Curriculum Instruction & Assessment Part I - Alignment By Tina Waddy

Defining Curriculum

Standards Set of standards placed in order according to cognitive levels and age. Set a hierarchy of knowledge for students to learn. All curriculums are supposed to spiral up like a slinky connecting knowledge and reasoning.

State Curriculum Created by Texas Education Agency. Defines state standards for all districts to follow.

Districts Curriculum Created by local districts in the state of Texas. Example – PreKinder and Bilingual Curriculum Streamlines the state standards often aligning instruction to the TAKS test based on data.

Campus Curriculum Reorganizes the district and state curriculum based on testing, and benchmark data. –Includes local standards which help fill in holes in the curriculum. Why do we do all of this? –Desire the curriculum to be aligned and manageable.

Curriculum Alignment State TEKS/TAKS District Campus / Classroom ALAL ENTENT IGNMIGNM Quality Student Performance

Classroom Instruction

Curriculum Planning Cycle TEKS/TAKS Goals Strategies Objectives and Activities Instruction Cycle to Promote Varies Based Student’s Needs Resources Assessment and Materials and Feedback Success for All Students

Planning Instruction Plan with your team, if possible. (Across content areas & grade levels.) –Create a unit overview for the nine weeks. –Think about what the students already know, and what they need to know for the next grade level up. (Try to link the knowledge.) Determine the appropriate level of instruction. (Don’t teach over their heads!) –Focus on objectives at the skill level. (i.e. The student needs to…) –Determine the length of time needed to teach the skill. (Don’t assess too quickly.)

Planning Instruction Begin with the first objective of the unit overview. –Remember to focus on objectives at the skill level which should be the grade level (i.e. The student needs to…) Gather primary resources before, and while you plan. –(Materials that help you teach core instruction.) Plan core instruction to allot for proper instructional time (Usually determined by the campus): –Block Scheduling (90 minutes) –Seven Period Day (55 minutes) –Elementary Balanced Literacy Block (2 Hours 45 Minutes) Math Instruction (1 Hour 45 Minutes) Science Instruction (45-55 Minutes) Social Studies Instruction (45-55 Minutes)

Thinking First as an Assessor

Curriculum Planning Cycle Texas Essential Knowledge and Skills Assessment Resources TAKS and Materials Instruction Cycle to Promote Varies Based on Student’s Needs Strategies Student and Activities Expectation Success for All Students

Begin with the End in Mind Based on TEKS/TAKS, what will students be tested over, and at what level (Bloom’s)? What performance task(s) will best support learning and focus the instructional work? How will I be able to distinguish between those who really understand and those who don’t? What would be interesting, revealing activities to help assure this learning? Will these activities work? Why or why not? What resources and materials are available? What will students be doing in and out of class? What assignments will be given? Thinking First as an Assessor Thinking Then as a Designer

Lesson Planning Formats

Madeline Hunter’s Design Ten Comprehensive Steps –Objective –Student Expectation –Anticipatory Set –Teaching: Input –Teaching: Modeling –Teaching: Questioning / Check –Guided Practice –Independent Practice –Closure –Formal Assessment

The 5E Model of Instruction Five Comprehensive Steps –Engage –Explore –Explain –Extend –Evaluate

Taking a Closer Look at Both

Side by Side They Aren’t So Different Madeline5E Model of Instruction 1. Objective“TEKS” or “Learning Objective” 2. Student Expectation“The student will…” 3. Anticipatory SetEngage 4. Teaching: InputExplore 5. Teaching: ModelingExplain 6. Teaching: Questioning / Check for Understanding Explain / Explore (Formative Assessments) 7. Guided PracticeExtend 8. Independent PracticeExtend 9. ClosureSum it up! 10. Summative AssessmentEvaluate

Engage = Anticipatory Set Teacher Should –Motivate –Create Interest –Tap into Students Knowledge –Question and Encourage Responses Students Should –Listen Attentively –Ask Questions –Demonstrate Interest in the Topic –Respond to Questions and Demonstrate Their Entry Point of Understanding Results –Generate Interest –Access Prior Knowledge –Connect to Past Knowledge –Set Parameters for the Focus –Frame the Idea

Explore = Teaching: Input Teacher Should –Act as Facilitator –Observe and Listen to Students as They Work –Ask Inquiry-Oriented Questions –Provide Time for Students to Think –Encourage Cooperative Learning Students Should –Predict, Form Hypotheses, or Make Generalizations –Share Ideas and Suspend Judgment –Record Observations –Discuss Alternatives Results –Probe, Inquire, and Question Experiences –Examine Their Thinking –Establish Relationships and Understanding

Explain = Teaching: Modeling Teacher Should –Encourage Students to Explain Their Observations in Their Own Words –Provide Definitions, New Words, and Explanations –Listen and Build Upon Discussion for Students –Ask for Clarification and Justification –Accept Reasonable Responses Students Should –Explain, Listen, Define and Question –Use Previous Observations and Findings –Provide Reasonable Responses –Interact in a Positive and Responsible Manner Results –Connect Prior Knowledge and Background to New Discoveries –Communicate New Understanding –Connect Informal Language to Formal Language

Extend = Guided Practice Teacher Should –Use Previously Learned Information as a vehicle to Enhance Additional Learning –Encourage Students to Apply or Extend the New Concepts and / or Skills –Encourage Students to Use Terms and Definitions Previously Acquired Students Should –Apply New Terms and Definitions –Use New Information to Probe, Ask Questions, and Make Reasonable Judgments –Provide Reasonable Conclusions and Solutions –Record Observations, Explanations, and Solutions Results –Apply New Learning to a New or Similar Situation –Extend and Explain Concepts Being Explored –Communicate New Understanding with New Language

Evaluate = Summative Assessment Teacher Should –Observe Student Behaviors as They Explore and Apply New Concepts and Skills –Assess Student’s Knowledge and Skills –Encourage Students to Assess Their Own Learning –Ask Open-ended Questions Students Should –Demonstrate an Understand or Knowledge of Concept and Skill –Evaluate His/Her Own Progress –Answer Open-ended Questions –Provide Reasonable Responses and Explanations Results –Students Assess Understanding –Demonstrate Understanding of New Concept by Observation or Open-ended Response –Show Evidence of Accomplishment

Explicit Instruction What is explicit instruction?

Leave No Stone Unturned

Moving to Abstract

Relating to Lesson Planning Direct Instruction occurs in both the 5E Model and Madeline Hunter’s Design. –Teachers impart knowledge and understanding to students (new information). –Madeline Hunter - Input, Modeling and Check for Understanding –5E Model – Explain and Extend These sections should be explicit and to the point.

Differentiated Activities Differentiate strategies / activities around the following groups: –English Language Learners (Vocabulary Support) –Tier III – Struggling Students (Re-teach) –Special Needs Students (Hands-on)

Getting Started!