CURRICULUM / INSTRUCTION / ASSESSMENT
-
Upload
ramona-chapman -
Category
Documents
-
view
148 -
download
0
description
Transcript of CURRICULUM / INSTRUCTION / ASSESSMENT
CURRICULUM / INSTRUCTION /ASSESSMENT
C/I/A-1
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-2
Instructional Leadership Development Frameworkfor Data-driven Systems
QUALITYSTUDENT
PERFORMANCE
ETHICS AND INTEGRITY
Curriculum/Instruction/Assessment
Supervision
ProfessionalDevelopment
OrganizationalManagement
CULTURE
Communication and Community
Partnerships
Learner-Centered High Expectations
Collaborative Continuous Improvement
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-3
Lone Star Middle School Data Review
• Review and analyze the additional data on pages 18 through 21.
• Discuss at your table what the data indicates.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-4
Lone Star Middle School Site-Based Decision-Making Committee
• Observe a meeting of the facilitator presenting assessment data to the site-based decision-making team.
• Record some observations from the video.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-5
Lone Star Middle School Data Review
• Review and analyze the additional data on pages 9 and 14.
• Discuss at your table what the data indicates.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-6
• Observe a meeting of the social studies department as performance data is discussed.
• Jot down some of your observations.
Lone Star Middle School Social Studies Department Meeting
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-7
Continuous Improvement ProcessNeeds Assessment•Data collection•Analysis
Goals & Objectives
Strategies &Activities
Professional Development & Sustained Support
Implementation•Who?•What?•What do we need?
Ongoing Formative Evaluation
Quality
Summative Evaluation
StudentPerformance
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-8
Continuous Improvement Planning ProcessData Sources for Data-driven Decision-making
Curriculum/Instruction/Assessment
Supervision
Professional Development
Communication and Community Partnerships
Organizational Management
Quality
StudentPerformance
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-9
Premises
• Curriculum, instruction and assessment must be learner-centered and aligned to be effective.
• Ensuring that all Texas students master the state-adopted curriculum is a critical teaching responsibility.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-10
• The participant will be able to:
• Use multiple data sources to analyze and make decisions about curriculum, instruction, and assessment to support continuous improvement
• Develop an understanding of learner-centered curriculum, instruction, and assessment and be able to articulate it
Objectives
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-11
• Recognize learner-centered instructional decisions that address four critical elements:
Objectives (continued)
• Develop an awareness of multiple instructional strategies to meet the various needs of all learners
• Thinking at High Cognitive Levels and Making Connections
• Varied Needs and Characteristics of All Levels• Assessing Student Progress• Alignment of Learning Objectives
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-12
Teaching and Learning are complex processes composed of
many elements.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-13
QualityStudent
Performance
Curriculum: What(state, district, campus, teacher)
Instruction: How(lesson attributes, designs, strategies)
Assessment: To what extent(state, district, campus, teacher)
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-14
A Shift in Teaching and LearningThe Texas Perspective
• Working at your table and using the items in the envelope marked, “The Texas Perspective on the Shift in Teaching and Learning,” categorize the items under the headings DECREASE and INCREASE.
• Be prepared to discuss as a whole group.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-15
A Shift in Teaching and Learning
Decrease
• Isolation
• Learning is other-directed
• Sort and select students
• Student differences are masked or acted upon when problematic
• A relatively narrow sense of intelligence prevails
• Whole-class instruction dominates
• Tests for pieces of learning
• Learning bits of information
• Time driven
• A single form of assessment
• Assessment most common at end of learning
Increase
• Collaboration and communication
• Learning is self-directed
• All students will learn
• Student differences are studied as a basis for planning
• A focus on multiple forms of intelligences is evident
• Many instructional arrangements are used
• Assess for continuous improvement
• Learning is relevant and connected to life and other disciplines
• Results driven
• Multiple forms of assessment are used
• Assessment ongoing and diagnostic
Texas Perspective on the Shift in Teaching and Learning
—Adapted from various Texas Education Agency documents
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-16
3-2-1 Strategy
1) Recall your “special student.”
