1. Texas ASCD’s Boot Camp for Curriculum Administrators
Dr. John A. Crain

2. GUIDING QUESTIONS What is curriculum?
What’s wrong with using the Texas Essential Knowledge and Skills (TEKS) as a district/campus curriculum? Why aren’t they sufficient?
How do you use the TEKS as a framework for developing district/campus specific curriculum?
What are some processes for developing district or campus-specific curriculum within the TEKS framework?
What really is “alignment?”
How do you create and structure “knowledge and skills” within a curriculum document?
What are the options and processes for designing “units of instruction?”

3. WHAT IS CURRICULUM?

4. Differences Between Curriculum and Instruction
Why
How
What

5. The “WHAT” – Content Standards--“the stuff”
Knowledge
Concepts Cognitive Curriculum
Data/Facts
Skills
Attitudes
Values Affective Curriculum
Beliefs
Judgments
Strength
Endurance Psychomotor Curriculum
Coordination

6. The “WHY” – Performance Standards—the result, outcome, objective, etc.
What we want students to do with the “stuff”.
The complexity or sophistication with which we want students to do something with the “stuff”—the Application / Analysis / Synthesis / Evaluation of Bloom’s.

7. HOW? The instruction Instructional activities
What the teacher will do to teach
What the students will do to learn
Instructional activities
The organization and sequence of content and activities.
The processes through which the students will learn the curriculum.

8. Our Focus--Cognitive Curriculum: Texas Essential Knowledge and Skills
Concepts
Data/Facts
Cognitive Skills
WHAT?

9. Negotiable vs. Non-negotiable
The “WHAT” is non-negotiable. The “WHY” is non-negotiable.
The “HOW” is negotiable within limits:
The children learn what that are supposed to
learn.
They are treated with courtesy and dignity.
The paint generally stays on the walls.
The teacher is accountable for students learning
the curriculum.

10. Common Errors in Curriculum Development
Lining up the TEKS and then assuming you have an aligned curriculum
Trying to do too many of the “steps” at one time
The checklist phenomenon--writing instruction and backloading curriculum
Beginning with horizontal alignment

11. Major Elements of Curriculum Development
Vertical alignment of each sequence of student expectations, including the articulation of specific content standards
Organizing the aligned student expectations into “bundles”--into rational, coherent “units” of instruction, including time lines (e.g., by 6-weeks or by a discrete number of days)
Creating “exemplar” instruction for all or some percentage of the “units” of instruction

12. What’s Wrong With The Texas Essential Knowledge and Skills As A Curriculum Document?
The TEKS are a framework for curriculum development—NOT the curriculum.
The TEKS are broad expectations for student learning (“The student is expected to….”).
The TEKS lack specificity.
The TEKS are not organized into rational, coherent units of instruction with recommended time lines

13. “Such as…” and “Including…”
The content standard for student expectations is articulated in the “such as…” and “including…” statements—the specific academic content (the “What”) that students will learn.
“Such as…” means that the given content is negotiable.
“Including…” means that the given content is non-negotiable.

14. The Case for Specificity
Assumption:
Every Student Expectation should have an “including . . .” statement.

15. The Critical Questions
Are both the content standard and performance standard sufficiently specific that:
1. Would a new teacher know exactly what
students are supposed to learn and at what level
they are to demonstrate that learning?
2. Could a test item writer construct a test item that
would be aligned with that learning?

16. ENGLISH LANGUAGE ARTS Standard 1: Specificity Third-Grade (105 Student Expectations)
* Unique Examples

17. ENGLISH LANGUAGE ARTS Standard 1: Specificity Seventh-Grade (138 Student Expectations)
* Unique Examples

18. ENGLISH LANGUAGE ARTS Standard 1: Specificity Twelfth-Grade (121 Student Expectations)
* Unique Examples

19. ELA mechanics TEKS‑‑without examples/specifications—a “lined up curriculum”#
1st Grade TEKS
Examples/
Specifications
4th Grade TEKS
Examples / Specifications
8th Grade TEKS
1.17G
(b)
use basic punctuation
4.16B (b)
punctuate correctly to clarify and enhance meaning
8.16B (b)

