INTEREDU™ - Standards Based Planning

Curriculum

Standards Based Planning

Program Details

Title	Standards Based Planning
Duration:	10 hours
Prerequisites:	Having educational bachelor degree or completed fundamental education qualification programs, and Reflective Practitioner Teacher – training program.
Material:	Training Guide, Program Kit, and online resources on Marifah
Level - Track:	Advanced Educational Qualification
Target Audience :	Teachers (KG, Math, Science, English, and Computer Science).

Short Description

What do we want students to learn and perform? How can we make sure they learn? What can we do if they are or are not learning? Education is a target-oriented, conscious and organized process that requires deliberation, analysis of educational standards and outcomes, determination of education evidence and methods, and ensuring the students learn and perform as required. This can be understood by means of student-focused planning.

This program introduces trainees to the knowledge and skills for standardized educational planning based on deliberation, backward and comprehension-based planning principles. Trainees will work in homogeneous groups based on their specialty, and plan based on their students’ grades using Common Core State Standards (CCSS), and New Generation Science Standards (NGSS) as examples for current standards used by many international schools.

Big Ideas

•	The educational standards are about “what to learn”; the curriculum is about “how to learn.”
•	The educational standards highlight what students should master for college and workplace preparation.
•	Unpacking’ the standards is the first step to get students ready for college and career.
•	Creating standard-based units will enhance planning and teaching.
•	Collaboration with colleagues is necessary for professional development.
•	Creating learning experiences is important for reaching the desired outcome.

Essential Questions

•	How can we work with educational standards in the most effective way?
•	What do educational standards mean for practice?
•	What is the relation between educational standards and the curriculum?
•	What is the difference between traditional instructional planning and standard-based planning?
•	What are the assessment task and the scoring criteria that will evaluate the summative/end of unit assessment?

Outcomes

Unit	Outcomes
1	• Describe the overall vision of educational standards. • Explain the focus of educational standards. • Explain how the anchor standards complement grade specific standards.
2	• Identify the shifts in educational standards relevant to different subjects. • Describe educational standards relevant to different subjects and grade levels. • Describe the academic expectations set by educational standards relevant to different subjects and grade levels.
3	• Explain the rationale of a standards-based unit of study. • Explain the components of a standards-based unit of study. • Select the target standards to focus on. • Define the essential questions in a learning unit. • Develop a suitable formative and summative assessment in learning. • Define the characteristics of effective learning experiences • Explain the importance of the order/ sequence of the learning experiences. • Describe how to select varied and useful resources.
3	• Explain the importance of collaboration with colleagues. • Explain the importance of giving and responding to colleagues’ feedback. • Set academic expectations for each lesson. • Design a lesson assassment tasks in alignement with the unit tasks. • Create instructional activities to achieve targeted grade expectations. • Select resources that fill the curriculum gaps. • Create the closure for every lesson.

Assessment

No	Assessment		Component	Weight
1	Attendance and Participation		Participation	5
1	Attendance and Participation		Attendance	5
2	Formative Assessment	Self-regulated -assessment	KWL-Q	5
		Self-regulated -assessment	Vocabulary Tool pre and post	5
		Trainer Assessment	Assessment task 1. Unit planning.	15
		Trainer Assessment	Assessment task 2: peer review of unit planning.	15
3	Summative Assessment		Summative Assessment task 3: Creating 3 lesson plans based on planning rubrics.	15
			Exit Task	5
			Portfolio	10
			Final exam	20
Program Total				100

Time Distribution

No	Item	Time (Min)
1	KWL-Q	15
2	Pre - Vocabulary Tool	15
3	Terminology	10
4	Activity (1.1): The educational standards	30
5	Activity (1.2): The educational standards overall goal part 1	20
6	Activity (1.3): The educational standards overall goal part 2	20
7	Activity (1.4): Examine the educational standards	60
8	Activity (1.5): The educational standards Gallery	50
9	Activity (1.6): Grade specific standards- the staircase	Self-learning
10	Activity (1.7): Studying the educational standards reflection	Self-learning
11	Assessment task	10
12	Activity (2.1): The educational standards review & chart reading	Self-learning
13	Activity (2.2): Teaching the educational standards get started!	50
14	Activity (2.3): Curriculum- jeopardy	30
15	Activity (2.4): Standards & curriculum/ create an analogy	30
16	Activity (2.5): From standards to curriculum- the five steps	30
17	Activity (2.6): Unpacking the educational standards - let’s try	30
18	Activity (2.7): Unpacking educational standards - your turn!	30
19	Activity (2.8): The educational standards, curriculum and unpacking- reflection	Self-learning
20	Assessment task Planning a standards-based unit	10
21	Activity (3.1): Standards-based units of study- introduction	30
22	Activity (3.2): Traditional planning vs. Standards-based planning	30
23	Activity (3.3): Plan your unit	60
24	Activity (3.4): Plan your unit – reflection	Self-learning
25	Activity (4.1): Unit planning- peer review	Self-learning
26	Activity (4.2): Unit planning- responding to feedback	Self-learning
27	Activity (4.3): Lesson planning- create individual lessons	Self-learning
28	Assessment task	10
29	Post - Vocabulary Tool	10
30	Exit Task	20
Total		10 Hours