Transcript Slide 1

On The “ROAD” Again With…
CURRICULUM ALIGNMENT
Created by
Shelby Waller, Educational Specialist
Region 9 ESC
Has “curriculum alignment” got you
stressed out!
THEN THIS TRAINING IS
DESIGNED JUST FOR YOU!
We will focus on easy-to-understand
answers to the following questions:
What does “curriculum alignment” really mean?
Why is “curriculum alignment” so important?
How can I align my curriculum when I’ve got more
on my professional “plate” than I can handle now?
Is there a way to make this process more efficient
and effective?
What is “Curriculum Alignment?”
1. Curriculum alignment means the skills &
concepts we TEACH the students
MATCH the skills/concepts that are
ASSESSED.
“The basic construct for curriculum alignment is to
ensure what is tested is what is taught.”
[English, Fenwick & Steffy, Betty (2001)
Deep Curriculum Alignment]
What is “Curriculum Alignment?”
2. Curriculum alignment means that we have a
SCOPE of WHAT to teach (the TEKS) and we
follow an established SEQUENCE of WHEN to
teach each skill/concept within the school
year.
“Curriculum refers to a specific blueprint for learning that is
derived from content and performance standards.
Curriculum takes content and shapes it into a plan for
effective teaching and learning.”
[Wiggins, Grant & McTighe, Jay (1998)
Understanding by Design]
What is “Curriculum Alignment?”
3. Curriculum alignment means that we establish
an on-going DIALOGUE (horizontally &
vertically) with our peers about how to IMPROVE
TEACHING & LEARNING by identifying &
addressing potential gaps and/or trouble spots.
“[Curriculum] …mapping enables teachers to identify gaps,
redundancies, and misalignments in the curriculum and
instructional programs and to foster dialogue among
teachers about their work.”
[Jacobs, Heidi Hayes (2004)
Getting Results With Curriculum Mapping]
• Aligning what we teach to what
is assessed is best practice!
• But some may feel like we are
“teaching to the test!”
• Consider this scenario… Did you take spelling
tests when you were in elementary school?
• Did your teacher administer Friday’s spelling test
over a DIFFERENT set of words than the set she
gave you on Monday?
– Of course not!
– You were provided a list of spelling words on Monday.
– You completed activities during the week that helped
you master the words.
– You completed a test over the SAME WORDS on Friday.
– How unfair it would have been to study a set of words
all week and then get an entirely NEW set of words on
Friday’s test!
If we neglect our TEKS to teach
alternate skills & concepts
(even if we are outstanding
instructors), we are in essence
teaching our students one set
of “spelling words” and testing
them over “another set of
words!”
Where educators may get accused of
“teaching to the test” is when we…
• Ignore the untested TEKS to focus
only on TAKS skills. (You may only
need to introduce or reinforce some TEKS,
but if they are neglected, you create
GAPS!)
• Replace good instruction (such as
cooperative learning, graphic organizers,
hands-on learning, etc.) with TAKS
Practice sheets… ad nauseum.
If you combine dynamic,
student-engaging instruction
over all your TEKS (mastering those
that are tested) with balanced TAKS
practice, you will have a good
beginning “road map” for
curriculum alignment.
1. Relying on textbooks to determine
what is taught and when it is
taught is a curriculum error!
• The text may not thoroughly
address a tested SE in which
your students are weak.
• The text may not “get to” a
tested SE before testing date!
1. Relying on textbooks to determine
what is taught and when it is taught
is a curriculum error!
• The text may not teach specific
skills to the appropriate thinking
level (Bloom’s) at which it is
tested on TAKS.
• For example, a text may cover a skill at
“application” level, but TAKS may test it
at “evaluation.”
1. Relying on textbooks to determine
what is taught and when it is
taught is a curriculum error!
• Texts claim to be correlated to
multiple state standards - BIG
red flag!
• How can 1 text be everything to
everybody?
• Quick references – not always in depth
coverage.
2. Just using the TEKS as a
checklist is a curriculum error!
• We know when we’ve “taught it”… but do
we know when they’ve “got it?”
• If we just check off the TEKS as we teach
them, we miss a very important part of
alignment… FORMATIVE ASSESSMENT!
• Short, informal assessments along the way
are vital in knowing who needs intervention
in specific skills.
• Formal benchmarks help us predict success
and target learning gaps.
3. Writing instruction first, and THEN
matching the lesson plan to a TEKS/TAKS
skills is a curriculum error!