20. Science TEKS‑‑without examples / specifications– a “lined up curriculum”#
2nd Grade TEKS
Examples /
Specifications
3rd Grade TEKS
Examples / Specifications
4th Grade TEKS
Examples/
2.9A
identify external characteristics of plants and animals that allow basic needs to be met
3.9A
observe and identify characteristics that allow survival
4.8A
identify characteristics that allow members of a species to survive and reproduce

21. ELA mechanics TEKS‑‑with examples / specifications—an aligned curriculum#
1st Grade TEKS
Examples/
Specifications
4th Grade TEKS
Examples / Specifications
8th Grade TEKS
1.17G
(b)
use basic punctuation
including period at the end of a sentence
4.16B (b)
punctuate correctly to clarify and enhance meaning
Including possessives, commas in a series, commas in direct address, apostrophe in contraction (such as won’t, there’s, it’s)., and hyphens in two part numbers (such as twenty-six).
8.16B (b)
including using hyphens with compound adjectives before nouns, compounding numerals with other words, with fractions before adjectives, with titles compounded with ex and elect, and with other compound words that need hyphens …

22. Science TEKS‑‑with examples / specifications—an aligned curriculum#
2nd Grade TEKS
Examples /
Specifications
3rd Grade TEKS
Examples / Specifications
4th Grade TEKS
Examples/
2.9A
identify external characteristics of plants and animals that allow basic needs to be met
including plant reproduction and parts of seeds
3.9A
observe and identify characteristics that allow survival
including specific functions of the leaf and seed (flowering and non flowering plants)
4.8A
identify characteristics that allow members of a species to survive and reproduce
including non flowering plants (fungi, mold, mildew) and woody vs. non-woody stemmed plants

23. The TEKS are disjointed (i. e
The TEKS are disjointed (i.e., they are arranged in “strands,” not in coherent units of instruction.

24. Texas History Strands History Geography Economics Government
Citizenship
Culture
Science, technology, and society
Social studies skills

25. STEP #1: Vertical Alignment (Scope)
WHY?
Assure Equity
Provide a Rational System
Reduce Gaps and Unproductive Redundancies

26. Quality Assurance To The Community
Equity
Quality Assurance To The Community
The State of Texas says, through TEKS: It doesn't matter whether you live in Highland Park, El Paso, Houston, San Antonio, or The Rio Grande Valley. The State of Texas guarantees that your 10th grader will have the opportunity to learn "X."
Your ISD must say: It doesn't matter which attendance zone (campus) you live in. Our ISD guarantees that your 4th grader will have the opportunity to learn "X" It doesn’t matter whose 7th grade Texas History class you are in, you will have the opportunity to learn “x.”

27. Rational System
Is your district a confederacy of independent school districts or a single system?
We Are Either:
a rational system, with a vertically-aligned curriculum for all campuses or
an irrational system in which no one part knows (or cares) what other parts of the system are doing.

28. Alignment Makes Education in Your I.S.D. a System - continued
Teachers Are Part of a System
Schools cannot be one-room schools located side-by-side along a common hallway.
Teachers are not independent subcontractors--we have a responsibility to “deliver the goods”. (knowledge and skills) that the system says we are to deliver.

29. Reduce Gaps and Unproductive Redundancies in Knowledge and Skills
Critical In Mathematics
Do we progress through division in a rational way, based on TEKS?
Do we know at what grade level division using two-digit divisors is taught?
What prerequisite skills must be mastered before teaching division using two-digit divisors? At what grade level are those skills introduced and mastered?

30. Reduce Gaps of Knowledge and Skills - continued
Desirable In Literature
Are we teaching literature, or are we reading stories?
There are six sub-sets of the short story:
Satire
Historical
Mystery
Gothic
Science Fiction/Fantasy
Realistic

31. Reduce Gaps of Knowledge and Skills - continued
Desirable In Literature (continued)
Which kinds of short stories do we want students to read as they advance through the curriculum?
At which grade level will that particular kind of short story be introduced?
Will that particular kind of short story be studied again? If so, at what grade levels?
Do we use a consistent set of language, 12-K in teaching the critical attributes of that genre of literature? If "character" is one of those attributes, do all teachers, 12-K, use the same set of language in teaching character (e-g.. types of characters: protagonist, antagonist, narrator, foil, stenotype?

