Curriculum

CURRICULUM: HIGH EXPECTATIONS

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Lesson Overview

Though the concept, issue or problem is stated, the overview is incomplete and not fully developed.

The overview describes and justifies the concept, issue or problem but lacks coherent description of learning opportunities.

The description of the lesson is clear, concise, focused, and thorough. An overview of learning opportunities in support of concept, issue or problem is included.

Learning Objectives

Learning objectives are unclear or poorly stated; appear disassociated with concept, issue or problem and not significant; seem unrelated to ESF topic standards.

Learning objectives are clear, significant and linked to ESF topic standards.

Learning objectives are compelling and provide the focus to drive student inquiry and interest of the concept, issue, or problem. They are related and supportive of ESF topic standards.

Alignment with standards

The alignment is contrived.

The alignment with QCC and ESF topic standards is clear and explicit but is not embedded in the learning opportunities for students

The alignment with QCC and ESF topic standards is clear and explicit throughout lesson/unit. Learning opportunities are supportive of studentsÕ attainment of the QCC objectives and ESF standards.

Classroom Preparation

Minimal information conveyed for preparing classroom.

Preparation notes include materials needed, computer requirements and resources.

Preparation notes indicate helpful information on classroom organization, resources/materials/software/bookmarks and technologies needed.

Learner Preparation

Minimal information conveyed for preparing learners.

Preparation notes include prerequisites for lesson.

Preparation notes include possible misconceptions and ideas of preexposure for learners.

Time Frame

Time allocations are unrealistic or are not clearly indicated for various parts of the unit.

Time frame is difficult to identify or follow for various learning opportunities and for unit as a whole.

The suggested time frame clearly specifies, in hours, duration of learning opportunities (i.e., benchmark lessons, performance tasks, assessments) as well as estimated time for entire unit.

Resources/Bibliography

Resources used are limited in scope and depth and are not related to lessonÕs focus; information is lacking on technology tools in support of learner inquiry; bibliography insufficient for preparing teacher for unit.

Resources, including technology tools, are varied and directly related to lessonÕs focus; bibliography includes resources/bookmarks for content and process information for teachers.

Resources/Bibliography are up-to-date, span a wide range of forms, media, and technologies that directly support studentsÕ exploration and inquiry of multiple perspectives related to the lessonÕs focus; resources support teachersÕ needs for background information in preparation for unit implementation.

INSTRUCTION: OPPORTUNITY TO LEARN AND TIME-ON-TASK

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Rigor

ESF curriculum unit lacks rigor; focuses students on recall of isolated concepts, skills or facts.

ESF curriculum unit enables students to develop a basic understanding of a concept, problem, and/or skills.

ESF curriculum unit requires that students engage in a thorough exploration of a theme, problem, issue or question. The degree of difficulty and the complexity of content are appropriate for learners.

Relevance

Learning opportunities are presented in ways that prevent students from making meaningful connections between their own experiences and the content.

Learning opportunities enable students to develop an understanding and use of knowledge and skills related to issue or problem. Tasks allow students to derive personal meaning from material.

Learning opportunities require students to engage in a thorough exploration of topic and draw upon studentsÕ interests, backgrounds, cultures and experiences.; learning opportunities include the perspective of time using "7 generations thinking".

Driving Questions

The driving question does not serve as a meaningful question that can organize and drive the various learning opportunities of the ESF curriculum unit.

The driving question is connected and relevant to ESF curricula/topic concepts but lacks one or more of the five essential components listed in column 3.

The driving question is (1) feasible, (2) worthwhile, (3) contextualized, (4) meaningful, and (5) sustainable. The question is rich enough to help students learn ESF curriculum outcomes.

Degree of Inquiry

The learning opportunities/ investigations demand no inquiry or research on the part of the student.

The learning opportunities demand some investigation or research on the part of the student but mostly of the nature of finding out facts.

The learning opportunities/investigations demand that students search for in-depth understanding through systematic research and inquiry using a variety of sources, research strategies and technology tools.