2) Select 3 practices that you feel would positively impact your student.
3) Discuss 2 of the practices with a partner.
4) Highlight the 1 practice that you feel would have the potential for the most positive impact on your student.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-17
Lesson Attributes
• Objectives and Goals• Engagement and Motivation• Connections and Relevance• Questioning and Inquiry• Feedback and Reinforcement• Monitoring and Assessment• Application
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-18
Lesson Attributes
Objectives and Goals
The teacher knows what he/she wants the students to know and be able to do at the end of the lesson. Objectives are clear, specific, and include basic knowledge/skills and central themes/concepts of the discipline.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-19
Lesson Attributes
Engagement and Motivation
Research makes it clear that all information taken into the brain must first pass an “attentional” threshold. The student must be engaged and interested in the new learning in order to be self-directed/intrinsically motivated and successful in learning.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-20
Lesson Attributes
Connections and Relevance
New learning must build on prior knowledge, the “hook” on which to hang the new. Teachers will be most successful when they can connect new information to prior knowledge and to various disciplines, as well as make the learning relevant to the lives and interests of the learners.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-21
Lesson Attributes
Questioning and Inquiry
The key to “minds-on” learning and a strong check for understanding is effective questioning and inquiry, both by the teacher and by the student. Instruction should be student-focused, inquiry-based, and directed to students as thinkers and problem solvers.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-22
Lesson Attributes
Feedback and Reinforcement
Timely, specific, quality feedback helps students understand why they are successful or unsuccessful in learning and results in a higher level and frequency of student commitment to the learning. Students are then able to repeat their effort and succeed or make adjustments in order to be more successful.
Reinforcing prior learning helps students retain knowledge and extend learning as they apply skills in multiple contexts.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-23
Lesson Attributes
Monitoring and AssessmentEffective monitoring enables the teacher to have a conscious awareness of where each student is in relation to the learning objective.
Formative and summative assessment takes place during and after the teaching of the lesson objective to provide data regarding mastery of the learning to both the teacher and the student.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-24
Lesson Attributes
Application
Brain research supports the opportunity for students to apply new learning, thus making stronger connections and driving the knowledge into long-term memory. Many of the TEKS/TAKS skills require the application of learning.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-25
Lesson Attributes
feedback/
reinforcementengagement/
motivation
application
questioning/
inquiry
connections/relevance
monitoring/assessment
objectives/goals
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-26
Shift in Teaching and Learning Activity
View a video clip of Cheryl, an eighth-grade social studies teacher, and record your observations.
Discuss at your table the behaviors you observed.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-27
Teacher/Student Behaviors
Cheryl Kelley
Teacher Behaviors: Teacher Behaviors:
Student Behaviors: Student Behaviors:
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-28
Shift in Teaching and Learning Activity
View the video clip of Kelley, another eighth-grade social studies teacher, and record your observations.
Discuss at your table what behaviors you observed.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-29
Teacher/Student Behaviors
Cheryl Kelley
Teacher Behaviors: Teacher Behaviors:
Student Behaviors: Student Behaviors:
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-30
Four Critical Elements of Curriculum, Instruction, and Assessment
• Thinking at high cognitive levels and making connections within and across disciplines
• Addressing the varied needs and characteristics of all learners
• Assessing student progress
• Alignment of learning objectives
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-31
QualityStudent
Performance
Curriculum: What(state, district, campus, teacher)
Instruction: How(instructional attributes, designs, strategies)
Assessment: To what extent(state, district, teacher)
Curriculum/Instruction/Assessment
Thinking at High Cognitive Levels and Making Connections
Assessing Student Progress
Alig
nm
ent
of
Lea
rnin
g O
bje
ctiv
es
Ad
dressin
g th
e Varied
Need
s and
Ch
aracteristics of A
ll Learn
ers
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-32
QualityStudent
Performance
Curriculum: What(state, district, campus, teacher)
Instruction: How(instructional attributes, designs, strategies)
Assessment: To what extent(state, district, teacher)
Curriculum/Instruction/Assessment
Thinking at High Cognitive Levels and Making Connections
Assessing Student Progress
Alig
nmen
t of L
earn
ing
Obj
ectiv
es
Addressing the V
aried Needs
andC
haracteristics of All Learners
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-33
Bloom’s Taxonomy
• On a separate sheet of paper, list the levels of Bloom’s Taxonomy in order from least to most difficult.
