 3-8 curriculum.

I can access and evaluate the materials necessary to implement the curriculum

.

I can describe the “4Ts” of Expeditionary Learning’s Common Core-aligned curriculum design.

3Slide4

Learning Target Tracker

Please locate the Learning Target

Tracker in your Participant Notebook. (p

.2)

Take

a moment to assess where you are in meeting these targets AT THE MOMENT. Mark where you are for each Learning Target with a symbol or the time.We will revisit this tracker at the end of this session to see how your understanding of this information has grown.Slide5

We Begin with…

I can describe the structure of Expeditionary Learning’s

Grades 3-8 curriculum.

I can access and evaluate the materials necessary to implement the curriculum.

5Slide6

Who We Are

Expeditionary Learning (EL) is a

non-profit

network

of practitioners, with 165 schools in 30 states, 4,000 teachers and 40,000 students.

We have been working with schools and teachers for 20 years to create rigorous classrooms

which develop strong literacy, numeracy, and critical thinking skills

.

We have a proud history of working in New York State and have engaged teams of teachers from high-performing classrooms throughout the state to help develop our curriculum modules.Slide7

We have always viewed every teacher - regardless of subject area, grade or specialization - as a teacher of readers, writers, and content. This was a natural connection for us.

Via intensive collaboration with Student Achievement Partners (SAP) and with the input of teachers from across the country, we have created a curriculum that engages students and supports teachers in building students’ capacity to read, think, talk, and write about complex texts.

A Deep PartnershipSlide8

EL by the numbersSlide9

EL Curriculum Design

9Slide10

Concentric Circles

Find a partner

As a group, form a circle with one person on the inside facing the partner on the outside.

After you hear a prompt, discuss for about 1 minute.

You will be cued to rotate either to your left or right so that each person has a new partner.

Another discussion prompt will be given to you.Slide11

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Module 4

8/9 weeks

16/19 weeks

24/26 weeks

Structure

of the

EL Curriculum Modules

Each module is approximately 8 weeks of linked instruction, comprised of 3 units. 6 modules will be provided so that teachers can make choices.

Teaching four modules results in deep teaching and assessment of all of the RL, RI, and W standards in 3-5 and all of the standards in their entirety in 6-8.

Each module is anchored around one or more central text – books from a variety of publishers, chosen to be the best for the subject and standards. These books are complemented by rigorous, authentic informational text embedded within the curriculum itself

.

Structure of the EL Curriculum ModulesSlide12

Unit 1

Unit 2

Unit 3

Module 1

Module 2

Module 3

Module 4

Each Module

C

ontains

T

hree

U

nits

In addition to instruction linked to the central text(s), each unit includes a text list of suggested classroom resources at all levels, which can be used with students at other times of the day.

Building Background Knowledge

(2-2.5 weeks)

Extended Reading and Research

(2-2.5 weeks)

Extended Writing

(2-2.5 weeks)

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Each Module Contains Three UnitsSlide13

13

End of Unit Assessments

Mid-Unit Assessments

End of Unit Assessments

Mid-Unit Assessments

End of Unit Assessments

Mid-Unit Assessments

End of Unit Assessments

Mid-Unit Assessments

On-demand and

Performance

A

ssessment

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Unit 1

Unit 2

Unit 3

Culminating Performance Task

Culminating Performance Task

Culminating Performance Task

Culminating Performance Task

Incorporates multiple modes, or types, of writing (e.g., argument, informative / explanatory text, and narrative)

Always involves writing from sources and citing evidence

Requires research to build and present knowledge

Each Module Contains

AssessmentsSlide14

Common Core ELA Shifts in InstructionSlide15

Access ELA Curriculum

www.commoncoresuccess.elschools.org

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Curriculum Plan

Take a look at the Curriculum Plan

for Grades 3-5. (p. 16-17)

This is the highest level overview of a year’s worth of curriculum.

You will notice that there are 6 modules. When offered, you will choose either the “A” module or the “B”

module for a total of 4 modules.Teaching four modules ensures that you are deeply addressing “the shifts.”

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Grade Specific Curriculum Maps

Now, locate the Curriculum Map for your grade level.

These are the highest level overview for

each

grade level.

Among other things, the Curriculum Maps delineate the specific standards assessed in each module.

17Slide18

Trade Book Lists (

p.18-21)

18Slide19

The Module Overview

A

n overview of the entire Module (8-9 weeks of instruction) Helps you understand how the texts and activities progress toward the final performance task

Describes what students will read and write and the assessments that teachers will use to measure progress.

