A “school design” is much more than curriculum but involves thinking through many aspects of the life of a school: educational objectives; choice of curriculum; rewarding and developing faculty; assessment systems; the culture of a school; school calendar; schedule; and hundreds of other decisions, each affecting one another.
As a new school, Avenues has had the unique opportunity to design its curriculum, and the other components of a school design, from scratch. Any curriculum design, however, is based on a number of well-established factors, including national and local standards and the school’s mission.
Avenues’ curriculum design process begins with consideration of these factors and then uses what Grant Wiggins, a nationally recognized educator, called “backwards planning” in his approach called “understanding by design (UbD.)” This approach focuses first on the outcomes desired, then works backwards, plotting the steps that will produce those outcomes. UbD helps teachers clarify learning goals, devise assessments that reveal student understanding and craft effective learning activities. Developed by Mr. Wiggins in association with Jay McTighe, UbD’s key idea is that a primary goal of education should be the development and deepening of student understanding, which is most effectively revealed when students can transfer what they have learned in one area to understanding in other areas. By defining what student outcomes they want to achieve, teachers then work backwards to develop their curriculum to reach those goals.
A major component of the resulting curriculum design is a good assessment program, which will allow teachers and administrators to evaluate how students are progressing and where they need to go. The curriculum can then be adjusted to respond to students’ needs, improving and strengthening it through many iterations, with more detail added with each iteration.
Curriculum design, then, is not a one-time process. The school is constantly reexamining the curriculum, fine-tuning and improving it, both during the school year and at the end of each year.
August 17, 2017
The Seahorses and Giraffes have been learning about ocean animals in HuangSe, their nursery Chinese immersion classroom. This unit was contrasted by a land animal study in Yellow, the partner English classroom.
August 15, 2017
Students in 5th grade are studying U.S. and world immigration in a reading, writing and World Course cross-curricular integrated thematic unit. To launch the unit, students studied the difference between migration and immigration and tracked historical movements and patterns.
August 10, 2017
After learning about their neighborhood, pre-K students decide to create a book store and art gallery of their own.
August 8, 2017
Starting in 8th grade math and continuing into the upper grades, the math curriculum is centered around having students learn mathematics by solving and discussing a well- organized set of problems.
July 28, 2017
Since September, my 11th and 12th grade Economics of Violence and Peace class at Avenues: The World School had been examining the economic dimensions of violence and peace.