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Overview of Curriculum, Curriculum Materials, and Instruction

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Title: Overview of Curriculum, Curriculum Materials, and Instruction


1
Overview of Curriculum, Curriculum Materials,
and Instruction
  • Haaaaalllllp!
  • I make mistake. No can fly!

2
Main Ideas
  • 1. A curriculum is all of the information,
    skills, or knowledge that students are to learn,
    and the sequence in which they are to learn it.
  • Scope and sequence charts show what is taught
    and when.

3
Scope and Sequence (What and When) Chart for a
Beginning Reading Curriculum
  • Lessons 1 ?
    100
  • Hear sounds in words (phonemic awareness)
  • --------------
  • Sounds that go with letters (letter-sound
    correspondence alphabetic principle)
  • ------------------------------
    -------------------------
  • Decoding (sounding out unfamiliar words
    alphabetic principle)
  • --------------------------
    ---------------------------------
  • Fluency (reading letters, words, sentences,
    paragraphs fast and accurately)
  • ----------------------------
    ---------------------------------
  • Vocabulary
  • ---------------------------
    ----------------------------------
  • Text Comprehension
  • -----------------------
    -----------------------------------

4
  • 2. Its important that a curriculum includes the
    essential and important information.
  • And
  • 3. Its important that the sequence is logical.
    For example, you should
  • Teach pre-skills, elements, or basics first
    (e.g., in beginning reading and math).
  • Tell a story or develop a big picture (e.g.,
    in history)

5
  • Instruction (communication) is a main way you
    deliver information in the curriculum.
  • Most instruction (communication) will come from
    curriculum/instructional materials.

6
  • 6. Materials include books, internet documents,
    CDs, DVDs, Powerpoint presentations, and your own
    knowledge.
  • Two kinds of materials.
  • Some materials are programs---for teaching tool
    skills, such as beginning reading, math,
    language, spelling, logic.
  • Other materials are resource materials (e.g.,
    textbooks and internet documents) for teaching
    content or subject matter, such as history and
    science.

7
  • 8. Scaffolding is anything added to information
    (in demonstrations, lectures, and materials) that
    makes it easier to communicate and learn.
  • read The little letters tell kids not
    to say them.
  • 42 First multiply the numbers in the ones
  • X15 column. Point and say. Numbers
    in the ones column are in
    blue. What numbers are in the ones
    column? 2 and 5. Yes, 2 and 5 are the
    numbers in the ones column. So,
    what numbers are we going to multiply
    first? 2 and 5. Yes, 2 and 5. Go!
  • How many times did we test/check
    whether students got it?

8
  • 9. Scaffolding includes outlines, extra cues
    (e.g., to highlight information), guided notes,
    diagrams, summaries, explicit instructions for
    the teacher on how to deliver the information
    (maybe even scripts), a logical progression of
    information to teach, big ideas that help
    students make sense and organize information,
    and glossaries.

9
  • 10. Programs tend to have more scaffolding than
    resource materials, such as textbooks and
    internet documents. This means that you have
    to add scaffolding to these resource materials.
    You better, you bet!http//www.youtube.com/wat
    ch?vir2rFb_ghn0
  • However, programs need more scaffolding, too.
    Theres always something you can add to make
    communication clearer.
  • Any questions?

10
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11
  • 11. There are only six kinds of information,
    skills, or knowledge that can be communicated and
    learned
  • Facts. The first ten amendments are called The
    Bill of Rights.
  • Lists. The ten lost tribes of Israel are
  • Sensory concepts. blue, on
  • Higher-order concepts. Color, society, mammal
  • Rules. If X increases, then Y increases. All
    dogs are canines.
  • Routines. Sequences of steps

12
  • 12. There is a procedure for teaching each of the
    six kinds of knowledge. The procedure is the same
    regardless of the content.
  • However, each procedure is a simple variation of
    a general procedure for teaching.
  • Gain attention.
  • Frame instruction---say what youll be
    teaching.
  • Present information with the first example
    (model).
  • Have students do it with you (lead).
  • Check to see if they got it (immediate
    acquisition test/check).
  • Use model, lead, test with more examples and
    nonexamples (for contrast).
  • Test/check with all examples and nonexamples
    (delayed acquisition test)
  • Correct all errors and retest.
  • Variations of this general procedure are (1)
    how many examples and nonexamples are used (for
    concepts and rules) and (2) whether you teach a
    sequence of steps (routine) or items (list).