• START with your TEKS.
• Then develop a lesson plan that
contains appropriate researchbased strategies that
compliment that particular skill
or concept.
4. Skipping alignment discussions
completely is a curriculum error!
•
Hiding our head in the “curriculum” sand will
not make alignment issues go away.
•
Only by addressing alignment, following the
TEKS first, and beginning a dialog horizontally
(same grade/subject) & vertically (same
subject/multiple grades) will we be able to “hit
the bull’s eye” with our instruction and fill in
the gaps.
5. Trying to complete too many
alignment steps at once is a
curriculum error!
• Start by identifying the lowest 3 or 4
Student Expectations from your TAKS
data.
• Work horizontally and then vertically to
align those 3 or 4 Student Expectations
that are “trouble spots” rather than
trying to align your entire TEKS!
How can we take this
potentially
overwhelming,
stressful process…
…and make it simple,
effective, and stressfree?
Let’s create an
analogy by
comparing
“curriculum
alignment” to taking a
road trip!
Step #1 to “Curriculum Alignment.”
Know
Your
Destination
(Success on TAKS)
To Success City
You must first determine your DESTINATION
before you begin the journey!
Our destination = academic success (as
evidenced by TAKS test results.)
Step #2 to “Curriculum Alignment.”
Know
which
HIGHWAY
to take
(Following the TEKS as your
“road”…not the textbook)
The TEKS compose the “HIGHWAY” that will get you to your
academic destination!
You need a proper ROAD MAP or “scope & sequence” of what
to teach (TEKS Scope) and when to teach it (Sequence).
The Curriculum Leadership Cooperative (CLC) has a
suggested scope and sequence for every grade level in every
core subject area!
Step #3 to “Curriculum Alignment.”
Closely watch
the
ROAD
SIGNS
(The TAKS Objectives &
their corresponding tested
TEKS Student Expectations)
3.2
(A)
3.1 (C)
3.1 (B)
3.1 (A)
The TAKS Objectives and their corresponding TEKS
Student Expectations are the “ROAD SIGNS” you
should pay close attention to since they are tested
skills/concepts.
But remember…if we ignore the non-tested TEKS,
we create GAPS in our curriculum!
Step #4 to “Curriculum Alignment.”
Travel in a
dependable
VEHICLE
(Research-based
instructional strategies)
3.2
(A)
3.1 (C)
3.1 (B)
3.1 (A)
Research-based Strategies are the VEHICLE you use to
deliver content along the TEKS Highway.
Strategies such as graphic organizers, cooperative learning,
and hands-on activities are examples of research-based
strategies.
(Refer to Robert Marzano’s Classroom Instruction That Works for
14 research-based strategies that are highly effective!)
Step #5 to “Curriculum Alignment?”
PACK
your suitcase
(The resources you need
to help you teach &
assess the content.)
Textbooks
Essential vocabulary
Websites
Formative assessments
Benchmark tests
Intervention strategies
And more!
Step #6 to “Curriculum Alignment?”
ENJOY
the
journey!
Step #6 to “Curriculum Alignment?”
Meaningful, productive, EFFECTIVE alignment discussions
help build a “team” rather than pointing fingers of blame.
They make us better teachers & administrators, and they help
us move forward with a plan!
Most of all…working together to align our curriculum…
HELPS US BETTER SERVE OUR STUDENTS!
ON THE ROAD AGAIN WITH CURRICULUM ALIGNMENT!
Know
Your
Destination
(Academic Success!)
Travel in a
dependable
VEHICLE
(Research-based instructional
strategies that engage the
learners)
Closely watch
the
Know
which
HIGHWAY
to take
(The TEKS)
PACK
everything
you will need
(vocabulary,
assessments,
texts,
etc.
ROAD
SIGNS.
(The TAKS Objectives &
their corresponding
tested SE's.)
ENJOY
the
journey!
Once you truly understand that you
should…
1. Determine your academic destination…
2. Follow the TEKS in a strategic sequence…
3. Watch for the TAKS Objectives & their
correlating Student Expectations…
4. Implement research-based strategies to deliver
the content to the students…
5. Use the texts, benchmarks, & supplementary
resources for teaching the skills…
Alignment becomes as easy as “A-B-C!”
Example & Explanation
Created by Shelby Waller
Fifth Grade Math TEKS
(5.13)
Probability and statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data.
TEKS Highway
MERGE
with TAKS
Ahead
TAKS OBJECTIVE
TAKS Objective 5
The student will demonstrate
an understanding of
probability and statistics.