Use of Technology

Technology is not an integral, integrated component of the ESF unit .

Technologies are used occasionally but inquiry is not dependent on tools; use of technologies is tightly controlled; sequenced and supported tasks leading to independent use of technologies are not evident.

Learning ESF content depends on infusion of technologies through instructional, sequenced learning opportunities in support of student inquiry. Use of technologies is appropriate for the tasks.

Sequence of Content and Process

The unit has no clearly defined structure, or the structure is chaotic.

The lesson or unit has a recognizable structure with substantial content subsumed under the driving question.

Flow of activities is logical and likely to engage students in meaningful activities; concepts are carefully sequenced and integrated with substantial content derived from driving question; learning opportunities support several learning styles/intelligences. Learning opportunities from one part of the unit connect with other parts; unit includes benchmark lessons as appropriate.; activities support the whole with questions from one part of the unit connected with others; students explore a topic from many different angles and understand the relationship of the parts to the whole.

Benchmark Lessons

Specific teacher designed tasks or activities to develop identified concepts of skills are not well developed in ESF unit.

Teacher designed tasks are included but not sufficient to address anticipated subtopics of driving question.

Teacher designed tasks/activities are sequenced and integrated through the unit.

Systems Thinking

Learning opportunities do not include activities to engage students in understanding of the systems that underlay the driving question of the unit.

Learning opportunities/Investigations involve studentsÕ in exploring the components of the system and what regulates the system.

Learning opportunities engage students in understanding and describing systems Ð the components and internal/external controls - underlying the driving question and subquestions; activities will engage students in exploration of interconnectedness of the environment, economy and the quality of life with understanding how each one affects the others.

Grouping Strategies

Unit addresses either individual, collaborative, ore competitive learning exclusively or forms of learning are not connected in meaningful ways to study of content.

Learning opportunities have students working individually and in groups but learning from these forms is not maximized or linked in ways shows evidence of content mastery.

Learning opportunities include individual, collaborative, and competitive tasks. There is both individual accountability and group interdependency. There are opportunities for students working with students and with teachers as well as students and teachers working with the community.

ASSESSMENT: FREQUENT MONITORING

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Timing

Formal assessment is limited to end-of-lesson/unit activities.

The lesson/unit includes diagnostic as well as end-of-unit/lesson assessments

The lesson/unit is assessed from beginning to end in ways that support and measure student learning, inform teaching and inform the learner.

Assessors

Only the teacher evaluates studentsÕ work.

Student is asked to reflect in general; students interact with peers to share and give feedback but there is limited use of rubrics and checklists.

Assessments/Artifacts include measures that guide student self-assessment and reflection on both products and processes (example, ongoing specific questions, checklists, rubrics); students may evaluate their own and each otherÕs work.

Alignment

The assessments are unrelated to ESF curriculum; assessments do not measure student learning from the curriculum taught.

Only some aspects of the ESF curriculum are measured.

The assessments/artifacts are derived from curriculum-embedded learning opportunities that measure and support learning.

Evidence of Mastery

The assessment requires minimal response from student limited to answers to multiple choice, true false questions, or yes/no oral responses.

The assessment requires some verbal/written communication on the part of the student. This communication is limited to short test answers or question based oral responses.

The assessment requires an elaborate response of both knowledge/skills gained and process. This communication is provided through written, artistic, oral performances, exhibitions, artifacts and/or opportunities for students to teach.

Audience and Purpose

The teacher is the only audience and the purpose of assessments is to test for a grade.

The purpose of the assessment/development of artifacts is vague or only school related.

The assessment/sharing of artifacts asks students to work for a real audience and purpose so that they can experience the benefits and consequences of their work.

Ongoing Feedback

Feedback on artifacts is very general or ambiguous and given after the assessment is completed.

The assessment/development of artifacts includes measures that provide specific feedback from the teacher after the assignment is completed. Revision is allowed but not encouraged.

The assessment includes measures that provide elaborate and specific feedback throughout the process from both the teacher and peers. It includes measures that encourage all students to revise in order to produce quality work.