13
  • 13. There are five phases of mastery of
    information, skills, or knowledge
  • (1) acquisition of new knowledge.
  • (2) generalization of knowledge to new examples.
  • (3) fluent use of knowledge (fast, accurate)
  • (4) integration of knowledge elements into
    complex wholes---such as solutions, descriptions,
    explanations and
  • (5) retention of knowledge.
  • There are simple procedures for teaching each
    phase.

14
  • 14. Its wise to use materials that are highly
    scaffolded---and that even have scripts. These
    materials are likely to have been thoroughly
    field tested.
  • They will also save you countless hours trying
    to add the scaffolding yourself.

15
  • 15. But many educators tell you NOT to use
    highly scaffolded materials.
  • Be creative, they say.
  • Make up your materials yourself, they say.
  • These persons are WRONG.
  • Did you write the software for your computer?

16
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17
  • 15. Materials vary in quality.
  • Stinky. Dont use.
  • Pretty good.
  • Excellent.
  • There are criteria for evaluating materials and
    decided how good they are and exactly how to
    improve them.

18
  • 16. If you use pretty good or excellent
    materials, you still have to add some
    scaffolding and maybe content, such as
    supplementary information to fill gaps,
    outlines, vocabulary, guided notes, and
    more work on fluency and retention.

19
  • 17. If you teach from textbooks and internet
    documents, you have to design the instruction,
    because you cant teach all of the information in
    these materials, and the information may need to
    be presented in a more logical sequence.
  • Now lets expand these points.
  • But first, do you know what Mister
    Bunneh said?......

20
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21
  • Most of the time youll be teaching from
    materials---books, CDs, and internet.

22
  • Some materials will be programs---usually for
    teaching basic skills, or
  • tool skills (skills used for learning other
    skills).
  • Tool skills include reading, spelling, math,
    language, reasoning, writing.

23
  • Other materials are resource materials---such as
    textbooks and internet documents---usually in
    content areas such as literature, biology, and
    history.

24
  • Scaffolding is anything added to information
    that makes it easier for students to learn (e.g.,
    by making communication clear) and that makes it
    easier for teachers to communicate (e.g.,
    providing teachers with procedures for teaching).

25
  • Scaffolding can be added to materials,
    demonstrations, and explanations.
  • For instance, you can insert an outline,
    definitions of new concepts, and review relevant
    background information before you introduce a
    unit on the Civil War.

26
  • Programs are more scaffolded than textbooks.
  • They have stated objectives a logical
    progression of skills (they teach pre-skills, or
    basics, first) ways to assess student learning
    ways to correct errors explicit instructions to
    the teacher on how to teach new skills and how to
    build fluency and generalization and retention
    maybe even scripts to help the teacher
    communicate information clearly.
  • Here are examples.
  • https//www.sraonline.com/products.html?PHPSESSID
    fc093dd959628d7328d402ebbc7261a5tid9

27
  • Resource materials---such as textbooks---are
    less scaffolded.
  • They may introduce new vocabulary words and
    summarize each section, but they are mostly a
    collection of facts and concepts. They dont
    tell you what to teach, how to teach, or how to
    tell if students are learning.

28
  • If you could find a program or a textbook---for
    instance in math, reading, science or
    history---that had a lot of scaffolding, would it
    be smart to use it?