32. Reduce Gaps of Knowledge and Skills - continued
Desirable In Literature (continued)
Do we consciously choose, teach, and emphasize specific comprehension strategies (e.g. monitoring when comprehension breaks down, making connections?)
Are we using expository and narrative reading as models for writing (e.g. problem/solution organization, sequential, order of importance).

33. Reduce Unproductive Redundancies
How many time do students need to read Charlotte’s Web or James and the Giant Peach?
How many times do they need to do “the plant unit?”
How many times do they need to make Pilgrim hats and Pilgrim collars?
Do all students need to spend the 1st six weeks reviewing the previous year’s instruction?

34. Aligned vs. Lined Up Until the district addresses the
issue of specificity, it can only
produce a “lined-up curriculum,”–
not an aligned curriculum.

35. The Universe of Possibilities
In determining
the specific content standard,
it is desirable that someone at the table
know the “universe of possibilities”—
a real content expert.

36. ELA mechanics TEKS‑‑without examples/specifications#
1st Grade TEKS
Examples/
Specifications
4th Grade TEKS
Examples / Specifications
8th Grade TEKS
1.17G
(b)
use basic punctuation
4.16B (b)
punctuate correctly to clarify and enhance meaning
8.16B (b)

37. The Universe of Punctuation
Thirteen Punctuation Marks
period (2 rules)
question mark (3 rules)
quotation mark (1 rule)
comma (23 rules)
colon (4 rules)
semicolon (6 rules)
apostrophe (2 rules)
quotation marks (9 rules)
hyphen (7 rules)
dash (4 rules)
parentheses
brackets
ellipsis dots

38. The Universe of Comma Rules
items in a series
city/state
day/year
quotations
greeting of a letter
nominative of address
compound sentence
complex sentence
compound/complex sentence
with Sr., Jr., Ill, etc.
two adjectives that modify same noun
Appositive
with, too, also, yes, wall, etc.
with yes, no, why, well, etc used at the beginning of a sentence
phrases in a series
inverted names in a list
to separate name from academic degree
to set off contrasted words, phrases, clauses
to set off transitional words or expressions
introductory prepositional phrase
introductory participial or absolute phrase
restrictive and nonrestrictive clauses
to set off words, phrases, and clauses that would otherwise be unclear

39. Taxonomy of Literature

40. Taxonomy of Literature
No pattern or reoccurrence of rhythm, rhyme, meter; sentence form
Reoccurrence of
rhythm, rhyme,
meter; verse form

41. Taxonomy of Literature
Not completely factual
Plot
Setting
Character
Mood
Theme
Conflict
Point of View

42. Taxonomy of Literature
Plot (long)
Plot (short)
Plot Performed
Theme (explain
nature or human
nature)

43. Taxonomy of Literature
Not completely factual
Plot
Setting
Character
Mood
Theme
Conflict
Point of View
Theme
(ridicule, scorn;
failings of
individual or
society)
Theme
(explains
history)
Plot, setting
characters
based on
history
Mood
(suspense)
Plot (structure
to solution)
Theme (romance,
adventure)
Characters (idealized)
Setting (improbable or nonrealistic)
Characters (frequently exaggerated)
Plot, setting, and characters are all plausible

44. REPRESENTING TEXT GRAPHICALLY Sample / Specification
Grade
TEKS#
Student Expectation
Sample / Specification
4.10
(L)  represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).
Students observe teacher in a think aloud process, work together and individually using:
A web to represent the characteristics of a character
An outline to represent process steps/chronology (capital letter plus numbers 1 – 4)
A chart to represent a chronology of events
5.10
Web: Characteristics of a character
Web: Causes of a Character’s Actions
Venn Diagram: Comparison/Contrast of Traits/Characteristics of Two Characters
6.10
(L)  represent text information in different ways such as in outline, timeline, or graphic organizer (4-8)
Including outlines, timelines, and graphic organizers. 45

