Collaborative Curriculum Design (CCD)
What is Collaborative Curriculum Design (also known as CCD)?
Santa Rosa City Schools is dedicated to providing active, involved learning for all students so they will achieve personal, academic, occupational success and become responsible citizens. Our Collaborative Curriculum Design (CCD) teams, comprised of teachers of the same grade level from various sites throughout our district, meet and collaboratively design units of study. Our hope is to continue to build coherence throughout our district as we use our collective professional expertise to design units with our students in mind: units that will inspire, invigorate, intrigue, and challenge our students through authentic experiences while stimulating their creativity and critical thinking skills.
The CCD model is comprised of multidisciplinary, problem/solution-based units that flow into one another through carefully planned learning progressions that guide learners to higher levels of rigor and sophisticated thought. Each unit of study within the CCD model is anchored on a cluster of interdisciplinary standards or learning goals. The units are then developed following a structure of sequences that proceed logically to build a deeper understanding of a specific topic or problem while stimulating creative and critical thinking.
- Sequence One challenges students to acquire knowledge to deeply understand a problem, topic, and/or source (anchor text).
- Sequence Two concentrates on students independently and collaboratively gaining a deeper understanding of the problem or topic being examined, often through additional research, analogous thinking, and/or parallel application.
- Sequence Three challenges students to independently and collaboratively determine a solution or multiple solutions to a problem introduced through the unit.
- The Learning Showcase - Provides students an opportunity to present their problem and solution to an audience either live or virtually.
One pivotal aspect of the CCD model is customization. Teachers in a school or district create each unit with the children from their community in mind. It is this process of teachers working together in a district combined with the multidisciplinary, problem/solution design that makes this model so powerful. The CCD units are anchored on a cluster of multidisciplinary standards and include an array of formative and summative assessments. Throughout each sequence there are multiple pieces of evidence that teachers and students assess for standards mastery. There are also pre-and postunit assessments aligned with the standards identified for the unit. In addition to a variety of standards-based assessments, each sequence (3 per unit) includes formative learning processes; extended reading, writing and speaking experiences; and collaboration opportunities.
Through the progressions in these rigorous, future-focused units, students are stimulated to engage in the following actions:
- Research information and interpret data.
- Think independently and reflect on learning.
- Collaborate with peers and community members, demonstrating a strong work ethic.
- Exhibit curiosity, generating additional questions throughout each sequence.
- Sharpen complex, critical thinking skills.
- Draw from multiple disciplines to gain a wider perspective of a problem and develop fresh approaches to possible solutions.
- Engage in authentic learning experiences that replicate real-world tasks.
- Explore cross-cultural perspectives.
- Develop and present a variety of creative and innovative solutions.
- Showcase learning (problems and possible solutions) to an authentic audience.