Friday, December 5, 2008
SYNOPSIS
SYNOPSIS
Mary Giacomarro & Joel V. Thornton
Council of Curriculum Development
Proposed Curriculum Change
The council of curriculum development is a group of administrators and teachers working together to promote success. The council’s responsibility is to review current curriculums and locate areas of improvement that should be made to promote student achievement. This year the council focused on the improvement plan to “UNLEARN” the passive learner in the mathematics classroom. It will also focus on one of the Five Theories of Learning, which is the experimentalist theory. Here students learn “by” doing or hands-on.
The first step of the council was to develop a three-stage learning curve that included the following: CONCRETE à ICONIC à SYMBOLIC. We identified these three characteristics based on the current curriculum. The current curriculum in place, teaches our students from the CONCRETE to SYMBOLIC stage. This means that our students are only memorizing the material. They truly never learn or understand the material to apply that knowledge to higher-order-thinking problems. The proposed curriculum will teach from the CONCRETE to ICONIC then SYMBOLIC. Through this sequence, students learn to make the connection and understand why they are solving the problem. With the connection, students are able to apply their knowledge and solve higher-order-thinking problems or real-life problems.
The proposed curriculum will also focus on three aspects: “UNLEARN” traditional assessment methods, improve technology and promote success for the 21st Century learner. The proposed curriculum will have teachers grading their students through projects, presentations, tests, quizzes, homework, research papers and bi-weekly blogs where students solve real-life problems and respond to team members. Teachers will also have a classroom set of graphing calculators that are connected to a computer that projectors their answers and individual screen. Here the teacher has a virtual classroom where everyone is interactive. Smart boards will be provided in each classroom with projectors and a mobile cart of laptops provided with mathematics features. The 21st Century learner must be able to adapt and reason. The world is forever changing and the successful student will be prepared for the rigorous road ahead. I would like to end with a quote by Nelson Mandela “Education is the most powerful weapon which you can use to change the world.”
Mary Giacomarro & Joel V. Thornton
Council of Curriculum Development
Proposed Curriculum Change
The council of curriculum development is a group of administrators and teachers working together to promote success. The council’s responsibility is to review current curriculums and locate areas of improvement that should be made to promote student achievement. This year the council focused on the improvement plan to “UNLEARN” the passive learner in the mathematics classroom. It will also focus on one of the Five Theories of Learning, which is the experimentalist theory. Here students learn “by” doing or hands-on.
The first step of the council was to develop a three-stage learning curve that included the following: CONCRETE à ICONIC à SYMBOLIC. We identified these three characteristics based on the current curriculum. The current curriculum in place, teaches our students from the CONCRETE to SYMBOLIC stage. This means that our students are only memorizing the material. They truly never learn or understand the material to apply that knowledge to higher-order-thinking problems. The proposed curriculum will teach from the CONCRETE to ICONIC then SYMBOLIC. Through this sequence, students learn to make the connection and understand why they are solving the problem. With the connection, students are able to apply their knowledge and solve higher-order-thinking problems or real-life problems.
The proposed curriculum will also focus on three aspects: “UNLEARN” traditional assessment methods, improve technology and promote success for the 21st Century learner. The proposed curriculum will have teachers grading their students through projects, presentations, tests, quizzes, homework, research papers and bi-weekly blogs where students solve real-life problems and respond to team members. Teachers will also have a classroom set of graphing calculators that are connected to a computer that projectors their answers and individual screen. Here the teacher has a virtual classroom where everyone is interactive. Smart boards will be provided in each classroom with projectors and a mobile cart of laptops provided with mathematics features. The 21st Century learner must be able to adapt and reason. The world is forever changing and the successful student will be prepared for the rigorous road ahead. I would like to end with a quote by Nelson Mandela “Education is the most powerful weapon which you can use to change the world.”