45. REPRESENTING TEXT GRAPHICALLY Sample / Specification
Grade
TEKS#
Student Expectation
Sample / Specification
7.10
(L)  represent text information in different ways such as in outline, timeline, or graphic organizer (4-8)
Students observe teacher in a think aloud process, work together and individually using:
Chart: A Main Idea supported by given details
Venn Diagram: Comparison/Contrast of Two Texts (newspaper article and letter to the editor)
Outline: Attributes of an even (1 Roman numeral, 1 capital letter, 3 numbers)
Chart: To Obtaining Information
Web: Chronology of Events
8.10
Outline: Classifying ideas (Roman numeral, capital letter plus numbers 1 – 2)
Outline: Classifying ideas (Roman numeral, capital letter plus numbers 1 – 4) 46

46. How Do You Accomplish Vertical Alignment?
Alignment document is a technical, quality control document—not a document from which teachers plan daily/weekly instruction.
Configuration of Design Teams: 12-K teacher teams with a facilitator who has a deep knowledge of the discipline and the grade level (Exception: social studies which may be K-3, 4-7, 5/8/U.S. History, 6/World History/World Geography.
Facilitator may be:
District content specialists
External to the district (ESC’s, district collaboratives/co-ops)
Teachers who are content experts
Someone must be an expert at group facilitation

47. How Do You Accomplish Vertical Alignment? (continued)
Task: Define/give specific examples of the TEKS, sufficient that a teacher new to the profession or to your school district would know precisely what to teach and a test item writer would know what to test.
The TEKS performance standards (the verbs) rarely need changing at this stage.
The content standards are frequently vague and need definition.
In defining a content standard, the best definitions will come by beginning with the “universe of possibilities.” (That’s why so much content expertise is needed in the process.)

48. Caveats…
K-8 vertical alignment and 9-12 vertical alignment are rather straightforward—the TEKS frameworks are identical and charts like the science and math charts from the Dana Center “line up” the TEKS.
Alignment of grades K-8 with grades 9-12 is somewhat problematic.

49. Alignment between K-8 and 9-12
9-12 fragments into discrete, sometimes disconnected courses (e.g., Algebra I and Geometry; Biology and Chemistry—some TEKS alignment; others do not)
K-12 alignment is challenging except in terms of aligning “big concepts” and/or unless a discipline (e.g., chemistry) asks the question “What foundation experiences do we want students to have somewhere in the K-8 science journey?”--a whole different process.

50. A Possible Role for 9-12 Teachers in the K-8 Alignment Process
A physics “expert” can sometimes be helpful in
advising the K-8 team on the “universe of
possibilities” for each TEKS as well as the
foundation experiences in physics concepts.
Caveat: Beware the danger of the “we-know-
what-we-are-doing-and-you-don’t”
phenomenon.

51. Alignment of Process Skills
Aligning process skills like those in science and social studies should probably be left to the end as you begin Step #2, “bundling” of student expectations--unit construction and time lines.
The process skills take on meaning and specificity only when applied to other academic content.

52. Step #2: “Bundling” Student Expectations to Create Rational Coherent “Units of Instruction”
The vertical alignment document produced in Step #1 was a technical, quality control document.
It was not the document that teachers will use to plan daily/weekly instruction.
The individual student expectation now must be “bundled” into rational, coherent units of instruction with a time line (6-weeks, discrete number of days).

53. Putting the Aligned Student Back Together: What will be frontloaded to drive the “unit”?
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills

54. Putting the Aligned Student Back Together: What will be frontloaded to drive the “unit”?
Reading
Literary Elements & Response
Writing
Thinking
Listen/Speaking
Viewing/Representing

55. Activity
What are all of the issues which must be considered and addressed in designing a “unit” of instruction?
Answer the question for yourself.
Find a Learning Buddy
Pair share to compare and contrast your responses.