29
Or would you rather add all the scaffolding
yourself?
30
Sure, go ahead and try.
  • With ONE course in instructional design, Im
    sure youll do a GREAT job right out of ed
    school.
  • Use all of your evenings and weekends designing
    lessons. Youll be on Paxil in a week.
  • Test your lessons on students. Its okay if the
    lessons are not effective. Just redesign them
    and try again and again and again. Waste a whole
    year!
  • This is soooo much smarter than using materials
    prepared by experts, who do nothing else and who
    test and improve the materials for years before
    making them available.

31
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32
  • Whatever the subject matter is (math,
    literature) and whether you have books, CDs, or
    the internet and whether the materials are a
    program or a textbook---it all boils down to
    words and pictures that contain
    information---knowledge---that you want to
    communicate to students.

33
  • What kinds of information, or knowledge, are
    there in materials, and that can be communicated
    and learned?
  • Ill tell you.
  • But first, Shorty McHairface has a
    question

34
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35
  • There are only SIX kinds of information or
    knowledge.
  • Facts. Boston is the capital of Massachusetts.
  • How to teach.
  • State the fact (model). Students write it
    down? Then have students say the fact with you
    (lead). Then have students state the fact by
    themselves (test/check).
  • 2. Lists. The six New England states are Maine
  • How to teach.
  • Model the first several on list. Then students
    say with you. Then test. Add more (model, lead,
    test). Then do all (model, lead, test).

36
  • Basic or sensory concepts. One example shows all
    of the defining features. red, straight line, on
    top.
  • How to teach.
  • Present/model a range of examples that
    differ in size, shape, etc., but are the same in
    the defining feature (e.g., color)to allow
    comparison, to identify sameness. This is red.
  • Juxtapose examples and nonexamples that
    are the same except for the defining feature---to
    show contrast, to identify difference that makes
    the difference.
  • Test with all examples and nonexamples
    (delayed acquisition test). Is this red?...Is
    this red?
  • Test with new examples (generalization
    test).
  • red red not red
    red not red red
  • juxtaposition
    juxtaposition

37
  • 4. Higher-order concepts. Features are spread
    out. Cant be sensed all at once.
  • Representative democracy, cell mitosis, table,
    galaxy.
  • How to teach.
  • Teach the definition model, lead,
    test/check. Mitosis is.
  • Then present examples and nonexamples, as
    with sensory concepts.
  • Test all (delayed acquisition test). Is
    this? How do you know?
  • Generalize to new examples and
    nonexamples.

38
  • 5. Rules. Statements that connect NOT one thing
    and another thing (e.g., name and date), but
    connect whole sets of things (concepts).
  • When demand increases, price increases.
  • price
    All dogs have four legs.

  • 4-legged
  • demand

  • Dogs

39
  • Teach rules one of two ways.
  • a. Deductive method---from general (rule) to
    specific (examples).
  • Teach rule statement (model, lead, test)
    first.
  • Then present examples and nonexamples---as
    with concepts.
  • Then test all examples and nonexamples.
  • Is this an example of the demand-price rule?
  • price
  • demand
  • No.
  • How do you know?
  • Students state rule.
  • Then generalize to/test new examples and
    nonexamples.

40
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41
  • b. Inductive method---from specific (examples) to
    general (rule).
  • Present a range of examples first (e.g.,
    different price-demand curves) cars, oil,
    movies.
  • price
  • demand
  • Show students how to compare the
    examples and to identify the samenessthe
    relationship. One variable goes up and the other
    variable goes up. Price varies directly with
    demand.
  • Then present nonexamples, and show (in
    relation to the rule) how they are nonexamples.
    Demand is increasing, but price stays the same.
    That does NOT fit the rule.
  • Then give new examples and nonexamples,
    and have students say if they are or are not
    examples, and how they know.

42
  • The deductive method is easier. Students merely
    have to SEE how examples fit the rule and
    nonexamples do not. In the inductive method,
    students have to figure out the rule by comparing
    examples (to see the sameness) and contrasting
    with nonexamples (to see the difference). Use
    induction AFTER you teach a ROUTINE for comparing
    and contrasting and figuring out sameness and
    difference.

