North Carolina Department of Public Instruction Spring 2008

North Carolina Department of Public Instruction Spring 2008

CURRICULAR CONNECTIONS

Facilitative Regional Meetings

K-12 Programs

TIPS for Making Connections:
GETTING THE BALL ROLLING!!!

Contents

Topic / Page
Overview of K-12 Programs session and Agenda / 2
TIPS for Making Connections: GETTING THE BALL ROLLING!!!
(Accompanying Notes for Power Point Presentation) / 3
Future Ready Students and 21st Century Learning:
FRAMEWORK FOR 21ST CENTURY LEARNING / 6
Arts Education Resources / 10
ESL Resources / 12
Healthful Living: Health Education Resources / 14
Healthful Living: Physical Education Resources / 15
Information and Computer/Technology Skills Resources / 16
Second Languages Resources / 17
Reminders and Guidelines for Working with Students with Disabilities / 19
English Language Arts Sample Activities / 20
Mathematics Sample Activities / 22
Science Sample Activities / 24
Social Studies Sample Activities / 26
NC Healthy Schools Resource Sheet / 28

CURRICULAR CONNECTIONS

Facilitative Regional Meetings

K-12 Programs

“It is the intent of the Governor, the North Carolina General Assembly, the State Board of Education, and the North Carolina Department of Public Instruction that every student be offered a comprehensive educational program that includes ALL areas in the North Carolina Standard Course of Study (SCS).” (Balanced Curriculum, 2006)

Participants will identify the critical roles that the K-12 program areas provide to student achievement and success and explore tools and strategies to facilitate collaboration and curricular connections with tested and non-tested areas. Additionally, participants will be kept informed about content-specific professional development opportunities and resources for all subject areas in K-12 programs (Arts Education, ESL, Healthful Living, Computer Skills, Information Skills, and Second Languages).

AGENDA:

·  Morning: 25 minutes with each area (K-12 programs area representatives will rotate to each of the following locations):

o  ELA (9:30 – 9:55)

o  MA (10:00 - 10:25)

o  SCI (10:30 – 10:55)

o  SS (11:00-11:25)

·  Afternoon (1:00-3:00pm) (Attendance is optional for those interested in specific information/discussion with K-12 Program Areas representatives)

o  Roundtable Discussion and Breakout with K-12 Programs Area Representatives

o  Professional development and resources will be shared

o  Discussion of relevant issues, questions, concerns

TIPS for Making Connections:
GETTING THE BALL ROLLING!!!

K-12 Programs Section

·  Helga Fasciano, Section Chief

·  Kymm Ballard, Physical Education, Athletics & Sports Medicine

·  Martha Campbell, Information and Computer Skills

·  Myron Carter, Theatre Arts and Visual Arts Education

·  Johanna Chase, Health Education and Driver’s Training

·  Ann Marie Gunter, Second Languages

·  Glenda Harrell, English as a Second Language

·  Christie Lynch, Dance and Music Education

·  Joanne Marino, English as a Second Language

Authentic Integration

•  Incorporation of each content area in a meaningful context (as appropriate and maintaining the integrity of each discipline)

•  Cross-curricular collaboration and planning

•  Measurable student outcome(s)

r  Project

r  Performance task

r  Demonstration of learning

NOTE: Examples below are inclusive of each of the following areas: English language arts, mathematics, science and social studies. Extensive examples for each of the K-12 program areas are located on our K-12 Wiki page free to download and share. However, in this presentation, you will only work with your specific content area.

A. Integration with ELA

Grade 6-Competency Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.

Objective 4.01: Determine the purpose of the author or creator by:

Ø  monitoring comprehension for understanding of what is read, heard and/or viewed.

Ø  exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.

Ø  identifying and exploring the underlying assumptions of the author/creator.

Ø  analyzing the effects of author's craft on the reader/viewer/listener.

B. Integration with Math

Grade 8-Competency Goal 1: The learner will understand and compute with rational numbers.

Objective 1.01: Develop and use ratios, proportions, and percents to solve problems.

(Note this involves solving problems with percent of increase or decrease. Any activity that involves collecting data that changes could incorporate this objective.)

C. Integration with Science

Grade 6-Competency Goal 7: The learner will conduct investigations and use technologies and information systems to build an understanding of population dynamics.

Objective 7.04: Evaluate data related to human population growth, along with problems and solutions:

•  Waste disposal.

•  Food supplies.

•  Resource availability.

•  Transportation.

•  Socio-economic patterns.

D. Integration with Social Studies

Grade 8-Competency Goal 6: The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina.

Objective 6.01: Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era life in North Carolina.

Strategies: Curriculum Mapping

Curriculum mapping (school wide)

ü  Identifies overlapping SCS objectives

ü  Finds gaps in the curriculum

ü  Enhances opportunities for curricular integration

Strategies: Collaborative Climate

Post information in a central location

ü  Dry erase board

ü  Online/screensavers

ü  Hallway displays

ü  Bulletin boards

ü  Other?