56. Unit Template Subject Grade 6 Weeks Estimated Time Frame
TEKS / Student Expectations:
Examples / Specifications:
Language of Instruction:
Instructional Resources / Textbook Correlations:
Weblinks / Other Resources:
External Assessment:
Local Assessment:
Best Instruction:

57. Why include “The Language of Instruction”
Consistency of instruction
Critical for economically disadvantaged and second language learners

58. Adding The Language of Instruction
Example: Unique instructional vocabulary that the district wants all math teachers to use.
Example: “Big Concepts” and their critical attributes around which the district wants to build curricular units at each grade level.
Example: TAKS language

59. Critical Attributes in Concept-Based Curriculum
Those things (i.e., characteristics, traits) about the concept that never change.
Those things (i.e., characteristics, traits) about the concept that make it different/unique from other concepts.
-Madeline Hunter
Example: mammal

60. So what? Why are critical attributes important?
Why should they be included in the “Language of Instruction” as part of a curriculum document?

61. Identifying and Teaching The Critical Attributes of A Concept (or Skill) Are Essential Because….
The concept remains abstract for many learners unless it can be made more concrete.
Generating examples/non-examples in a meaningful way depends on critical attributes.
The critical attributes are the generalizations, principles, and rules that Jacobs, Tomlinson, Garmston, McTighe, and others talk about.
Adds depth, complexity, connectivity, and consistency of language.

62. CHANGE CRITICAL ATTRUBUTE “a characteristic of all change”
I. All change involves the alteration of one or more of the attributes of the original.
A. The alteration of some attributes is through elimination.
B. The alteration of some attributes is through addition
C. The alteration of some attributes is through rearranging
D. The alteration of some attributes is through modification
II. All changes have one or more causes.
A. The causes of some change are controlled/uncontrolled
B. The causes of some change are internal
C. The causes of some change are external
D. The causes of some change are known/unknown
DISTINGUISHING ATTRIBUTES “characteristics that makes one change different from other changes

63. CHANGE CRITICAL ATTRUBUTE “a characteristic of all change”
DISTINGUISHING
ATTRIBUTES “characteristics that makes one change different from other changes
III. Change occurs according to a process.
A. Some change processes are cyclical.
B. Some change processes are linear.
C. Some change processes are incremental (steps/degrees).
IV. All changes have one or more effects.
A. The effects/results/consequences
of some changes are unknown.
B. The effects /results /
consequences of some changes
are predictable / unpredictable.
C. The effects of some changes are
preventable/ not preventable.
D. The effects of some changes are
positive, negative, or neutral.
Working draft from Parkland HS, Ysleta ISD, El Paso

64. Identifying Critical Attributes of a Concept
There is a seven-step, inductive process for identifying the critical attributes. The process will fill in the blanks” of the template below. [These are the process steps for forming generalizations (an inductive thinking process.)]
I All (concept) have/are _______.
A. Some (concept) have/are_____
B. Some (concept) have/are_____
C. Some (concept) have/are_____
II.. All (concept) have/are _______
III. All (concept) have/are _______.
A. Some (concept) have/are_____
B. Some (concept) have/are_____
C. Some (concept) have/are_____
IV. All (concept) have/are _______

65. What are cognitive skills?
In general, units of instruction will be built around the teaching learning of concepts and cognitive skills.
What are cognitive skills?
Analytical Thinking Skills—“… cognitive processes that deepen understanding….” (Examples: categorizing, classifying).
Critical Thinking Skills—“…thinking skills that are used to analyze and evaluate data and evidence in order to develop, judge the effectiveness of, or respond to an argument or position.” (Examples: inductive thinking, determining bias, judging the accuracy of information).
Executive Processes—“… cognitive processes that are involved in synthesizing, generalizing, and applying knowledge.” {Examples: summarizing, metacognition, generalizing).
Creative Thinking Skills—“… skills that are involved in creative production.”
(Tomlinson, Carol Ann et al. The Parallel Curriculum, National Association for Gifted Children and Corwin Press, 2002.)

