Self Assessment

According the the participation rubric, I feel that I have earned a B+. I completed all assignments on time and followed the directions carefully. I did all course readings and posted thoughtful comments on my colleagues blogs. My participation was inline with graduate level expectations. However, I do not feel that I went above and beyond to earn an A for participation. I know I could have contributed more, but I am satisfied with my accomplishment. I have learned the importance of curriculum revisions and assessments by taking this course. I especially found the UbD method of planning to be important and something I plan on using. The book Result's Now also opened my eyes to many issues I will be addressing as a future supervisor. I found the course to be a well planned mix of lecture, reflection, readings, as well as learning new technology. I personally thought the course was excellant and would not change anything. The information as well as projects were practical and realistic. Which is a refreshing change! Great class and Thank You!

Sample Unit Curriculum Revision Project

Curriculum Revision Proposal
Understanding By Design Sample Unit Plan: Geologic Time
9th Grade Integrated Science
Time Frame: 2-3 Weeks
Established Goals:
Understandings: Students will understand that…
· Fossils are the keys to understanding Earth’s past.
· Rock layers can identify major changes in climate and the atmosphere.
· Several mass extinctions occurred in Earth’s history.
Essential Questions:
· How do scientists organize major events of Earth’s past?
· How do the Precambrian and Paleozoic Era differ?
· What are the major events of the Mesozoic Era?
· Why did scientists create the geologic time scale? Why is it important today?
· Where do humans fit into the time scale?
Students will know…
· Key facts about each transition within the time scale
· Geologic time vocabulary
Students will be able to…
· Recognize, define, and use geologic time vocabulary in context.
· Use research skills to identify which period a set of fossils belongs
· Describe orally some physical and biological changes that have occurred on Earth in the Holocene epoch (today).
Performance Tasks:
· You are a geologist and have just uncovered a fossil bed. Identify which period the fossils originated and how they were deposited. What can that tell you about the climate in that region at the time? Prepare a news broadcast explaining your findings.
· Online Lab: How Has Life Changed Over Geologic Time? ES3002 www.classzone.com
Other Evidence:
· Oral and written responses to essential questions.
· Multiple choice test

Learning Activities:
· Geologic Time Sorting Activity
· Index Fossil Identification Lab Activity
· Fossil photo album: Students will use the web to create a mashup photo-album of the index fossils identified in the lab activity.
· Create a timeline of the North American Rock record.

Memo Curriculum Revision Project

Roy Wally Public Schools
Wallyworld High School
229 Cowan Ave, Camp Crystal Lake, NJ 90210

Marisa Sierchio & Michael Menditto Telephone-201-867-5309
Co-Supervisors-Science Department Fax 201-619-1984

November 25, 2008

To: Dr. Clark W. Griswald, Superintendent

From: Marisa Sierchio & Michael Menditto, Co-Supervisors-Science Department

Re: Curriculum Redesign/Lab Class


This curriculum redesign is intended to bring forth a more comprehensive Science Curriculum by following the Understanding by Design Model. Within the redesign effort we are proposing to change this current Integrated Science course to a lab course. Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. This current methodology does not provide the student with an opportunity to self-assess or reflect on the learning process.

The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the new course curriculum. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Implementing a new lab and following the UBD Curriculum Redesign Model will best prepare our students to be productive 21st century learners. This will also help our teachers plan lessons through the usage of essential questions that will promote critical thinking and inquiry. With the adoption of this proposal, goals will have been clarified and designed before the actual classroom activities. Our proposed Lab class will provide the students with the real life experiences that are necessary to move forward in today’s competitive society. The lab will be more of a learning community which will allow our students to experience Mihaly’s “flow”.

Handout Curriculum Revision Project

Integrated Science Curriculum Change Proposal

Proposed: Change the current curriculum to a Lab Course. Redesign Integrated Science Curriculum by using the Wiggins and McTighe “Understanding by Design Model.” The implementation of this model will upgrade our current curriculum and better prepare our students to move forward in the 21st century.

Facts: Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.

Discussion: The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the course.

