Section II: During the Learning

Preparation—Time and Materials

Complete this module in one hour. The ideal group size is four to six teachers per group seated at tables. In addition to the person responsible for delivering the session, the activity requires four cofacilitators. (During the second half of the session, the cofacilitators will each be assigned to a different easel and will be responsible for keeping the conversation flowing.)

Before the meeting, create stations by setting up easels with chart paper and markers in the four corners of the room. Write one of the following questions on each easel: 1. How guaranteed is our curriculum? What evidence do we have that all students have access? 2. How viable is our curriculum? What evidence do we have that teachers can teach all the standards students need to know in the time allotted? 3. What are the implications of a GVC for students? Why is a GVC important for students to be successful? 4. What are the implications of a GVC for teachers? Why is a GVC important for teachers to be successful?

Participants will also need the following handouts. • “Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?” (page 84) • “Are We Making a List or Delivering on a Promise? The Unintended Consequences of Believing All Standards Are Equal” (page 86)

Step 1: Getting Ready to Learn—Block Party Activity (Twenty Minutes)

This adapted Block Party activity is a warm-up and follows this process. 1. Ask participants to count off by nine, and direct their attention to the “Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?” handout, which contains nine research quotes on the importance of a GVC. Ask each participant to find the quote that matches his or her number and reflect on its meaning and implications for his or her work. (three minutes) 2. Next, ask participants to find a partner from another table and share his or her thinking about their quote (two minutes). With their partner, teachers then form groups of four and share again (four minutes). Groups mix one last time, forming groups of six, and repeat the process (six minutes). The mixing and sharing last twelve minutes, and when finished, teachers return to their original small groups seated at tables. 3. The entire group then talks about any relevant insights and observations raised in the small-group conversations. Accomplish this using either a popcorn or round-robin approach. (five minutes)