43
  • 6. Routines. A sequence of steps for getting
    something done.
  • Solving math problems, sounding out words,
    writing essays, brushing your teeth, brushing
    someone elses teeth.
  • How to teach.
  • Teach the same way you teach lists.
  • Model, lead, test each step (or a few steps)
    add a few more steps and then do the whole
    sequence so far (model, lead, test) add a few
    more etc.
  • Kitteh tells you all about it

44
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45
Last step of prank routine.
46
  • Materials (programs) and resource materials
    (such as textbooks) differ in how much
    scaffolding is in them. Scaffolding includes
  • 1. Stated objectives for each section.
  • 2. Teach information/knowledge in a logical
    progression.
  • Teach pre-skills/parts before teaching larger
    chunks that require the pre-skills.
  • say sounds ? hear sounds in words ? letters
    that go with sounds ? sound out/decode words made
    with known letters-sounds ? read connected text ?
    answer comprehension questions.
  • Try teaching ANY of the skills without
    first teaching the ones listed before. Students
    wont get it.

47
  • 3. Start sections with big ideas.
  • Big ideas are like the picture on the cover of a
    jigsaw puzzle box.
  • The big idea (picture) helps to make sense of
    the separate parts.
  • Addition is just counting forward by ones.
    Then show how.
  • A diagram that depicts causes and
    sequence of genocide. Then examine examples.
  • The concept of representative
    government. Use it to examine past,
    current, and possible future governments.

48
  • 4. Teach all four phases of mastery
  • Fluency
  • Acquisition
    Retention
  • Generalization
  • Theres an effective method for teaching each
    phase.

49
  • 5. Teach new knowledge (acquisition phase of
    mastery) in a systematic, explicit, direct way?
    General procedure
  • Gain attention. Eyes on me.
  • Frame instruction. Now youll learn to
  • Model, lead, test the first example in the
    acquisition set e.g., how to sound out words or
    solve math problem.
  • Model. Lead, test the next examples in the
    acquisition set.
  • Test/check all examples---delayed acquisition
    test.
  • Test new examples. These are new examples, but
    you can (sound them out, solve them with the
    routine). Ill show you how (model) Now your
    turn
  • Correct all errors---model, lead, test, start
    over, retest
  • Hold on. Theres an incoming
    message.

50
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51
  • 6. Systematically work on the three other phases
    of mastery
  • a. Fluency accuracy plus speed.
  • Model fluency. Ill show you how to read
    sentences fast.
  • Teach component skills to fluency. Saying
    sounds fast -gt
  • reading letters fast -gt reading
    words fast.
  • Use pacing devices. Clapping, metronome.
  • Repetition. Lets read it again
    the fast way. Error limit is two.
  • Speed drills, one minute timings. Graph.
  • Words correct/ 140

    Goal
  • minute 120
  • 100
  • 80
  • 60
  • 40
  • 20

  • Fluency drills

52
  • b. Generalization.
  • Use a generalization set---examples that differ
    in nonessential ways (e.g., different numbers)
    but are the same in essential ways (e.g., how you
    treat them---as examples of the same KIND of
    problem).
  • Model how to show that new examples are the same
    (in how you treat them) as the ones in the
    acquisition set.
  • Work on them one at a time model, lead, test.
  • Gradually, fade out the model and lead.

53
  • c. Retention.
  • Cumulative review. All examples from the last
    lesson plus most of the second to last lesson,
    plus some of previous lessons.
  • Always include items on which students were not
    firm.
  • Reteach as needed.
  • Use retention information (e.g., which students
    miss which items) to improve teaching in general
    (e.g., use more examples during acquisition) and
    to individualize (e.g., special sessions of
    intensive instruction).

