Framers'+Charge+to+the+Writers

This is the guidance the NGSSS Framers provided to the Writing Teams for the NGSSS-Arts as they prepared to develop the benchmarks. Highlighted are the portions that will best and most directly inform the process for creating Course Descriptions.


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 * 1) Review recommended print and electronic resources, using the ADP Quality Review to examine the strengths of the standards specifically recommended by the Framers:
 * 2) Note gaps
 * 3) Note repetitions
 * 4) Analyze for rigor, coherence, focus, specificity, clarity/accessibility, and measurability
 * 5) **Develop benchmarks with the “next step” in mind to build seamless articulation and high expectations throughout, considering the essential skills and knowledge graduating seniors need to compete and succeed in post-secondary education and the workplace, and to become active contributors in their communities. **
 * 6) **Build an instructional framework into the NGSSS-Arts within which arts teachers can provide high-expectation learning opportunities to challenge students who have had: **
 * 7) **significant instruction and experience in the arts, including students who plan to major in the arts at the post-secondary level, or **
 * 8) **limited or no arts education experiences. **
 * 9) **Write the NGSSS-Arts with “tomorrow” in mind—not with an eye to what is, with its inherent limitations; but to what should be, with all its implications for creativity and innovation, equity and access. **
 * 10) **Focus significant attention on process, rather than product alone. **
 * 11) **Embed technology throughout the benchmarks, acknowledging the exponential nature of developments in technology-based learning tools and new media for creativity, collaboration, and sharing. **
 * 12) Break into K-12 subgroups to work on Big Ideas:
 * 13) beginning with two to three Enduring Understandings embedded within each Big Idea, and
 * 14) **considering authentic Essential Questions that district- and school-based curriculum-writing teams and individual teachers might devise to help guide instructional design. **
 * 15) Delineate clear, concise, and differentiated grade-level benchmarks for each Big Idea that address the Enduring Understandings, **<span style="color: #000080; font-family: 'Times New Roman',Times,serif;">emphasizing the importance of learning for transfer and depth rather than breadth. **
 * 16) <span style="font-family: 'Times New Roman',Times,serif;">Reference the Depth of Knowledge (DOK) levels identified and organized by Norman L. Webb et al as a guide for identifying and addressing appropriate levels of cognition when writing benchmarks.