• Write a brief definition for each level.
• Compare with a partner.
• Compare your work with another pair.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-34
Bloom’s Taxonomy
Level Definition
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-35
Original Terms New Terms
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-36
Change in Terms
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate.
• The subcategories of the six major categories were also replaced by verbs
• Some subcategories were reorganized.• The knowledge category was renamed. Knowledge is a product of
thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 8)
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-37
Change in Emphasis
• More authentic tool for curriculum planning, instructional delivery and assessment.
• Aimed at a broader audience. • Easily applied to all levels of schooling.• The revision emphasizes explanation and
description of subcategories.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10)
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-38
Bloom’s Revised Taxonomy
CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingEvaluatingJustifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
AnalyzingAnalyzingBreaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
UnderstandingUnderstandingExplaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
RememberingRememberingRecalling information
Recognizing, listing, describing, retrieving, naming, finding
Hig
her
-ord
er t
hin
kin
g
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-39
Development of State Curriculum
(SS–Gr. 4)
(SS–Middle)
(SS–High)
Analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto.
Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War.
Evaluate the limits on the national and state governments in the U.S. federal system and explain why this new form of federalism was adopted instead of a unitary system.
TEKS
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-40
Bloom’s Taxonomy and TAKS/TEKS Activity
• In pairs and using the TAKS/TEKS document, H-C/I/A-16, identify the level of Bloom’s taxonomy of the TAKS and TEKS.
• Discuss with your table group.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-41
—H. Lynn Erickson—Adapted from Structure of Knowledge
Structure of Knowledge
Concepts Concepts
Topic Topic
PrincipleGeneralization
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
Theory
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-42
Examining the Structure of Knowledge
Theory: Is a conceptual idea that is yet to be proven.
Principle: A form of generalization, but is a truth that holds consistently through time.
Generalization: Connection/relatedness of two or more concepts.
Concept: An organizing idea, represented by one or two words. Examples have common attributes.
Topic: A category of study with a body of related facts to be learned.
Fact: A statement of truth.
—H. Lynn Erickson—Adapted from Structure of Knowledge
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-43
Examining the Structure of Knowledge, Continued
Theory
Principle/Generalization
Concept
Topic
Fact
Migration is a psychologically-driven response to meet an internal need.
People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom.
Westward Movement
Early American settlers migrated west. Early American settlers looked for new opportunities.
• migration• needs• opportunity• freedom
LEVEL EXAMPLE
-from H. Lynn Erickson
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-44
8th Grade Mathematics TEKS and the Structure of Knowledge
Theory
Generalization
Concept
Topic
Fact
Reasonable solutions can be justified.
Number operations
ReasonablenessSolutionsRelationshipsJustification
TEKS8.2 (a–d) The student selects and uses appropriate operations to solve problems and justify solutions.
People use formal and informal reasoning to solve problems.
Addition and multiplication are additive properties. Multiplication by a constant factor can be used to represent proportional relationships (e.g., a=1.4x).
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-45
8th Grade Mathematics TEKS and the Structure of Knowledge
• Locate the envelope on your table labeled “8th Grade Mathematics TEKS.”
• Place the two additional examples of the 8th grade mathematics TEKS into the blank columns by sorting them according to the Structure of Knowledge.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-46
8th Grade Mathematics TEKS and the Structure of Knowledge
Generalization
Concepts
Topics
Facts
Patterns show relationships that can be used to make predictions.