54
  • 7. Strategically integrate part skills (basics)
    into larger wholes e.g., use knowledge of
    historical periods, biography, rhyme, figures of
    speech, and symbolism to perform a
    routine---analyze poems.

55
  • 8. Identify possible errors and provide
    correction procedures.
  • When student makes reading error
  • That words is.
  • What word?.
  • Spell.
  • Start over.

56
  • 9. Provide organizers, such as diagrams that
    summarize a lot of information, outlines of the
    information, and guided notes (outline of
    presentation with space for taking notes).
  • 1. Definition of political system
  • 2.
  • Kinds of Definitions
    Advantages/ Typical

    cycles
  • political
    disadvantages of change
  • systems
  • monarchy
  • aristocracy
  • oligarchy
  • direct democracy
  • representative
  • democracy

57
  • 10. Provide scripts.
  • Eyes on me. Sitting big.
  • New sound. f
  • Watch my finger.
  • This sound touch under f is ffff.
  • Again, this sound is ffff.
  • When I touch under the sound, YOU say the sound
    with me. Get ready. ffff
  • Your turn. What sound? fffff
  • Yes, ffff.

58
  • Some persons will tell you that scripts rob
    teachers of creativity. Dont use scripted
    programs!
  • These persons are not your friend!
  • They wont be in school with you when you try to
    teach, with no idea what you are supposed to say.
  • And all you have is some dippy little lesson
    plan.

59
  • Members of all professions, sports, and arts
    follow (and master) some form of script.
  • In fact, the script (the protocol, the way of
    doing things) DEFINES expertise.
  • For instance.

60
Surgeons follow protocols.
  • Premedication was carried out through a dart
    injection. 300mg tiletamine-zolazepam was
    administered intramuscular (i.m.). After 10
    minutes, the animal could be transferred to the
    presurgery room (very good muscular relaxation).
  • An intravenous catheter nº 20 gauge was placed in
    the left ulnar vein and an infusion was initiated
    with physiologic solution 0,8 at 10 ml/ kg/hr.
    Local infiltration was carried out with lidocaine
    2 in the tarsus at the level of the malleolus
    (nervus tibialis anterior) and plantar (n.
    fibularis profundus and n. plantaris internus) of
    the affected extremity.
  • Induction was performed with intravenous (i.v.)
    propofol 1mg/kg and midazolam 0,1 mg/kg.
  • Endotracheal intubation was performed with a rect
    branch laryngoscope and endotracheal tube n 8
    for assisted respiration. Protocol was planned
    for maintenance of anesthesia (parenteral
    anesthesia). A butorphanol infusion was initiated
    at 10g/kg/hr. Bradypnea was noticed and assisted
    ventilation initiated.
  • The hemodynamic function remained stable, with
    light bradycardia at the beginning of the
    surgical intervention. The intrasurgical measures
    are shown in Table 1.
  • http//images.google.com/imgres?imgurlhttp//www
    .ispub.com/xml/journals/ijvm/vol1n2/chimp-tbl1.jpg
    imgrefurlhttp//www.ispub.com/ostia/index.php3F
    xmlPrinter3Dtrue26xmlFilePath3Djournals/ijvm/vo
    l1n2/chimp.xmlh434w636sz60hlenstart34um
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    ages3Fq3Dsurgical2Bprotocol26start3D2126ndsp
    3D2126um3D126hl3Den26client3Dopera26rls3D
    en26sa3DN

61
Dancers follow dance notation.
62
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63
Martial artists follow the forms.
64
Musicians and singers follow the score.
65
Basketball, football, baseball, and soccer teams
follow the play book---with diagrams of who does
what.

66
Contractors follow the blue prints.
67
Plumbers and electricians follow the codes.
68
  • Human beings have spent thousands of years
    figuring out, organizing, and passing on
    knowledge of how best to do things.
  • Each profession, art, and sport does different
    things in routine ways governed by standards, all
    resting on a shared knowledge base.
  • Education IS supposed to be a profession.
  • Expecting each teacher to create her own
    materials is the opposite of what a REAL
    profession expects of members.

