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 21^st 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 21^st 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 to Superintendent

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 21^st 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 ICONIC 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 21^st 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.

Curriculum Change

Results NOW!

I am acting as a Principal of a Middle School…

…isolation ensures that highly unprofessional practices are tolerated and thus proliferate in the name of…professionalism…”what works” morphs easily into what feels good, or keeps kids occupied or, “what I’ve always done and gotten good evaluations for.”

Upon completing my first round of observations, I have noticed that there an exceeding amount of unprofessional practices going on throughout our school. I have met with several teachers within our school in order to gain input as to how to resolve this problem. Collectively, we have decided to put our teachers/students into teams in order to force us out of the isolation that is our classrooms. Students and teachers, within each grade level, will be divided into teams. Each team will consist of four primary teachers, Language Arts, Mathematics, Science, and Social Studies. These teachers of each team will meet weekly in order to discuss students, concerns, and best practice. These teachers will also conduct parent meetings as a unit. Five times a year, each teacher is to video record themselves teaching in their classrooms. With that video, each teacher will work with their team counterpart (a math teacher from team A of the 8th grade will meet with a math teacher from team B of the 8th grade) in order to evaluate each other and adjust lesson designs accordingly, possibly implementing an alternate lesson plan template. This will force teachers to not remain in isolation and work together for the best interest of the students.

Taken from page 108, paragraph 4
“We have relied far too much, with miserable results, on a failed model for improving instructional practice: training, in the form of workshops or staff development.”

Continuing with the idea that a teacher should not teach in isolation, a teacher should not assume to improve the quality of their teaching by attending workshops alone. We can make significant strides if we pool our knowledge, utilize our best practices and refine them. We have teachers within our school that have endless capabilities. We can bring out the best in our own faculty if we focus on instructional practice within our school, with our teachers and team-based learning communities. By doing so, we encourage teachers to rely on the expertise within our school, as well as empower our faculty.

Taken from page 15, second paragraph
Over the years, I have persuaded teachers and administrators into doing something most don’t do very often of with a clear focus: tour classrooms.

As part of our new initiative, I encourage teachers within our school to tour other classrooms at least four times a year. When doing so, please make yourself aware of what is taking place in our school. Are you witnessing students learning? Can they articulate what they are learning? Can the teacher? Are the students actively engaged? If there wasn’t a “buffer”, what do you think parents might not agree with that is going on in our classrooms? Where can we improve? Where are we exceptional? How can we share those ideas?

UbD-comments

Writing my lesson plan in this manner was difficult for me to do. Even though I have written many lesson plans, I believe that this took more time and effort than previous lesson plans. Essentially, I thought about every single second of my 42 minute period. I believe it is a great tool to use for a weekly plan, but seems unrealistic to do for every individual lesson plan.

UbD

Understanding By Design Lesson Template

Title of Lesson	Developing Patterns in Linear Equations		Grade Level	8
Curriculum Area	Algebra and Patterns		Time Frame	Five Days
Developed By	Mary Giacomarro
Identify Desired Results (Stage 1)
Content Standards
4.3.2.A.1 Patterns - Recognize describe and extend patterns 4.3.2 B.1 Functions and Relationships -Use concrete and pictorial models of function machines to explore the basic concept of a function. 4.3.3 B. Functions and Relationships 1. Use concrete and pictorial models to explore the basic concept of a function. Input/output tables, T-charts
Understandings			Essential Question(s)
Overarching Understanding			Overarching		Topical
To recognize linear patterns from using square tiles, tables and graphs. To use data patterns to make predictions. To be able to create linear equations			*What are linear equations? *How do you represent linear equations using concrete models?		*How is slope represented concretely across each stage of various patterns? *How is the y-intercept determined once patterns are developed and represented in tables?
Related Misconceptions
Students may not see the pattern initially. A student may find it difficult to make predictions when the constant is changed from a number to a variable. Students may also have trouble with graphing these patterns.
Knowledge Students will know…			Skills Students will be able to…
*What is slope? *What is the y-intercept? *Where do they appear in patterns? What are different ways to represent patterms?			Take a domain and range chart and develop linear equations Compare graphs and understand how the input/output effect the slope and y-intercept of the graph
Assessment Evidence (Stage 2)
Performance Task Description
Goal	SWBAT use patterns to develop linear equations.
Role
Audience	8th grade students
Situation	Period 4 Algebra Class
Product/Performance
Standards
Other Evidence
Read chapter 4.1 Coordinate systems and plotting points on a coordinate plane. Do 2-20 even. Check answers in the back of book.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?		Students will be able to develop the ability to examine graphs and explain the relationship to the data provided.
How will you hook students at the beginning of the unit?		Creating the models using square tiles (concrete manipulatives).
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?		The students will be able to explore and experience a variety of patterns and determine equations from them. After the students have had a chance to use the manipulatives, they will be able to explain what their findings are.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?		The students will have the opportunity to reflect and rethink using a Kagan cooperative learning strategy called “Sage and Scribe.” The students will be set in pairs. One student explains and shows, while the other listens. Then, they switch.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?		The students will be able to use “Two Stars and a Wish.” Students will write down two things they learned from the lesson, and one thing they hope to learn during the next lesson.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?		During class, I will use communicators in order to be able to keep the students actively engaged. This will enable me to see that ALL students are on task.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?		All manipulatives are ready on their tables, in baggies. The baggies are located in a box. Each table has a group box, which includes everything that the students will need in order to move from one activity to the next. The box includes pencils, calculators, manipulatives, and communicators .

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

I believe...through the eyes of an eighth grader

I took "I believe" into my classroom of 8th graders. One of my students wrote this in under 10 minutes. Had I not had that extra few minutes in class...I never would have known what this student was capable of. Let's face it, I teach Mathematics...we rarely get to see this side of the students. So, I decided to put it to music and surprise her with a video of her writing. This video was shown to my entire school (grades 6-8) during a school-wide assembly. It will also be shown at our next faculty meeting. I must say that I am pretty excited for my student.