Tenets of Curriculum Design and Mapping
- Curriculum design and mapping is a multifaceted, ongoing process designed to improve student learning.
- All curricular decisions are data-driven and in students’ best interests.
- Curriculum maps represent both the planned and operational learning.
- Curriculum maps are created and accessible using 21st century technology.
- Teachers are leaders in curriculum design and curricular decision-making processes.
- Administrators encourage and support teacher-leader environments.
- Curriculum reviews are conducted on an ongoing and regular basis.
- Collaborative inquiry and dialogue are based on curriculum maps and other data sources
All curricula are based on:
- National professional standards
- Rhode Island Department of Elementary and Secondary Education Frameworks and Grade-level Expectations/Grade-span Expectations
Curricula Understanding Principles of Learning for Understanding
|1. Learning with understanding is facilitated when new and existing knowledge is structured around the major concepts and principles of the subject.|
|2. Learners use what they already know to construct new understanding.|
|3. Learning is facilitated through the use of metacognitive strategies that identify, monitor and regulate the cognitive processes.|
|4. Learners have different strategies, approaches, patterns of abilities and learning styles that are a function of the interaction between their heredity and prior knowledge.|
|5. Learners’ motivation to learn and sense of self affects what is learned, how much is learned and much effort will be put into the learning process.|
|6. The practices and activities in which people engage while learning shape what is learned.|
|7. Learning is enhanced through socially supported interactions.|
Principles of Curriculum for Understanding
|1. Structure the concepts, factual content and procedures that constitute the knowledge base of the subject around organizing principles (big ideas) of the domain.|
|2. Link new knowledge to what is already known by presenting concepts in a conceptually and logically sequenced ordered that builds upon previous learning within and across grade-levels.|
|3. Focus on depth of understanding rather than breadth of content covered by providing students with multiple opportunities to practice and demonstrate what they have learned in a variety of contexts.|
|4. Include structured learning activities that, in a real or simulated fashion, allow students to experience problem solving and inquiry situations that are drawn from their personal experiences and real-world applications.|
|5. Develop students’ abilities to make meaningful applications and generalization to new problems and contexts.|
|6. Incorporate language, procedures and models of inquiry and truth verification to new problems and contexts.|
|7. Emphasis interdisciplinary connections and integration and help students connect learning in school with issues, problems and experiences that figure prominently in their lives outside the classroom.|
Principles of Assessment for Understanding
|1. Designed in accordance with accepted practices that include considerations for reliability, validity and fairness of the inferences that will be drawn from the assessment results.|
|2. Aligned with curriculum and instruction that provides factual content, concepts, processes and skills the assessment is intended to measure|
|3. Designed to include important content and process dimensions of performance in a subject and to elicit the full range of desired complex cognition including metacognitive strategies.|
|4. Multifaceted and continuous when used to assist learning by providing students multiple opportunities to practice and receive feedback.|
|5. Designed to assess understanding that is both qualitative and quantitative in nature and to provide multiple modalities with which a student can demonstrate learning.|
Source: National Research Council
Curriculum Renewal Cycle
|Reading (review and finalize)||K-5||School Year 2011-12|
|Mathematics||6-12||School Year 2011- 2012|
|Mathematics||K-8||School Year 2012-13|
|Writing||K-12||School Year 2012-13|
|Social Studies- *RTTT Grant support||K-12||School Year 2012-14|
|Physical Education/Health||K-12||Summer 2012|
|Computer Science/Industrial Technology||6-12||In progress|
|Business Education||9-12||In progress|
|Family and Consumer Science||9-12||In progress|
|Library Science||K-12||In progress|