69
What happens to student learning while
teachers are trying to figure out how to teach?
  • Give up?
  • Okay, heres what happens.
  • This could be YOU.

70
Bad things happen.
71
Youll become a nasty, nose poking, trumpet
blowing barf bag.
72
  • Theres no way a new teacher can design
    instruction as well as experts who have worked
    for years on a program and have tested it and
    revised it with thousands of students.
  • To create how you teach---the examples to use,
    the words to say, the methods to assess learning,
    the way to correct errors---will take five years
    you will NOT do a good job your students will be
    harmed forever.
  • Is this ethical?

73
  • Youll spend hours every night and all weekend
    doing it.
  • Youll be nuts in no time from overwork.
  • Making goofy faces and wearing cheese for a hat.
  • Kitteh shows what youll look like

74
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75
BUT!
  • When you use effective scripted programs, YOU
    LEARN how to design and deliver instruction. Just
    as you become a master martial artist by doing
    what the master does.
  • So, be creative
  • Painting your toe nails.
  • Making stupid noises.
  • Sewing buttons on your face.

76
  • Boy, this makes me mad!
  • MiniKitteh
    agrees.

77
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78
There are three levels of quality in
materialstextbooks and programsin books, on
CDs, and on the internet.
  • kakoV Pretty good
    Excellent

79
1. KakoV. Bad. StinkV
  • Doesnt cover what is needed--- content has
    significant gaps.
  • Little or no work on fluency, generalization,
    retention.
  • Few stated and clear objectives.

80
KakoV. Bad. StinkV
  • Illogical order e.g.,
  • Teaches problems before students are firm on
    pre-skills needed to solve problems.
  • Presents text before it teaches big ideas and
    definitions of words IN the text
  • Teaches unusual examples before common examples.

81
KakoV. Bad. StinkV
  • Does not align with state standard course of
    study.
  • http//www.ncpublicschools.org/curriculum/langua
    gearts/scos/2004/16grade1
  • Does not comply with state law.
  • http//www.ncga.state.nc.us/EnactedLegislation/S
    tatutes/HTML/BySection/Chapter_115C/GS_115C-81.2.h
    tml

82
KakoV. Bad. StinkV
  • Uses teaching methods that are
  • untested or that are known to be
  • ineffective.
  • There are no organizers, such as
  • outlines and guided notes, or these
  • organizers communicate poorly (e.g.,
    they are too complicated).

83
  • Content contains politically correct, leftist
    propaganda, appealing to gullibility and
    desire to belong. Che Guevara
    was a great revolutionary. He was
  • a degenerate, a murderer and coward.
  • America is a (racist, sexist,
    classist society based on exploitation.
    Yes, millions leave every year.
  • Gobal warming is a great danger. We
    must impose
  • regulations and taxes to reduce carbon
    emissions.
  • How do YOU spell C O N T R O L?
    Temperature is falling steadily. CO2 is
    a minute fraction of the atmosphere and
    has NOTHING to do with raising
    temperature. There was more CO2 in the
    atmosphere BEFORE industrialization. Banning DDT
    has killed millions in Africa. Any more
    grand schemes supported by junk science
    and appeals to emotion?

84
2. Pretty Good
  • Covers most of what is needed---but there are
    some content gaps to fill.
  • Some work on fluency, generalization,
    retention.
  • There are stated objectives.
  • Generally logical order e.g., teaches
    pre-skills needed for more advanced skills.

85
Pretty Good
  • Is aligned with state standard course of study
    and state law.
  • Generally uses teaching methods that are tested
    and known to be ineffective.
  • Many good organizers.
  • No political agenda except support for our
    civilization.
  • However, needs supplementation of content from
    internet or other materials, and more scaffolding
    (e.g., more work on fluency re-arrange order of
    instruction so that pre-skills are taught first
    more review to build retention more organizers).