MEMO
Life Long Learners Institute
3.14 Aim High Lane
Motion, New Jersey 02468
Mary Giacomarro & Joel V. Thornton Telephone: (201) 527-4961
Council of Curriculum Development Fax: (201) 301-2546
MEMO
Date: December 4, 2008
To: Barry A. Bachenheimer, Superintendent
From: Mary Giacomarro, Principal
Joel V. Thornton, Vice-Principal
Re: Proposed Curriculum Change
Education is the key element for success in our student’s lives. The future of our society rests in the hands of our students. To prepare our students for their roles in the current society and future we have proposed the following. We need to “UNLEARN” the passive learner in the mathematics classroom. We will apply a three-stage learning curve: CONCRETE à ICONCI à SYMBOLIC. Here our students will make the connection and understanding to the material being taught and apply that knowledge in the 21st Century.
The reason for the proposed curriculum change came from the following data. The Passing Rate for students in our school taking the HSPA Mathematics is 63.3% proficient and 16.6% advanced proficient. The state average for advanced proficient is 23.2%. The Passing Rate for students in our school taking the GEPA Mathematics is 61.5% proficient and 13.5% advanced proficient. The state average for advanced proficient is 22.5%. Our scores in the advanced proficient are below average. Our student’s performance is based on the CONCRETE and SYMBOLIC stages. Students never learn to make the connection of material learned and apply that knowledge to higher-order-thinking problems and real-life problems. Our current curriculum does not apply the ICONIC stage where the connection is made. Schools that applied the three-stage learning curve have improved advanced proficient on the GEPA Mathematics from 12.4% to 32.1%. The data clearly shows students who learn from CONCRETE TO ICONIC THEN SYMOBLIC have a meaningful understanding of knowledge that promotes success. When students make the connection, they are able to see the larger picture “The key to success is to risk thinking unconventional thoughts. Convention is the enemy of progress. As long as you’ve got slightly more perception than the average loaf, you could invent something” (Pink, 2005).
3.14 Aim High Lane
Motion, New Jersey 02468
Mary Giacomarro & Joel V. Thornton Telephone: (201) 527-4961
Council of Curriculum Development Fax: (201) 301-2546
MEMO
Date: December 4, 2008
To: Barry A. Bachenheimer, Superintendent
From: Mary Giacomarro, Principal
Joel V. Thornton, Vice-Principal
Re: Proposed Curriculum Change
Education is the key element for success in our student’s lives. The future of our society rests in the hands of our students. To prepare our students for their roles in the current society and future we have proposed the following. We need to “UNLEARN” the passive learner in the mathematics classroom. We will apply a three-stage learning curve: CONCRETE à ICONCI à SYMBOLIC. Here our students will make the connection and understanding to the material being taught and apply that knowledge in the 21st Century.
The reason for the proposed curriculum change came from the following data. The Passing Rate for students in our school taking the HSPA Mathematics is 63.3% proficient and 16.6% advanced proficient. The state average for advanced proficient is 23.2%. The Passing Rate for students in our school taking the GEPA Mathematics is 61.5% proficient and 13.5% advanced proficient. The state average for advanced proficient is 22.5%. Our scores in the advanced proficient are below average. Our student’s performance is based on the CONCRETE and SYMBOLIC stages. Students never learn to make the connection of material learned and apply that knowledge to higher-order-thinking problems and real-life problems. Our current curriculum does not apply the ICONIC stage where the connection is made. Schools that applied the three-stage learning curve have improved advanced proficient on the GEPA Mathematics from 12.4% to 32.1%. The data clearly shows students who learn from CONCRETE TO ICONIC THEN SYMOBLIC have a meaningful understanding of knowledge that promotes success. When students make the connection, they are able to see the larger picture “The key to success is to risk thinking unconventional thoughts. Convention is the enemy of progress. As long as you’ve got slightly more perception than the average loaf, you could invent something” (Pink, 2005).
The three-stage learning curve: CONCRETE à ICONCI à SYMBOLIC will offer the teachers involved with an abundance of Professional Development. Each Professional Development session will focus on a different aspect. Such as team teaching, use of technology, alternate assessment methods and teaching to the 21st century classroom. Team teaching is one factor that assists the three-stage learning curve through teacher consistency. It is stated in a quote by James Surowiecki “A successful face-to-face team is more than just collectively intelligent. It makes everyone work harder, think smarter and reach better conclusions than they would have on their own.” We have received a grant through the Mathematics Association of Growth, to purchase textbooks, supplies, materials, professional development, laptops, smart boards and projectors. Also through the Mathematics Association of Growth grant, we will have a math tutor to help students with their homework and answer any questions for an hour after school each day of the week for the school year. Our student’s achievement will come from the connection made in the ICONIC stage. When our students make the connection, their success in life has endless possibilities.
