Crafting Learning: A Curriculum Design Podcast

Joined by Learning Resources teachers Cindy Thom, Lacey Ramsey, and Shannon Faella. We are adopting a new phonics program (UFLI) from Kindergarten through 2nd grade. As a result, materials needed to be set up, scope and sequences created to bridge the gap from FUNdations, and instructional decisions needed to be made. Additionally, 4th grade is adopting a new morphology program (IMSE) and logistics for when to teach, how to teach, and what to teach needed to be determined for the first year of implementation.

Liz Unger and Kristin Keneally return to the podcast to share their design work to create more opportunities to teach and learn in our outdoor spaces for our youngest learners. Their intentions for outdoor learning include building a strong sense of connection to our natural environment, additional sensory experiences, gross motor skill development, creative and curious exploration, growth in social emotional skills including empathy, gratitude, and collaboration. 

A conversation with World Language teachers Catherine Mendoza, Sean Robb, Abby Cali, and Loren Chavez who are all currently teaching Spanish from Beginners through Grade 9 at NCCS. The entire WL team had attended a conference recently and we got to learn about those experiences as well as other elements that are experienced by students throughout our program.

Two of our Upper School World Languages teachers collaborated over the summer to make sure the Latin 2 program at NCCS allows a student to move to any Latin 3 program and be successful in any Latin 3 classroom. This can be challenging considering Latin programs can really vary school to school. Since students are now getting farther in Latin curriculum, we can cover more topics with students that should prepare them for Latin 3 including Participles, Comparatives, Superlatives, and the Subjunctive while also experiencing updated topics around culture.

In this episode we hear from NCCS' Physical Education and Athletics team as they share recent curricular design work in two areas: beginners (preschool) motor and coaching. Our guests are: Kendall Cornine, Cherie Corchard, Jay Thornhill, Keri Kern, Byron Reding, and Steve Willson. On the Beginners Motor curriculum design work: This curriculum promotes physical, motor, and emotional development for ¾ the early childhood program through weekly structured activities. Each week focuses on a specific skill set;  with guidance from Shape America guidelines. Skills such as locomotor skills, object control, balance, and spatial awareness. These skills can be used in engaging games and activities like obstacle course tag games and creative movements. Students will also enhance their social skills, cooperation, and self-confidence through fun, interactive exercises that progressively prepare them for advanced tasks. On the Coaching curriculum design work: This will serve as a reference or seasonal plan for coaches, as they can follow along day to day, week by week for practice goals, drills, skill milestones we would like to hit. This curriculum is easily accessible and can be given to a new coach with little experience as a guide for the season, or it can be referenced as needed by experienced coaches, ensuring coaches are covering in practice what is outlined in the full curriculum.

Madeleine Ker, Claire DeLaurentis, and Daley Avery shared about their summer work. The focus of their work was to review the Beginners Social and Emotional Learning curriculum by looking closely at the history of what they have included. They took a closer look at “The Color Monster” unit and differentiated lessons to provide students with a more scaffolded experience.

Beginners 3/4 Teachers Liz Unger and Kristin Keneally share about their work documenting early childhood curriculum

In this special episode you will hear from a panel of our school's division leaders and the head of school who shared perspectives on job search processes. This panel happened live for our Apprentice Teacher Training Program cohort and is being made available on the podcast. Thanks for tuning in and please enjoy!

In this episode (recorded on Leap Day - February 29, 2024) we learn from Kelly Siegrist and Cindy Thom about the Social Emotional resources they developed for K-4 teachers. They created a guidebook for teachers around SEL/Responsive Classroom strategies and practices with targeted goals based on recent classroom observations. Supplemental materials were provided around specific tools to increase classroom autonomy and self-regulation. These experiences and goals are being presented in divisional meetings with corresponding paper copies of the guidebook added throughout the year. Please contact the Crafting Learning hosts for access to the guidebook.  

Lindy Bourque and Jennifer Thiemann join us to share about their curriculum design work for Music and Movement in the lower grades (Beginners - 4th grade) at NCCS. Summary from the Guests In the 2021-2022 school year, we combined what had previously been a Lower school “Creative Dramatics” class and a Lower School “Music” class into one course called “Music and Movement”. In the 2023-2024 school year, we made that same intentional shift to “Music and Movement” in EC. We reviewed and made adjustments to the curriculum based on a year of living the program. Then we worked backwards to create the new EC “Music and Movement” curriculum: Skill development, from B3/4 to Grade 4, was defined. Learning objectives and grade-level summaries were written. Connections to external learning standards were identified and recorded. Basic pacing guides were created.  

Upper School faculty members Elizabeth Carroll, Lauren Romeo, Marshall Johnson, and Lacey Ramsey share about their newly designed Capstone project for the oldest students in our school. Curriculum Description 9th Grade Capstone Project This curriculum design project was centered around brainstorming and developing a culminating, interdisciplinary experience for departing ninth-grade students. In recent years, the 9 Capstone has consisted of a public presentation on current events run through the 9 Modern World History course. This new iteration of the 9 Capstone, however, looks to shift the focus back towards the personal interests and experiences of graduating ninth graders, centering on the basic question: “How can you [the student] make a positive impact on the greater world, and/or the NCCS community?”  This design project team outlined the various project steps, determined scheduling, and created a basic project outline for students. Using an inquiry-based approach, students will brainstorm an issue about which they feel personally passionate; develop a guiding question around which they will research, collect, and analyze data; create a plan of action; and implement it within the community at large and/or NCCS. All ninth graders will then present their research to the school and their families in a special capstone showcase event in the spring. Finally, students will reflect on their capstone experience and how it relates to their time at NCCS in the final days before graduation. Examples & Resources Project Overview Ninth-Grade Community Action Project

Learning Resource Teachers Hali Dorfman and Lacey Ramsey share about their design work focused on executive functioning curriculum. Curriculum Description Executive Functioning: Tools, Strategies and Methods This curriculum is designed to develop the self-awareness skills students need to appreciate their strengths, recognize when to ask for help, and to grow comfortable learning how to learn for life.  In Learning Lab, students learn effective study (and learning) strategies that will help them in school and beyond.  By modifying and creating our own curriculum that is inspired by MindPrint, this project addresses both the self-awareness skills and study skills that students need to be successful. It includes mini units that can be facilitated either as part of a larger unit or as stand-alone lessons for students both in and out of Learning Lab. While students will vary in openness to change, just as they vary in every other academic or social skill, the expectation is that after completing this work, all students will have a better understanding of who they are as learners and an appreciation and acceptance of the fact that there are tools available to them when they are faced with challenges.  Examples & Resources Overview of Course:  EF: Tools, Strategies, and Methods: Scope and Sequence EF: Tools, Strategies, and Methods: Lesson Slides EF: Tools, Strategies, and Methods: Student Reflection Journal Resources: MindPrint Learning LearningScientists.org Life Skills