Integrated Curriculum Design

vii. Sample Syllabus Integrating PACT (UCSB) This example by UC Santa Barbara shows how a particular course on curriculum integrates all five PACT tasks. Curriculum Design and Implementation ED 395 Instructor: Nicole Merino Instructor: Tanya Mishler Text:  Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McTighe, Association for Supervision and Curriculum Development, 2006.  Reader/workbook available at the Alternative.

Course Description: The focus of this course is on integrated curriculum design and each of its elements: students, content, instruction, assessment, and reflection. Each class will relate to the California Standards for the Teaching Profession (CSTP). The course is designed to support your work in all of five tasks of the PACT Teaching Event (PACT: Performance Assessment for California Teachers www.pacttpa.org): context, planning instruction and assessment, instructing students and supporting learning, assessing student learning, reflecting on teaching and learning.

Evaluation of Student Performance (Course Requirements)  40% In-class assignments (note: if you miss class you must complete the assignment on your own. It is your responsibility to get the assignment from a classmate.)  20% PACT Context for Learning (Due: Jan. 17)  20% PACT Content CT Interview (Due: Jan. 31)  20% PACT Assessment Design Assignment (Due: Feb. 21)  Completion of PACT (Class grade is recorded as incomplete if TE is not complete)

Source: Nicole Merino and Tanya Mishler, UC Santa Barbara Created: 1/2007 Date Activities & Topics Readings & work due CSTP Jan. Course Introduction BRING ALWAYS: Course text, 6.5  PACT overview vs. ED 395 reader/workbook, PACT 3 What Really Matters handbook In class assignment: Read and chart ch. 1 course text Homework: Begin PACT Context Jan. What Really Matters in In class assignment: Read and 4.1 Teaching? discuss ch. 2 course text. 6.5 1 Scoring a PACT Event Homework: Finish PACT Context 0  Introduction of PACT Content interview assignment Jan. What Really Matters in DUE: PACT Context for Learning 3.2 Learning? In class assignment: Participation 6.5 1 Reviewing Context for in peer review of PACT Context. 7 Learning Read and discuss ch. 3 course text.  Peer editing of PACT Homework: Finish PACT Content Context assignment CT interview  UCOPIS introduction/password Jan. NO CLASS 2 4 Jan. What Really Matters in DUE: PACT Content CT interview 4.2 Planning for Student Bring: Sloppy copy of Lesson Plan 4.3 3 Success? In class assignment: Read and 1  Brainstorm discuss ch. 4 course text instructional strategies  Collaborative planning Academic Language  Ann Lippincott presents Feb. Considering Evidence of In class assignment: Read and 4.2 Learning in Diverse discuss ch. 5 course text 5.2 7 Classrooms Homework: Begin PACT  Brainstorm types of Assessment Design assignment assessment  Description of PACT Assessment design assignment Backwards Mapping Curriculum  Collaborative planning

Source: Nicole Merino and Tanya Mishler, UC Santa Barbara Created: 1/2007 Feb. Responsive Teaching in Bring: Class set of student work 1.2 Academically In class assignment: Write a 5.4 1 Diverse Classrooms reflection based on student work. 4  Collaborative planning Read and discuss ch. 6 course text. Analyzing Student Work Homework: Finish PACT  Creating a Rubric Assessment Design assignment 1.4

Feb. Teaching for Understanding DUE: PACT Assessment Design 2  Collaborative planning assignment 1  Creating ?’s to promote In class assignment: Read and understanding discuss ch. 7 course text. Complete 6 6 Facets of Planning Facets of Planning worksheet.  Collaborative planning Feb. Analyzing Video Homework: Prepare for video clip 6.5  Showcasing good In class assignment: Score PACT 2 teaching video clip 8 UCOP-OIS Video Clip Instruction  FAQs re: video clip Mar. Metacognition Bring: Math reflection 6.1  Situational dispositions In class assignment: Read and 7 for transfer discuss Meta- Incorporating Theory into cognition article. Self edit reflection; Reflection insert theory where appropriate.  Show your understanding of Educational theories Mar. PACT WORKSHOP TIME  Use this time to modify 1 lessons and reflect on 4 teaching  Independent and Collaborative work spaces available  Computer Lab Open Mar. Teaching Event Due- DUE: PACT Uploaded by 3 midnight 0 Apr. Take a break! You deserve it 2 and you need it. - 8

Source: Nicole Merino and Tanya Mishler, UC Santa Barbara Created: 1/2007 Assessment Design Assignment

Your assignment is to identify the specific content standard(s) you will be teaching and determine four evidence sources you will collect to demonstrate academic proficiency.

 You must use Figure 5.1 (p. 63) from course text in your plan. One identified evidence source will use a rubric to analyze student understanding. If specific workbook/math book pages are identified please include either copy or description of work. The existence of Pre-assessments are assumed and therefore should not be included in the Assessment Photo Album.

 You must include a typed (published format) rubric to describe varying degrees of student understanding for identified evidence source.

 You must also submit a copy of the PACT assessment rubric as a cover page. Highlight the level of proficiency you feel you have demonstrated in your assessment design assignment. This is your self- assessment. Please use this rubric to guide your assessment design.

Source: Nicole Merino and Tanya Mishler, UC Santa Barbara Created: 1/2007