FORMER
Student
Expectation
5.13(B):
(Should be revised to reflect
refined TEKS within 2 years)
Describe the
characteristics of
data presented
in tables and
graphs,
including the
shape and
spread of the
data and the
middle number
and…
REST STOP AHEAD:
Benchmark/Formative
Assessments
For
RESEARCHBASED
STRATEGIES
To Success City
Notice wording changes
New TEKS Student
Expectation:
5.13(B) describe
characteristics of
data presented in
tables and
graphs including
median, mode,
and range
FOR ESSENTIAL VOCABULARY
How Do You Teach This Concept?
1. Cooperative Learning & Graphic
Organizers:
•Cooperative groups collect data of
“favorites restaurants” OR “favorite sports
team.” Organize data into a TREE MAP
•Create a computer TABLE with data
•Create computer GRAPHS from the data
tables: Pie Chart, Bar Graph, etc.
•Interpret/present DATA CHARTS to class
Graph
Kinesthetic Activity: Becoming “M &
M MACHINES.”
Characteristics
•Ten students get Data Cards they hang around their
necks with a number on it.
•The audience places the students in progressive order
with repeated numbers lining up behind each other.
•The teacher asks students to identify WHO is the
middle & what number that person has = MEDIAN.
•The teacher asks WHO has the same numbers and
which number is repeated most = MODE.
•The teacher asks WHO starts the line and WHO ends
the line and what numbers they have = RANGE.
•Students then work in cooperative groups to create a “M
& M Machines” reflecting the ages of all their family
members. They create data cards, line up at the front,
and present the median, mode, and range.
Median
Data
Table
Mode
PASS
WITH
CARE
Textbook Correlations
Math book:
Chapter 13, pages 121-124
(introduction to graphs; only 1
lesson here…need to
supplement)
Chapter 10, pages 97-101
(mean, median, mode)
We DON”T need to hit “mean” too
hard since it is not assessed, and
we need to supplement by adding
something about RANGE…nothing
in the book.
Range
Supplemental Website:
http://mathforum.org/library/drmath/view/583
26.html
3. Using Basketball to teach mean,
median, mode, and range.
http://euclid.barry.edu/~marinas/mat476/bball/kup3
19fr.html
Formative assessments: cooperative graphs, individual graphs, student presentations, two 5-question quizzes from WebCCAT over graphs & median, mode, range.
Formal Benchmarks Oct., Jan. & March
Example & Explanation
Created by Shelby Waller
Fifth Grade Math TEKS
This is theThe
Knowledge
& Skills
Statement
fromby collecting, organizing,
(5.13)
Probability and statistics.
student
solves
problems
displaying, and interpreting sets of data.the appropriate TEKS.
TEKS Highway
MERGE
with TAKS
Ahead
TAKS OBJECTIVE
TAKS Objective 5
The student will demonstrate
This
is your of
an understanding
probability
and statistics.
Correlating
For
RESEARCHBASED
STRATEGIES
To Success City
Notice wording changes
New TEKS
Student
This is
the
Expectation:
FOR ESSENTIAL VOCABULARY
How Do You Teach This Concept?
1. Cooperative Learning & Graphic
Organizers:
•Cooperative groups collect data of
“favorites restaurants” OR “favorite sports
team.” Organize data into a TREE MAP
•Create a computer TABLE with data
•Create computer GRAPHS from the data
tables: Pie Chart, Bar Graph, etc.
•Interpret/present DATA CHARTS to class
This is where you
talk with your
TAKS
FORMER
horizontal team
Objective
Student
and later your
that
aligns
Expectation
Kinesthetic Activity: Becoming “M &
vertical team about
M MACHINES.”
5.13(B):
with
the
•Ten students get Data Cards they hang around their
(Should be revised to reflect
necks withresearch-based,
a number on it.
tables and
refined TEKS
TEKS within 2 years)
•The audience places the students in progressive order
with repeated
numbers lining up lesson
behind each other.
innovative
Student
teacher asks students to identify WHO is the
graphs including •The
Describe
the
middle &activities!
what number that person
has = MEDIAN.
(Focus
Expectation of
•The teacher asks WHO has the same numbers and
characteristics
which number is repeated most = MODE.
median,
mode,
onasks
various
learning
•The teacher
WHO starts the
line and WHO ends
data presented
the line and what numbers they have = RANGE.
and range
in tables and
•Studentsstyles
then work in&
cooperative
groups to create a “M
activities
& M Machines” reflecting the ages of all their family
graphs,
members. They
create
data
cards,
line
up at the front,
that engage the
and present the median, mode, and range.
including the
students!)