Percents
RelationshipsPatterns
TEKS
8.3 (a–b) The student identifies proportional relationships in problem situations and solves problems.
In proportional relationships: when one variable changes the other variable changes to the same degree in the same way.
8.5 (a–b) The student makes connections among various representations of a numerical relationship.
Patterns show relationships that can be used to make predictions.
RepresentationsSolutionsSequenceRelationships
Algebraic Expressions
Algebraic equations represent proportion relationships. Tables and graphs may represent algebraic expression.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-47
• Locate the envelope labeled “Structure of Knowledge Across the Content Areas.”
• Using the contents of the envelope, determine the facts, topics, concepts and generalizations for each of the following TEKS:
Social Studies 8.24 (a-e) Science 8.6 Language Arts 8.12 (a, c, f, g, h, j)
Structure of Knowledge Across the Core Content Areas
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-48
Structure of Knowledge Across the Core Content Areas
Principle/Generalization
Concepts
Topics
Facts
• Similarities and differences between and among people influence relationships.
• Differences between and among people can create conflict.
Conflict in American Society
InfluenceRelationshipsConflictPatterns
TEKS SS 8.24 (a-e) SS 8.6 (Biology 12) ELA 8.12
• There is a relationship of mutual influence between organisms and their environment.
• Interdependence occurs among living systems.
• Forms of written texts have distinguishing characteristics.
• Different types of texts serve different purposes.
InfluenceRelationshipsSystemsInterdependence
ConflictRelationshipsChange
Ecosystems in the Northern Hemisphere
American Literature During the Civil War
• Conflict between white settlers and Native Americans led to forced migration of the American natives.
• Organisms are organized into species.
• Organisms depend on unique resources to survive.
• Species vary from ecosystem to ecosystem.
• Uncle Tom’s Cabin by Harriet Beecher Stowe was a novel written to influence public opinion concerning slavery.
• Proponents of states’ rights and abolitionists both used written texts to explain their views and influence public opinion.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-49
Structure of Knowledge andTEKS/TAKS Activity
• In pairs and using the Social Studies TEKS/TAKS document, identify the level of complexity for 8.1 and 8.24 using the Structure of Knowledge.
• Discuss with your table group.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-50
• Locate one copy of the Analysis Tool handout in the participant notebook.
• Find the red dots in your table materials.
• Based on your analysis of the TEKS and TAKS objectives, place a red dot on the Analysis Tool grid for TEKS statement 8.1 and 8.24.
Using the Analysis Tool
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-51
Facts Topics Concepts Generalizations/Principles
Lev
el o
f D
iffi
cult
y
RememberingUnderstanding
ApplyingAnalyzing
Evaluating
Creating
(8.24)(8.1)
Level of Complexity
Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-52
Continuous Improvement in State-level Curriculum and Assessment
Curriculum Assessment
State Adopted
Instruction
?State Adopted
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-53
• Locate the two examples of classroom social studies units (H-C/I/A-25–26; H-C/I/A-27–30).
• After reviewing the two examples, identify the level of difficulty and level of complexity of the units and place a blue dot for each on the Analysis Tool handout.
The Structure of Knowledge: Classroom Application
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-54
Facts Topics Concepts Generalizations/Principles
Lev
el o
f D
iffi
cult
y
(A)
(B)
Level of Complexity
Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
RememberingUnderstanding
ApplyingAnalyzing
Evaluating
Creating
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-55
Review the case study of Cheryl pp. 22-42 and the case study of Kelley on pp. 43-60 in the data packet.
Record some of your observations on the data collection charts.
Share your observations with a partner.
Data Collection Activity
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-56
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Cheryl
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-57
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Kelley
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-58
• View the videotape of Cheryl and Kelley and review the case studies.
• Determine the level of difficulty and level of complexity of the various classroom assignments, sample tests, and lesson plans.