Works Cited:
Schmoker, Mike (2006). Results now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD

Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD

Results NOW!

Quote #1
G. The traditional school often functions as a collection of independent contractors united by a common parking lot. – Robert Eaker

This could not be more true! I feel this is the norm rather than the exception. As the book states most teachers operate in isolation. Isolation occurs in terms of lesson planning, activities, and assessment. In my five years of teaching have never planned a lesson collaboratively with a colleague. The underlying reason for this would be time, rather than a need or desire. The other Earth science teacher and I share a room, so we never have the same prep. My students start each year in Earth science with a different foundation of knowledge. That knowledge base is dependant on which team of teachers they had in the middle school.

As a science supervisor I would make use of in-service days and monthly department meetings to increase lesson planning time among subject area teachers. The first step I would take would be increasing face to face time within a department. Even if the staff works on creating one outstanding lesson per month, it will foster change, and provide modeling of my expectations. Our district also is implementing On-course online lesson planner. This program has the capability to allow teachers to share plans by entering in a code. As a supervisor I would encourage staff to view the lesson plans of their subject area colleagues.

Quote #2

"We continue to find programs, workshops, and improvement plans that don't acknowledge or address the need for better instruction and its supervision" (pg. 44)

In my experience, workshops that I have attended have been okay, and usually I can implement one new idea, but there is little if any follow through from the principal. For example, a few years ago writing across the curriculum was a coined phrase in our district. The concept was addressed at faculty meetings, and in a lengthy inservice, and it was implied that evidence of implementation would be required. Most teachers sat respectfully in the program, walked out the door of the MRC and never thought of it again. Perhaps they felt they already have enough writing in their lessons or they felt it was yet another passing educational fad. I feel that many improvement plans address the needs for better instruction, but I have yet to feel the implications on improving supervision. It is clear to me that without follow through, or a supervisior to lead staff to form discipline appropriate materials with those ideas...that workshops are pointless!

As a science supervisor I would work towards facilitation of lessons (with my science teachers) around a workshop topic. As a team we would take the ideas, and make them applicable practically. Perhaps allowing for reflection time after an in-service would be effective. I would have my staff design one lesson plan regarding the topic. This makes the task seem less daunting. Or as indicated in the book, get rid of workshops completely and have in-house staff design seminars based on a specific need identified by the staff themselves. I will then make it clear to my staff that I will be in to see evidence of implementation and then I will follow through with my promise.

Quote # 3

"But teachers and students suffer terribly when we protect-when we buffer-teaching from inspection and scrutiny" (pg. 28)

I personally work better under pressure and scrutiny. What motivation is it for me to change or improve if my observation lasts 5 minutes and happens once per year? What motivation is it for me when no one checks my lesson plans? The same theory works well on my students...wanting to achieve when you know someone is watching and rooting for you. I am not implying that this is a negative 'caught you' type of presence, but in general I think the frequent presence of a supervisor can be a positive experience. The result will me more reflective teachers who will be more willing to scrutinize their own lessons.

As a science supervisor I plan to work collaborativley with my teachers to oversee the learning in the classroom. I will have a dialogue with my teachers regarding the parts of their lessons and why they chose a certain approach. I will also foster communication amoung the science department teachers.

Reflection

While completing this assignment I felt comfortable with the design. I think this is a logical way to plan lessons, and it is how I tend to design my units. It actually happened by accident! As a first year teacher, I was handed a binder (from the teacher I replaced, who retired, and was my former teacher) that contained EVERYTHING you could possibly need during your first year. Tests, quizzes, labs, worksheets, inquiry activities, and all the answer keys. Needless to say, while I worked hard to design my own style and lessons, I did take advantage of all the tests and answer keys. I worked 'backwards' to figure out how to teach my students what they needed to know to do well on these activities, and assessments I was handed. Being a science teacher I also like working towards having my students be able to demonstrate something practical, or an observable behavior.

UBD lesson
Marisa Sierchio
Earth Science
9th Grade
Time: 1-2 weeks

Minerals

ESTABLISHED GOALS:

STANDARD 5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

STANDARD 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.