66. Even though we talk about “concepts” and “skills” as two distinct issues, behind every skill there is a concept.   A “skill” usually involves following process steps and/or rules.
2 / 3  1 / 2 = _____

67. Activity - “Concepts Behind the Skills”
Find a Learning Buddy.
Discuss: Why do you invert and multiply? What’s the concept behind the skill?

68. What we have to know to teach any skill, including critical thinking:
Critical Attributes of the Concept (traits, characteristic) and
Critical Attributes of the Skill (process steps, rules)

69. Conclusion: The Concept
a statement
about an individual person, place, thing, or event that
can be supported by accurate information.

70. A conclusion can either take the form of a fact statement or an opinion statement. A fact conclusion: George Washington was the first President of the United States.   An opinion conclusion: George Washington was a good President.

71. The Skill: Process Steps for Validating A Conclusion (deductive process)
Hypothesize or take a given conclusion.
Gather data through research, observation, and/or experimentation.
Verify the accuracy (and sometimes objectivity) of the data.
Determine whether or not there is sufficient data to support the conclusion you started with.
Note: “Sufficiency” is typically determined by the
stakes involved in accepting and/or acting on the conclusion.

72. What are concepts?
Everything that is not isolated data or a skill is a concept.   Different “Kinds” of Concepts

73. 1. “Fluffy Concepts” bears bluebonnets apples
“Concepts that are not central themes / concepts of a discipline.”
Connect activities.
Contributes no depth or complexity or connectivity to learning.

74. 2. Discipline Specific Concepts
"Concepts that exist only or primarily within a discipline.”
Can be the “central themes and concepts of the discipline.” Examples
revolution (history)
polarity (science)

75. 3. Minor Themes/Concepts
“Concepts that exist in more than one discipline, but not in all.”
Concepts that are “central themes/concepts in more than one discipline.” Examples
Conflict (literature, history)
Ratio/Proportion (sciences, mathematics)

76. 4. Universal Themes/Concepts
“Concepts that exist in all disciplines.”
Concepts that are “central themes/concepts in all discipline.” Examples
Patterns
Structure
Systems
Change
Relationships
Balance/Equity

77. In each of the models, taken as a “pure model,” one of these kinds of concepts is frontloaded and becomes the organizing principle for the unit.
Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based
Discipline
Specific Concept
Discipline Specific Concept or
Parallel Data/Facts
Minor Theme
Universal Concept
Real World Problem

78. For Discipline-Specific Curriculum:
Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based
A discipline specific concept is front-loaded (e.g., a literary genre).
A cognitive skill (e.g., drawing conclusions).
The rest of the unit is built around that concept or cognitive skill

79. Math Science Social Studies Binomial Equations Magnetism
English Language Arts
Math
Science
Social Studies
Determining Point
Of View
Binomial
Equations
Magnetism
The U.S. Constitution

80. Discipline Specific Unit
Frontload
Backload
WHAT? Discipline Specific Concept
Critical Attributes of the Concept
WHY? Performance Standards
HOW?
Cognitive Skill(s)
Critical Attributes of the Skill(s)
Instruction (teacher / learner activities)
Resources
Student Products
Assessment
TEKS
Does differentiation go in a district curriculum document?

81. What gets Frontloaded? OPTION 1: Parallel (complimentary) Data/Facts
Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based
OPTION 1: Parallel (complimentary) Data/Facts
from one discipline

82. Parallel Discipline (Facts / Data)
Social Studies
Language Arts
Science
Math
Red Badge of
Courage
U.S. Civil War ?? ??

83. Parallel Disciplines Unit
Frontload
Backload
WHAT? Data/Facts From One Discipline
WHY? Performance Standards
HOW?
Data/Facts from a
Second Discipline
Cognitive Skills
Critical Attributes of the Skill(s)
Real-world issues (problem, question, discrepant event)
Instruction (teacher / learner activities)
Resources
Student Products (sometimes common)
Assessment

84. Parallel Discipline: Minor Theme
Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based
OPTION 2: A Minor Theme

85. Parallel Discipline: Minor Theme
Language Arts
Math
Social Studies
Tools to analyze
and/or report
data dealing
with culture
Culture
Culture
Math cannot teach the concept "culture" because culture is not a central theme/concept in mathematics.