Wednesday, December 3, 2008
Results Now
The first quote I have decided to use is "We have created a system in which generations of talented, hard-working teachers have engaged in inferior practices without receiving feedback that would alert them to this fact". I am the superintendent and here is my stance.
We as a whole, administrators and teachers need to work together as a team to promote success for our students. If teachers are talented and hard-working but lack the experience through inferior practices then the administrators must work along with that teacher to improve teaching strategies. Teachers need to realize that their jobs are not being threatened and that comments and suggestions are used to help the teacher improve. During observations, administrators will focus on one to two areas of improvement. The administrators and teacher will work together such as professional development, team teaching, teacher observations and one-on-one guidance. The district will have a philosophy of "if the teacher fails then the administration had failed".
The second quote comes from page 26 and states "isolation ensures that new learning seldom leads to changes in practice-in what teachers teach or how well they teach". I am a supervisor and I would recommend the following.
To end teacher isolation, it would be mandatory that all teachers teaching the same subject matter will meet once a week. During these meetings, teachers will discuss lesson objectives, pace, tests, quizzes, homework, planning, share ideas and talk about student progress. Here teachers are working together in teams or team teaching. Teachers will improve and benefit from each other while promoting success for their students.
The third quote comes form page 163 and says "There are a lot of children who are suffering, and we should not have to wait another generation before we get things right". I am the schools principal and I offer the following position.
If your sink is leaking, you fix it. If your light bulb burns out, you change it. Why is this philosophy or motto not applied to schools? If your school is failing then fix. If your school is lacking then change it. To complete this statement, I will have the vision statement of the school re-modified or replaced. As principal of a school in need of change, I will start with the vision statement. Here the school and community will know the purpose and outcome set forth by school’s faculty and staff.
We as a whole, administrators and teachers need to work together as a team to promote success for our students. If teachers are talented and hard-working but lack the experience through inferior practices then the administrators must work along with that teacher to improve teaching strategies. Teachers need to realize that their jobs are not being threatened and that comments and suggestions are used to help the teacher improve. During observations, administrators will focus on one to two areas of improvement. The administrators and teacher will work together such as professional development, team teaching, teacher observations and one-on-one guidance. The district will have a philosophy of "if the teacher fails then the administration had failed".
The second quote comes from page 26 and states "isolation ensures that new learning seldom leads to changes in practice-in what teachers teach or how well they teach". I am a supervisor and I would recommend the following.
To end teacher isolation, it would be mandatory that all teachers teaching the same subject matter will meet once a week. During these meetings, teachers will discuss lesson objectives, pace, tests, quizzes, homework, planning, share ideas and talk about student progress. Here teachers are working together in teams or team teaching. Teachers will improve and benefit from each other while promoting success for their students.
The third quote comes form page 163 and says "There are a lot of children who are suffering, and we should not have to wait another generation before we get things right". I am the schools principal and I offer the following position.
If your sink is leaking, you fix it. If your light bulb burns out, you change it. Why is this philosophy or motto not applied to schools? If your school is failing then fix. If your school is lacking then change it. To complete this statement, I will have the vision statement of the school re-modified or replaced. As principal of a school in need of change, I will start with the vision statement. Here the school and community will know the purpose and outcome set forth by school’s faculty and staff.
Reflection on UbD
I enjoyed reading the book Understanding by Design by Grant Wiggins and Jay McTighe. Writing the lesson plan in UbD format was even more beneficial. I was observed earlier this year and my only suggestions were to have key questions ready throughout the lesson to help student understanding. When I started to read the book and write the lesson plan in Ubd format, I thought back to my lesson when I was observed. Now I understand what my observer was looking for. Every lesson I write from daily lessons to weekly lessons, I always think about the Essential Questions first. This helps me to guide my lesson with the end result. I apply the following quote by Stephen R. Covey when writing any lesson plans "To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction."
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