ESSENTIAL QUESTIONS:
How was Earth made?
What is a mineral?
How are minerals formed?
How can you identify a mineral?
How are minerals useful in our lives?

UNDERSTANDINGS:
-Minerals are solid, naturally occurring, have a definite chemical composition, have a specific crystalline shape, and are inorganic.
-Minerals form from the pressure process and the magma process.
-Minerals are used in the manufacturing process of just about any object, or used to make the object itself.

STUDENTS WILL KNOW:
-key terms: luster, color, streak, moh’s hardness scale, crystallography, inorganic, specific gravity.
-the steps to the pressure process and the magma process
-variables that influence the color and texture of minerals
-the seven crystalline shapes
-the characteristics of the sulfides, oxides, carbonates, and silicate mineral groups

STUDENTS WILL BE ABLE TO:
-Identify minerals using the tests performed in class
-Identify crystalline shapes
-Identify in their homes where minerals are used

PERFORMANCE TASKS:
-Mystery Mineral- using the tests explained in class identify a given sample. Create a poster showing your mystery minerals uses.
-Moh’s Hardness lab- using the lab kit, identify the hardness of each mineral.
-Crystallography- create the seven crystal shapes out of paper. Label each face

OTHER EVIDENCE:
-Crystal shape quiz
-Lab reports: mineral lab, moh’s hardness lab

SELF ASSESSMENT:
-self asses the Mystery Mineral poster using a rubric.
-self assessment of lab reports using rubric
-reflect on the extent to which you feel comfortable identifying a mineral using the steps provided.

LEARNING ACTIVITIES:
W- KWL chart on minerals to elicit prior knowledge
H- activity: How many minerals does it take to make a lightbulb? Students will research using computers what minerals are needed to make a lightbulb. Students will also complete a scavenger hunt in their homes identifying where minerals are located.
E- Observe hand samples, view animations of how minerals form, mineral lab activity, Moh’s Hardness lab activity
R, T, E, O- Mystery Mineral project

Did You Know???

*My initial reaction...
My first two reactions were "wow, I feel small and insignificant" and "wow, I better catch up technologically so I can be halfway behind".
*I know the Earth's population is expanding rapidly but I never knew saw the actual statistics. It is shocking and alarming to see how many people our planet needs to be able to support, both financially and physically.
*As a college freshman if someone told me I was preparing for job that did not exist yet, or that I was preparing to solve problems that did not exist, I would find that very discouraging and frightening. Two terms that came to my mind were: flexibility and adaptability (in terms of thinking and schooling). Today's graduates and teachers must posess both skills.
*How are these changes manifested in both my personal and professional life....
As an undergraduate here at MSU 8 years ago it was rare the a professor would ask for a paper/project be emailed and now it is rare to print out and hand it in! I did not have text messaging in college, no picture phone, and my home computer was huge, slow and unreliable. As a first year teacher in 2004, I did my attendance and gradebook by hand, now I use an online program for both. Also, my homework is posted online instead of just written on the chalkboard. Parents also email more often to check on student progress, instead of playing phone tag.
In my personal life, email and text messaging have become the primary form of communication with my friends. Any single friend I have has at least perused match.com for a potential suitor.
*What skills to students and teachers need to survive...
Both students AND teachers need to remain open minded and adaptable in terms of technology and problem solving. As a teacher I am trying hard NOT to become 'set in my ways' and not to be intimidated by trying out a new strategy or technology such as wiki's, or blogs, or making a mash up! At age 28, if I allow myself to shy away from learning new technology skills I will fall exponentially behind my students. I think in order to be a good teacher I must bring forth some technological skills to my students, even if it is only used occasionally in class. Computer literacy and problem solving skills are essential to the future of education.
*What challenges must we overcome...
I think we need to move slightly away from the standardized testing. These tests are inhibiting creativity and flexibility in the classroom. Which could be causing the lag in our students from those in other countries. Does Japan rely on standardized test scores?

*In conclusion, this is a great eye opening video. I puts into perspective the changes occuring in the world and how they need to be addressed in the educational field. The bottom line is that as educators we need to remain open to the idea that 'shift happens' and that we are doing a disservice to our students by using the same old lesson plans and materials year to year.