86
3. Excellent.
  • Most scaffolding is there, but still needs some
    scaffolding, such as outlines and guided notes,
    vocabulary (concept) definitions, more
    assessments, and ways to differentiate
    instruction for different students.
  • At this point, everything should be as clear
    to you as it is to Kitteh.

87
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88
  • So, you need to learn how to assess materials,
    and determine the adequacy of content, sequence,
    and scaffolding.

89
  • If materials are pretty good or excellent, you
    need to determine how to improve them.

90
  • And then you need actually to improve them
    e.g., add information on the Persian Wars, and
    this nations founding documents (e.g.,
    Declaration of Independence, Constitution) to a
    history course develop fluency exercises for
    math materials write scripts make guided notes
    and graphic organizers.
  • Assessing and Improving Curriculum Materials
  • Evaluating and Improving Materials

91
  • If you are teaching from a good to excellent
    program, you only need to practice the scripts
    and add a bit of scaffolding.
  • For example
  • More examples during initial instruction
    (acquisition phase).
  • More work on fluency.
  • Additional visual cues e.g., highlighting.
  • More detailed scripted procedures.
  • More work on vocabulary.

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  • But if you are teaching from a textbook or other
    less-scaffolded material, you have to do more.
  • Not all kittehs agree, however.
    Admiral Nelson says.

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Teaching from Textbooks and Internet Docs
  • 1. Add content (e.g., from internet) and
    scaffolding.
  • 2. Examine sections. Develop long-term
    objectives. What are students supposed to do at
    the end of a chapter? Solve a range of math
    problems? Conduct a chemistry experiment? Write
    a paper that states the events leading to the
    American Revolution, the persons and groups
    involved, dates and places?

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Teaching from Textbooks and Internet Docs
  • 3. Examine the sections again. Based on the
    long-term objectives, what facts, lists,
    concepts, rules, and routines IN the materials do
    you want students to learn? You cant teach
    everything.
  • 4. Make guided notes and other organizers for
    this content. For example, a diagram of events
    leading to the American Revolution a protocol
    for conducting the chemistry experiment.

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Teaching from Textbooks and Internet Docs
  • 5. Develop a sequence for instruction.
  • In history, the information should be presented
    in a way that tells a story.

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Teaching from Textbooks and Internet Docs
  • In other subjects, information should be
    presented in a logical progression.
  • For instance, students learn pre-skills first
    (e.g., definitions and rules) before they learn
    OTHER things that require that they know the
    definitions and rules.
  • The sequence you develop may not be the same as
    in the textbookespecially if you add material.
  • Sometimes you may be baffled, like these guys.

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Teaching from Textbooks and Internet Docs
  • 6. Decide how you will present the information.
  • Short lectures and or Powerpoints,
    with frequent question and answer?
  • Socratic method. Students read
    sections the teacher asks questions
    there is discussion relevant to the
    long-term objectives?
  • So, how does this event (Boston Massacre) help
    us to understand the Revolution?

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  • 7. Write scripts for how you will present the
    information.
  • How will you teach vocabulary/concepts?
    Definitions? What examples?
  • What questions will you ask regarding the text
    they just read?

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Teaching from Textbooks and Internet Docs
  • 8. How will you assess learning of everything you
    teach while you teach---acquisition tests?
  • Frequent questions during.
  • So, what is the definition of tyranny?
  • Make up an example of representative
    democracy.
  • Short tests after a section is worked on.
  • Here is a list of the words we worked on
    today. Write a brief definition of each one.
    Give an example and a nonexample. Explain.

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  • 9. How will you correct errors?

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Teaching from Textbooks and Internet Docs
  • 10. What will you do if assessment shows that
    some students are not getting it?
  • Reteach?
  • Intensive instruction?
  • Four-Level Procedure for Remediation
  • Well, thats about it. Time for beddy-bye.

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