Central texts are the texts that lessons are specifically designed around.

Alignment to CC Standards is described in the “English Language Arts Outcomes table.”Also notice the “Unit-at-a-Glance,” which provides a sense of pace (about 45 minutes per day.)

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Module Assessments

20

There are assessments embedded in each unit (mid and end).

Excellent potential for grade level conversation, professional collaboration.

Students are practicing assessment all year long.Slide21

Unit Overviews

21

Each one goes into depth about the scope of each unit.

Helps you understand on a day-to-day basis the learning targets each lesson will address.Slide22

Unit-at-a-Glance

22

The Unit-at-a-Glance provides a day to day scope and sequence.

The supporting targets are meant to be shared with kids (more on this in the lessons).Slide23

The Structure of a Lesson Plan

23

…and the teaching notes provide some coaching for teachers as they think about delivering the lesson.

The agenda shows the lesson “at a glance…Slide24

Academic and Domain Specific

Vocabulary Work in Every Lesson

24

Each lesson calls out vocabulary that should be explicitly taught as well as other words that may arise in the course of teaching the content.Slide25

The curriculum

combines high quality, rigorous, standards-aligned content with effective instructional practice, bringing together the “what” and the “how” of the Common Core standards

.

Teachers

who use these materials are not only ensured that they are addressing the standards, they are being coached to address the standards in ways that engage

students

.

Detailed Lesson Plans

25

The curriculum is conceived as a tool for professional learning, not as a script, and can be

adapted to the needs of teachers at all stages of their practice

. It can be used as an exemplar of Common Core-aligned instruction for veteran teachers, or as explicit scaffolding for teachers who need more support.Slide26

Professional Learning Packs (PLPs)

http://www.plp.elschools.org/

26Slide27

Reflect on Learning Targets

I can describe the structure of Expeditionary Learning’s curriculum.

I can access and evaluate the materials necessary to implement the curriculum.

27Slide28

Next Learning Target

3. I can describe the “4Ts” of

Expeditionary Learning’s Common Core-aligned

curriculum design

.

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Curriculum Design- 4Ts

Process of Expeditionary Learning’s

curriculum design: Topic

Targets

Texts Tasks (including text-dependent questions

and assessments) created following the principles ofbackwards design

determined at a very high level before the modules were

fully developedSlide30

Glimpse into Life of

Curriculum DesignersLocate one

4 Ts note-catcher.

(p. 69)

We will view a video

of teachers at work designing a module. Teachers are thinking about the Ts. Complete the

note-catcher thinking about what the 4 Ts are and what curriculum designers think about in relation to each T.

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Curriculum Design- The 4 Ts

31Slide32

Discuss

Using your 4Ts note-catcher

, discuss what you saw in the video, particularly what you discovered

about

each

T.

32Slide33

Read

Form a group of 4.

Locate the second

4

Ts

note-catcher (p.70) and the excerpt from Transformational Literacy (pp.22-28).Each member of the group should select one of the Ts to use as a focus for your reading.

Read the selection, focusing on the potential impact of your chosen T on students’ engagement and motivation. Complete note-catcher.

33Slide34

Share

Share your thinking with your group in

relation to the potential impact of each T on students’ engagement and motivation.

34Slide35

Framework

Read the document, 4T Curriculum Design

Framework (p.71-73) and highlight any important information about the

Ts

that

you haven’t already discovered or thought about.

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Reflect

I can describe the “4Ts” of Expeditionary Learning’s Common Core-aligned curriculum design.

36Slide37

Preparing to Teach a Module

Locate the Preparing to Teach a Module

(pp. 74-84) document.

You will

have an opportunity to analyze a process

to become familiar with the modules beginning with the mile-high view and then funneling towards the daily lesson plans.

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Notice and Wonder

Read Preparing to Teach a Module.

Complete

the

Notice and Wonder

note-catcher (p.85) keying in on reflections about module implementation and or using the modules as professional development if you are in a coaching role.

38Slide39

Discuss

39Slide40

Learning Targets Reflection

I can describe the structure of Expeditionary Learning’s

curriculum.

I can access and evaluate the materials necessary to implement the curriculum

.

I can describe the “4Ts” of Expeditionary Learning’s Common Core-aligned curriculum design.

40Slide41

Revisiting the Learning Target

Tracker (p.2)

Take a moment to assess where you are now in

meeting these

targets.

Mark where you with a different symbol or the time.How has your understanding of the learning targets grown?