Goin with the flow!

After reading these two articles I must say that I agree with the notion of using flow in education. Why else are we putting students through the educational process other than so someday they may enter an occupation that will make them happy and fullfilled? When a teacher asks kindergarden students what they dream of being when they grow up isn't that to evoke happiness, and ignite the intrinsic and extrinsic motivators? I think so! Life should be more about seeking happiness than the almightly dollar. People usually do gravitate towards professions or subjects in school that they are naturally have control and competence in.

Instituting the 'Flow' method as the Key School has done might be another story. Probably easier said than done. Some aspects can easily be integrated such as team projects and small learning communities. In my undergrad science education classes a big focus in lesson planning was using the behavioral objective. The students need to be able to demonstrate a task to show understanding. I think this is similar to the main idea behind the flow method.

What happens when a student learns using the flow method from k-12, then graduates and moves on to a university where most courses are taught as mass lectures? How then does the flow method serve them? Perhaps the flow method has already instilled enough motivation to keep the momentum going through college?

Pink

This book is fantastic and I agree with most of what it says. Today's schools need to work harder to develope both sides of the brain. The jobs of the future are going to require a multitude of skills and not just test taking abilities. The current emphasis placed on teachers to achieve high test scores is serioulsy inhibiting the development of the six skills outlined. If you had told me in 1998 when I started as an undergrad that I would be attending gradschool via the internet I probably would not have believed it. I agree with Pink that our students need to be flexible in their thinking, and be adaptable to new technological changes.

Dear Dr. Hirsch...

Dear Dr. Hirsch,
After reading your thoughts on education, curriculum and teaching I must say that I agree with some of your ideas and disagree with others. I believe that the standards are important and that students should all recieve a 'core base of knowledge' in order to level economic playing field. I think that rote memorization, and whole class telling does have its place in the classroom but, so does inquiry and creativity. In addition I think that testing also has a place in education how else do we know if students are on level playing field?

Inquiry has a significant role in education in my opinion. Especially in the sciences. How else are our future doctors going to learn how to test out medicines or create vaccines? Individuality and creativity are being hindered if we are teaching our kids as if they were robots. Have you considered state funding, teacher training differences, class size, school culture, behavior issues as part of your prescription? I see at the end of the article that the new Hirsch was to be considered more like a vitamin supplement than the end all be all. That seems to make much more sense. I believe that education has so many facets that your views are too one sided to be totally effective.

NJCCCS for Science

As a science teacher I believe that both state and national standards are necessary. They should serve as a rough outline and not the 'end all'. For example in biology, human anatomy is a topic that everyone should be made aware of!! Many of the standards for science are VERY broad. For Earth science one of the high school standards is being able to understand the structure of Earth. I could spend most of the year on that topic alone.

I think standards in general are the only way to assure that people have a base knowledge about a subject. The idea behind public education is to provide opportunities, and at least attempt to provide a level playing field (although I know its far from reality) through a core base of knowledge.

This I believe

-I believe that all students can learn.
-I believe that the mind has no limits.
-I believe that students should learn to be reflective and think critically.
-I believe that science education should replicate more of what 'real' scientists practice in a lab.
-I believe that character education is necessary at all grade levels to foster respect and self-esteem.
-I believe that schools should operate as learning communities.
-I believe that collaboration is necessary in the educational field for both teachers and students.
-I believe that curriculum serves as a skeleton of what should be taught. Teachers and students needs fill in the gaps.
-I believe that teaching is the most influential occupation.

Introduction

Hello! Here is a bit about myself...
Name: Marisa
Where I work: Sparta High, Earth Science Teacher, 5th year teaching
Career Goals: to someday be a science department supervisor
Family: Engaged and getting married April 09...yay!!!
Personal Interests: the great outdoors, cooking...love foodnetwork tv, volunteering at an animal shelter...I walk the dogs awaiting adoption anytime I can, I have a pet rabbit named Bun
Why I took this course: required and I want to learn about designing curriculum as I will need to do this someday.