Guiding+Principles+-+early+info+&+first+drafts

Guiding Principles -
 * Curriculum Task Force

Engagement**

Cultural Responsiveness: The curriculum should reflect the rich cultural heritage and history of all students without falling into simplistic or formulaic definitions of culture. Rather than viewing the students’ prior knowledge, culture and native language as superfluous to the teaching and learning experience, the curriculum should capitalize on these elements as fundamental to learning. It should enable teachers to incorporate _ in order to foster greater student engagement by creating a bridge between students’ home and school lives. -Include gender under cultural responsiveness.

The curriculum should reflect and capitalize on the beliefs, values, customs and perspectives of the students. A culturally responsive curriculum recognizes the value of each student by incorporating their linguistic, cultural and learning style differences into the learning activities. It should provide teachers a framework that promotes the students’ rich cultural experiences to create a bridge between students’ home and school lives.

Relevance: Personal - Community - National - International - Connect real-world situations that background knowledge and content - somehow - As the world changes rapidly, the curriculum must prepare students to become college/work  ready and for globally competent.  The curriculum must provide opportunities for students to connect to global issues and  local challenges including, the environment, the global economy and internationalism.   Themed activities must provide relevancy and be aligned with the application of technology within an international and intercultural approach to facilitate academic achievement. Add some reference to rigor here Students must be provided with opportunities to connect the new learning to their background knowledge on a personal, local, national and international level. Themed activities must provide relevancy and rigor and reflect issues relating to the environment, global economy, health and internationalism. The curriculum must use technology to engage students and support the instruction of internationalism and intercultural issues in order to prepare students to become global citizens.

Accessibility: The curriculum must be accessible to diverse groups of learners. Focus accessibility Bridge sentence around what we mean by diverse groups of learners (. The curriculum must be culturally relevant and provide alternatives for visual and auditory information, provide varied ways to respond and interact with materials, and vary levels of challenge and support.

The curriculum must be accessible to diverse groups of learners. A diverse learner is defined as any learner who displays or establishes differences in the following ways: race/ethnicity; cultural or linguistic background; age; religion; gender; sexual orientation; giftedness; socioeconomic status; or learning, emotional or physical disability. The curriculum must provide alternatives and support for visual, written and auditory information; provide varied ways to respond and interact with materials; and vary levels of challenge.
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__**21st Century Skills**__

[|21ST Century Learning for CT Model Curriculum (2).doc] - This is Jeff latest draft 6/15/08 **DRAFT 4/16/09**

The elements described below represent the skills, knowledge and expertise that students should master to succeed in work and life in the 21st century. These elements should be interwoven throughout the curriculum in all content areas.

Students must have a solid foundation in core subjects (i.e., language arts, mathematics, science, and social studies) and apply these understandings to real-world issues that involve interdisciplinary connections including:
 * Core Subjects and Interdisciplinary Connections **

Students need to be able to solve problems creatively and logically in a variety of situations and applications that illustrate and deepen the knowledge obtained in core subjects. Learning should incorporate: Students need to be able to locate, interpret, and communicate information in a variety of media and formats. Learning should incorporate: Students need to demonstrate leadership skills, habits of personal and social responsibility, and adaptability to change to navigate the complex life and work environments in a globally competitive world. Life and career skills include: // Adapted from the Framework for 21st Century Learning. //
 * Global and Environmental Awareness
 * Financial and Economic Literacy
 * Social and Civic Responsibility
 * Healthy and Sustainable Living
 * Thinking, Learning and Innovation Skills **
 * Creativity and Innovation
 * Critical Thinking and Problem Solving
 * Communication and Embedded Literacy
 * Multiple Types of Learning Opportunities
 * Information, Media, and Technology Skills **
 * Use of Information
 * Media Literacy
 * Technology Applications
 * Life and Career Skills **
 * Flexibility and Adaptability
 * Initiative and Self-Direction
 * Social and Cross-Cultural Skills
 * Productivity and Accountability
 * Leadership and Responsibility

Engagement - Culturally Responsive - - Relevancy- How this relates to the learner, society and the rest of the world. -Accessibility

Assessment & Accountability - self and peer assessment - students perceptions about the content

Professional Community Include leadership

Notes: be sure to keep language consitent w/ current initiatives

Assessment and Accountability:
== Assessments provide the data to be used to set goals at the district, building, team, individual teacher and student level to support a system of accountability for learning. As curriculums are developed, a ssessments will be created to strategically align with learner expectations, be varied to address and engage different learning styles and be both formative and summative in nature. F requent formative assessments and performance tasks will be included to provide data for teachers to make instructional decisions and differentiate the instruction to support student learning. Each course curriculum will also provide summative assessment opportunities such as collaborative projects and, where appropriate, final examinations. The variety of assessments aligned to the expectations for all students provides assurance that students are learning the core content. ==