Video Activity
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-59
Facts Topics Concepts Generalizations/Principles
Lev
el o
f D
iffi
cult
y
(Kelley)
(Cheryl)
Level of Complexity
Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
RememberingUnderstanding
ApplyingAnalyzing
Evaluating
Creating
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-60
Teaching and Learning are complex processes composed of
many elements.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-61
• What are the implications of thinking at high cognitive levels and making connections for my campus?
• What is my responsibility as an instructional leader in this area?
CIA as It Relates to Me
Implications My Responsibility
High Cognitive
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-62
QualityStudent
Performance
Curriculum: What(state, district, campus, teacher)
Instruction: How(instructional attributes, designs, strategies)
Assessment: To what extent(state, district, teacher)
Curriculum/Instruction/Assessment
Thinking at High Cognitive Levels and Making Connections
Assessing Student Progress
Alig
nmen
t of L
earn
ing
Obj
ectiv
es
Ad
dressin
g th
e Varied
Need
s and
Ch
aracteristics of A
ll Learn
ers
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-63
“That students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to students.”
—Theodore Sizer
—Horace’s Compromise: The Dilemma of the American High School. 1984
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-64
What are some characteristics of approaching student needs with a focus on weaknesses?
What are some characteristics of approaching student needs with a focus on strengths?
What are the implications of addressing student needs from each vantage point?
Looking with New Eyes
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-65
Varied Needs and Characteristics of ALL Learners
Identifying Needs and Characteristics
Addressing Needs and Characteristics
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-66
• Identify the needs and characteristics of your special student, with one item per sticky note.
• As a table group, discuss the needs of your special students.
Special Student Activity
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-67
Academic/Learning
Social/Emotional
Physiological
Varied Needs and Characteristics of ALL Learners
Identifying Needs and Characteristics
Addressing Needs and Characteristics
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-68
• Cluster the identified student needs and characteristics by commonalities.
• Review the work of the other table groups.
Special Student Activity
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-69
Through a range of support services
Through a range of classroom and management strategies
Content Process Product
Academic/Learning
Social/Emotional
Physiological
Varied Needs and Characteristics of ALL Learners
Identifying Needs and Characteristics
Addressing Needs and Characteristics
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-70
Differentiation of instruction is a way of thinking about teaching and learning that advocates beginning where individuals are rather than following a prescribed plan of action.
It is a teacher reacting responsively to a learner’s needs.
“The teacher does not try to differentiate everything for everyone every day. That’s impossible, and it would destroy a sense of wholeness in the class.”
What Is Meant by Differentiation?
Adapted from Tomlinson
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-71
Ways to Differentiate?
• Content
• Process
• Product
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-72
“Without large numbers of classrooms where teachers are skilled in meeting varied learners where they are and moving them ahead briskly and with understanding, the number of frustrated and disenfranchised learners in our schools can only multiply.”
—Tomlinson and Allan—Leadership for Differentiating Schools and Classrooms
Importance of Serving Varied Learners
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-73
• Content mastery• Co-teachers
• Helping teachers• Instructional specialists
• Mentors
• 4-Mat• 5E Model of Instruction• Centers• Choice Boards• Compacting• Contracts
• Cooperative Learning • Flexible Grouping• Group Investigation• Independent Study• Jigsaw• Learning Contract
• Mentorships/Apprenticeships• Portfolios• Problem Based Learning• Stations• Tiered Activities• Varied Questions
Through a range of support services
Through a range of instructional strategies
Content Process Product
Academic/Learning
Social/Emotional
Physiological
Varied Needs and Characteristics of ALL Learners
Identifying Needs and Characteristics
Addressing Needs and Characteristics
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-74
Meeting the Needs of Your
Special Student
• Place the name of your special student on a sticky note.
• Using the chart, select one of the classroom strategies that you feel would help to meet your student’s needs and characteristics.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-75
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Cheryl
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-76
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Kelley
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-77
• Review the case studies for Cheryl and Kelley using this critical element as a filter.
• View the video clips of Cheryl and Kelley.
• Record your observations.