86. Parallel Disciplines Unit
Frontload
Backload
Facts/Data from each discipline that are examples of the concept
Cognitive Skills
Critical Attributes of the skill(s)
Tools from other disciplines
Instruction (teacher / learner activities)
Resources
Student Products (sometimes common)
Assessment
WHAT? Minor Theme Concept Critical Attributes of the Concept
WHY? Performance Standards
HOW?

87. Multidisciplinary
Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based
For Multidisciplinary Curriculum: Minor theme/concept

88. Multidisciplinary Language Arts Science Math Tools to analyze
Social Studies
Language Arts
Science
Math
Tools to analyze
and/or report
data dealing
with conflict
Conflict
Conflict
Conflict

89. Multidisciplinary Unit
Frontload
Backload
WHAT? Minor Theme Concept Critical Attributes of the Concept
WHY? Performance Standards
HOW?
Facts/Data from each discipline that are examples of the concept (means to an end, but not an end unto itself)
Cognitive Skills
Critical Attributes of the skill(s)
Instruction (teacher / learner activities)
Resources
Student Products
Assessment

90. Interdisciplinary
Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based
For Interdisciplinary Curriculum: Universal theme/concept

91. Interdisciplinary Language Arts Science Math Patterns Social Studies

92. Interdisciplinary Unit
Frontload
Backload
WHAT? Universal Theme Concept Critical Attributes of the Concept
WHY? Performance Standards
HOW?
Facts/Data from each discipline that are examples of the concept
Cognitive Skills
Critical Attributes of the skill(s)
Instruction (teacher / learner activities)
Resources
Student Products (may be common)
Assessment

93. Problem Based
Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based
For Problem-Based Curriculum: A complex question, problems, or discrepant event

94. Real-world Issues: Complex Question, Problem, or Discrepant Event
Problem Based
Real-world Issues: Complex Question, Problem, or Discrepant Event
Social Studies
Language Arts
Science
Math
Real-world Issue
Real-world Issue
Real-world Issue
Real-world Issue

95. Problem Based continued
Real-world issues may be:
Real
Plausible, hypothetical
Real-world problems must be:
Relevant to the student interest
Be plausible
Require knowledge and skills from all four disciplines
Example:
Designing city park
Future Problem Solvers

96. Problem Based Unit Unit Frontload Backload
WHAT? Complex Problem, Question
Discrepant Event
WHY? Performance Standards
HOW?
Concepts, Facts, Data, Tools from each discipline that contributes to answering the questions, solving the problem, or explaining the discrepant event
Critical Attributes of the Concepts and skill(s) from the set above
Instruction (teacher / learner activities)
Resources
Student Products (may be common)
Assessment

97. Activity: Reflection How does what you have seen/heard today:
1. Pair with a Learning Buddy.
2. Individually, reflect on this question: What have been your experiences with designing Discipline-Based, Parallel Disciplines, Multidisciplinary Interdisciplinary, and Problem-Based units of instruction.
How does what you have seen/heard today:
conform with your prior learning and experience
conflict with your prior learning and experience and
inform your future work with these models?
3. Discuss your reflections with your Learning Buddy.

98. REFLECTION ON THE DAY…. Guiding Question
What I Already Knew When I Got Here.
What I learned Here.
What I Still Need To Know
What is curriculum?
What’s wrong with using the Texas Essential Knowledge and Skills (TEKS) as a district/campus curriculum? Why aren’t they sufficient?
How do you use the TEKS as a framework for developing district/campus specific curriculum?

99. REFLECTION ON THE DAY - continued
Guiding Question
What I Already Knew When I Got Here.
What I learned Here.
What I Still Need To Know
What are some processes for developing district or campus-specific curriculum within the TEKS framework?
What really is “alignment?”
What are the options and processes for designing “units of instruction?”