This folder contains the unit, learning tasks, and resources used in the "Seeing the big Picture Connections First" Unit 1. The unit defines curriculum in terms of rigor, provides the background of this mode, connects curriculum design to the "big picture" of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments.
This first unit defines curriculum in terms of rigor, provides the background of this mode, connects curriculum design to the "big picture" of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments.
A rigorous curriculum is an inclusive set of intentionally aligned components—clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies—organized into sequenced units of study that serve as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.
Larry had developed and piloted the RCD Model through collaborative support from three school districts, Hartford, West Haven, and East Hartford, Connecticut.
The curriculum design project continues at different stages of development and implementation in these school systems. What the Herbert Lehman High School English department colleagues, and the curriculum writers in Hartford, West Haven, and East Hartford, have all done in such a relatively short amount of time has set the pattern that other school systems will surely follow in the coming years. — Larry Ainsworth
Mike Wasta, former Superintendent of Bristol Public Schools in Connecticut, sums up what he realized from his own personal experience in building such a system: "It is essential for everyone to understand that powerful instruction and assessment practices are not separately functioning 'good ideas' but are all part of an intentionally aligned and whole system."
With a "systems approach" to curriculum design in mind, we are ready to think about a logical, step-by-step implementation sequence that will include all of the elements discussed in the last task.
Once again, keep in mind that this comprehensive set of steps for designing and implementing rigorous curricular units of study represents the big picture, aviation that cannot be accomplished overnight or even in a year. Rather, it is a carefully constructed road map with designated milestones to reach over time—a marathon, not a sprint.
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