Video Activity
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-78
Teaching and Learning are complex processes composed of
many elements.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-79
• What are the implications of addressing varied needs and characteristics for various systems, including my campus?
• What is my responsibility as an instructional leader in this area?
CIA as It Relates to Me
Implications My Responsibility
High Cognitive
Addressing Needs
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-80
QualityStudent
Performance
Curriculum: What(state, district, campus, teacher)
Instruction: How(instructional attributes, designs, strategies)
Assessment: To what extent(state, district, teacher)
Curriculum/Instruction/Assessment
Assessing Student Progress
Thinking at High Cognitive Levels and Making Connections
Alig
nmen
t of L
earn
ing
Obj
ectiv
es
Addressing the V
aried Needs and
Characteristics of A
ll Learners
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-81
Assessment of Student Progress is an integral and essential part of the Continuous Improvement Process.
Seeing the Connection
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-82
Development of the State Assessment System
1980TABS
TEAMS
TAAS
TAKS
Level of Difficulty
Incl
usio
n o
f Stu
de
nts
an
d
of S
ubj
ect
s T
est
ed
1982
1990
2003
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-83
Continuous Improvement ProcessNeeds Assessment•Data collection•Analysis
Goals & Objectives
Strategies &Activities
Quality
Summative Evaluation
StudentPerformance
Professional Development & Sustained Support
Implementation•Who?•What?•What do we need?
Ongoing Formative Evaluation
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-84
“Assessment isn’t something that comes at the end of a unit to find out what students learned; rather it is today’s means of understanding how to modify tomorrow’s instruction.”
“Assessment always has more to do with helping students grow than with cataloging their mistakes.”
—Tomlinson (1999)—The Differentiated Classroom
Role of Assessment
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-85
When developing or selecting assessments:
• Identify the PURPOSE,
and then
• Identify the METHOD.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-86
Assessing Student Progress
• Formative assessment:
• Summative assessment:
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-87
Types of Classroom Assessments
• Brainstorm examples of classroom assessments that teachers can use.
• Indicate if they are formative or summative.
• If the assessment is formative, how will it impact instruction?
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-88
How do instructional leaders ensure appropriate, effective use
of formative and summative assessments?
Assessment Implementation
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-89
Begin with the End in Mind
Adapted from Wiggins and McTighe, Understanding by Design
Thinking First as an Assessor
• Based on the state assessment, what are the students needing to learn and at what level?
• How will I differentiate to meet varied needs and characteristics?
• What performance tasks will best support learning and focus the instructional work?
• What would be the evidence of student learning?
• Against what criteria will I evaluate the work?
• How will I be able to distinguish between those who really understand and those who don’t?
• What misunderstandings are likely? How will I check for those?
Thinking Then as a Designer
• What would be interesting and revealing activities to help assure this learning?
• What resources and materials are available?
• What will students be doing in and out of class? What assignments will be given?
• How will students earn a grade (and can it be justified to their parents)?
• Did the activities work? Why or why not?
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-90
How will teachers make the shift from thinking as a designer to
thinking as an assessor?
Assessment and Planning
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-91
Assessing Student Progress Activity
• Examine each teacher’s lesson plan, assessments, and associated TEKS.
Cheryl: Lesson Plan, p. 30Assessment, p. 32TEKS 8.8(c)
Kelley: Lesson Plan, p. 50Assessment, pp. 52-53TEKS 8.8(b)
• Record your observations on the data collection sheets.
• Look at the relationship between the purpose and method of assessment.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-92
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Cheryl
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-93
Kelley
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-94
Facts Topics Concepts Generalizations/Principles
Lev
el o
f D
iffi
cult
y
Kelley’s Formative
Kelley’s Summative
Cheryl’s Summative
Cheryl’s Formative
Level of Complexity
Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
RememberingUnderstanding
ApplyingAnalyzing
Evaluating
Creating
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-95
Teaching and Learning are complex processes composed of
many elements.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-96
• What are the implications of assessing student progress for various systems, including my campus?