Using Basketball
to teach mean,
shape
and
You TAUGHT
it, but have they “GOT IT?” 3.median,
mode, and range.
spread
of the
Come up
with not only big benchmark tests http://euclid.barry.edu/~marinas/mat476/bball/kup3
19fr.html
data and the
(2-3
before
the
test)
but
also
some
middle number
and… traditional & authentic formative
assessment ideas!
REST STOP AHEAD:
Benchmark/Formative
Assessments
TEKS Student
Expectation
5.13(B)
describe
you’ve
characteristics
of
identified as a
data presented in
‘trouble spot.”
Essential
Graph
Vocabulary:
Pick the
academicData
vocabulary
which is essential
Table
for mastering this
skill,Characteristics
and then let’s
all call
these
Median
concepts the same
thing theMode
TAKS test
calls them!
(The CLC
Range
has an essential
vocabulary list for
each grade level …
in every core
subject… in
English…and in
Spanish!)
PASS
WITH
CARE
Textbook Correlations
Math book:
Chapter 13, pages 121-124
(introduction to graphs; only 1
lesson
Howhere…need
does theto
supplement)
textbook
Chapter
10, pages
97-101
address
this
(mean, median, mode)
Student
We DON”T
need to hit “mean” too
Expectation?
hard since
it
is not
Does
it assessed,
have and
we need to supplement by adding
something enough?
about RANGE…nothing
theneed
book. to
Do inwe
supplement?
Supplemental
Website:
What other
http://mathforum.org/library/drmath/view/583
26.html
resources
are
good?
Formative assessments: cooperative graphs, individual graphs, student presentations, two 5-question quizzes from WebCCAT over graphs & median, mode, range.
Formal Benchmarks Oct., Jan. & March
TEKS 5.13(B) [REVISED]
TAKS Objective #5: Former TEKS SE: 5.13(B) [to be revised to reflect revised TEK within 2 years]
2003 TAKS:
Three years of
released TAKS Tests
provide examples of
what this Student
Expectation actually
looks like on the test.
(You can find the
released tests on the
TEA website.)
2004 TAKS:
Spring 2006 TAKS:
23 The graph shows the depth of 5 lakes.
What is the median depth of these 5
lakes?
A
B
C
D
50 ft
60 ft
80 ft
90 ft
Answer: B
Answer: G
Answer: F
Blank Template
Subject __________ Grade Level _______
Created by Shelby Waller
(5.13) Knowledge & Skills Statement:
TEKS Highway
MERGE
with TAKS
Ahead
TAKS OBJECTIVE
TAKS Objective?
REST STOP AHEAD:
Benchmark/Formative
Assessments
To Success City
Student Expectation
For
RESEARCHBASED
STRATEGIES
FOR ESSENTIAL VOCABULARY
How Do You Teach This Concept?
Research-based Strategies &
Creative Lesson Activities?
Common, Essential Vocabulary
for this SE?
What benchmarks and formative assessment can we put into place to make sure the students “got it!”
PASS
WITH
CARE
Textbook Correlations
How well does the textbook
address this SE?
Remember…
The textbook is NOT the
road.
It is a great tool, but there are potential problems in
just following the textbook alone.
Instead, follow an agreed upon TEKS “scope &
sequence” and use the textbook as a TOOL.
(The CLC has a suggested “scope and sequence” for
every core subject area at each grade level.)
Remember…
Teach the TEKS
Teach ALL your TEKS, focusing on those that are
tested, but introducing or reinforcing the skills that
are not tested.
(The CLC has a resource to tell you exactly which
TEKS should be taught to mastery level, which
should be reinforced, and which should be
introduced.)
Remember…
Talk to Each Other!
Establishing meaningful dialogue with your
horizontal peers and your vertical peers will help
you to identify gaps, target troublesome skills, and
speak the same “language” with essential
vocabulary.
I hope now that you are NOT…
Stressed out…
Worn out…
Or Burned out…
…but that you’ve FIGURED OUT just how to
begin aligning your curriculum in a
stress-free, effective manner!
Presentation created by:
Shelby Waller, Education Specialist
Region 9 Education Service Center
301 Loop 11
Wichita Falls, Texas 76306
940-322-6928
[email protected]