Strategies: Collaborative Climate

Encourage formal and informal planning with all teachers:

ü  Professional Learning Communities

ü  Scheduled shared planning

ü  Informal sharing

ü  Email (group or partner)

ü  Before or after school show and tell

ü  Breakfast or lunch

ü  Online shared documents/Wiki

Involve All Stakeholders:

·  Administrators

·  Teachers

·  Staff

·  Students

·  Parents

·  Community

To foster mutual understanding and ownership of:

·  The complete curriculum

·  How content areas fit together

·  Identified and measurable student outcomes

Authentic Integration means…

·  Making meaningful connections within and across content areas

·  Promoting contextual understanding

·  Empowering students to take responsibility for learning

·  Differentiating instruction and engaging all students

Outcomes of Integrated Instruction

·  Relevance and importance is clear to students

·  Whole child is addressed

·  Public support increases

·  21st century knowledge and skills are incorporated

21st Century Framework

(Located in this packet and available on-line at: http://www.21stcenturyskills.org/)

Questions now?

Questions and comments later?

Visit the K-12 Programs Wiki:

http://k12programs.pbwiki.com/FrontPage

Future Ready Students and 21st Century Learning

FRAMEWORK FOR 21ST CENTURY LEARNING

The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom):

21ST CENTURY STUDENT OUTCOMES:

The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.

1.  CORE SUBJECTS AND 21ST CENTURY THEMES

Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include:

·  English, reading or language arts

·  World languages

·  Arts

·  Mathematics

·  Economics

·  Science

·  Geography

·  History

·  Government and Civics

In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

·  Global awareness

·  Using 21st century skills to understand and address global issues

·  Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts

·  Understanding other nations and cultures, including the use of non-English languages

·  Financial, economic, business and entrepreneurial literacy

·  Knowing how to make appropriate personal economic choices

·  Understanding the role of the economy in society

·  Using entrepreneurial skills to enhance workplace productivity and career options

·  Civic literacy

·  Participating effectively in civic life through knowing how to stay informed and understanding governmental processes

·  Exercising the rights and obligations of citizenship at local, state, national and global levels

·  Understanding the local and global implications of civic decisions

·  Health literacy

·  Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that are health enhancing

·  Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction

·  Using available information to make appropriate health-related decisions

·  Establishing and monitoring personal and family health goals

·  Understanding national and international public health and safety issues

2. LEARNING AND INNOVATION SKILLS

Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.

·  Creativity and Innovation Skills

·  Demonstrating originality and inventiveness in work

·  Developing, implementing and communicating new ideas to others

·  Being open and responsive to new and diverse perspectives

·  Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs

·  Critical Thinking and Problem Solving Skills

·  Exercising sound reasoning in understanding

·  Making complex choices and decisions

·  Understanding the interconnections among systems

·  Identifying and asking significant questions that clarify various points of view and lead to better solutions

·  Framing, analyzing and synthesizing information in order to solve problems and answer questions

·  Communication and Collaboration Skills

·  Articulating thoughts and ideas clearly and effectively through speaking and writing

·  Demonstrating ability to work effectively with diverse teams

·  Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal

·  Assuming shared responsibility for collaborative work

3. INFORMATION, MEDIA AND TECHNOLOGY SKILLS

·  Information Literacy

·  Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand

·  Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

·  Media Literacy

·  Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions.

·  Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.

·  Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

·  ICT Literacy

·  Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy

·  Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

4. LIFE AND CAREER SKILLS

·  Flexibility & Adaptability

·  Initiative & Self-Direction

·  Social & Cross-Cultural Skills

·  Productivity & Accountability

·  Leadership & Responsibility

21ST CENTURY SUPPORT SYSTEMS:

The elements described below are the critical systems necessary to ensure student mastery of 21st century skills. 21st century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for today’s students.
1. 21st Century Standards

·  Focuses on 21st century skills, content knowledge and expertise.

·  Builds understanding across and among core subjects as well as 21st century interdisciplinary themes

·  Emphasizes deep understanding rather than shallow knowledge

·  Engages students with the real world data, tools, and experts they will encounter in college, on the job, and in life--students learn best when actively engaged in solving meaningful problems

·  Allows for multiple measures of mastery

2. Assessment of 21st Century Skills

·  Supports a balance of assessments, including high-quality standardized testing along with effective classroom formative and summative assessments

·  Emphasizes useful feedback on student performance that is embedded into everyday learning

·  Requires a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills

·  Enables development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers

·  Enables a balanced portfolio of measures to assess the educational system’s effectiveness at reaching high levels of student competency in 21st century skills

3. 21st Century Curriculum and Instruction

·  Teaches 21st century skills discretely in the context of core subjects and 21st century interdisciplinary themes

·  Focuses on providing opportunities for applying 21st century skills across content areas and for a competency-based approach to learning

·  Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and problem-based approaches and higher order thinking skills

·  Encourages the integration of community resources beyond school walls

4. 21st Century Professional Development

·  Highlights ways teachers can seize opportunities for integrating 21st century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize.

·  Balances direct instruction with project-oriented teaching methods

·  Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills.

·  Enables 21st century professional learning communities for teachers that models the kinds of classroom learning that best promotes 21st century skills for students

·  Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths and weaknesses