• What is my responsibility as an instructional leader in this area?
CIA as It Relates to Me
Implications My Responsibility
High Cognitive
Addressing Needs
Assessing
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-97
QualityStudent
Performance
Curriculum: What(state, district, campus, teacher)
Instruction: How(instructional attributes, designs, strategies)
Assessment: To what extent(state, district, teacher)
Curriculum/Instruction/AssessmentA
lign
men
t o
f L
earn
ing
Ob
ject
ives
Assessing Student Progress
Thinking at High Cognitive Levels and Making Connections
Addressing the V
aried Needs and
Characteristics of A
ll Learners
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-98
Curriculum Alignment
State
District
Campus/Classroom
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-99
“…continuous and systematic improvement results when all the aspects of the system are aligned with the goal of enhancing student performance.”
—Peter Senge—The Fifth Discipline
Continuous Improvement
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-100
Alignment
Fenwick English
C
I
A
CIA
C / I / A
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-101
“Deep alignment is a comprehensive approach to teaching and learning that goes beyond any single measure of the curriculum taught or learned. . .is based on what we call the doctrine of no surprises, that is, children will not be taken by surprise with any form of assessment because alignment is an integral part of the instructional program, not an add on.”
—Fenwick English—Deep Curriculum Alignment
Doctrine of No Surprises
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-102
Alignment Activity
• Examine Cheryl’s and Kelley’s lesson plans, homework assignments, and assessments.
• Cheryl: p. 30-36• Kelley: p. 50-59
• Refer to handout p. H-C/I/A-48 for the TEKS and TAKS.
• Cheryl: 8.8 (b,c) and 8.30 (d,e)
• Kelley: 8.8 (b)
• Plot the level of curriculum/instruction/assessment for each teacher (red/green/blue) using an analysis for each.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-103
Facts Topics Concepts Generalizations/Principles
Lev
el o
f D
iffi
cult
y
Level of Complexity
Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
RememberingUnderstanding
ApplyingAnalyzing
Evaluating
Creating
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-104
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Cheryl
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-105
Data Collection Charts
Potential Professional Development:
Thinking at High CognitiveLevels
Addressing VariedNeeds
Assessing StudentProgress
Alignment of LearningObjectives
Kelley
Evidence ImplicationsCritical Element
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-106
“Curriculum and assessment alignment is a moral issue. If the adults don’t do what needs to be done … the consequences of their negligence fall most heavily on those students who are most dependent on the school as their source of academic learning—namely the children of the poor.”
—Lawrence Lezotte—Learning for All
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-107
Seeing the Connections: Alignment
• Think about the first three critical elements we have discussed.
• What do you think is the relationship of alignment to the other three elements in C/I/A?
• What evidence do you see of these relationships?
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-108
Teaching and Learning are complex processes composed of
many elements.
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-109
• What are the implications of what we have discussed in alignment for state, district, and campus?
• What is my responsibility as an instructional leader in this area?
CIA as It Relates to Me
Implications My Responsibility
High Cognitive
Addressing Needs
Assessing
Alignment
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-110
Continuous Improvement Planning ProcessData Sources for Data-driven Decision-making
Curriculum/Instruction/Assessment
Supervision
Professional Development
Communication and Community Partnerships
Organizational Management
Quality
StudentPerformance
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-111
Self-Assessment/Reflection
• Based on the Curriculum, Instruction, and Assessment component, what additional knowledge and skills do you need for continuous improvement?
CURRICULUM / INSTRUCTION / ASSESSMENT
C/I/A-112
Instructional Leadership Development Frameworkfor Data-driven Systems
QUALITYSTUDENT
PERFORMANCE
ETHICS AND INTEGRITY
Curriculum/Instruction/Assessment
Supervision
ProfessionalDevelopment
OrganizationalManagement
CULTURE
Communication and Community
Partnerships
Learner-Centered High Expectations
Collaborative Continuous Improvement