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Curriculum Instruction

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Curriculum Instruction & Assessment Part I - Alignment By Tina Waddy Defining Curriculum Standards Set of standards placed in order according to cognitive levels and age. – PowerPoint PPT presentation

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Title: Curriculum Instruction


1
Curriculum Instruction Assessment
  • Part I - Alignment
  • By
  • Tina Waddy

2
Defining Curriculum
3
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.

4
State Curriculum
  • Created by Texas Education Agency.
  • Defines state standards for all districts to
    follow.

5
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.

6
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.

7
Curriculum Alignment
State TEKS/TAKS
A L
I G N M
District
E N T
Campus / Classroom
Quality Student Performance
8
Classroom Instruction
9
Curriculum Planning Cycle
  • TEKS/TAKS
  • Goals Strategies
  • Objectives and Activities
  • Instruction Cycle to Promote
  • Varies Based Students Needs
  • Resources Assessment
  • and Materials and Feedback
  • Success for All Students

10
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.
    (Dont 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. (Dont assess too quickly.)

11
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)

12
Thinking First as an Assessor
13
Curriculum Planning Cycle
  • Texas Essential Knowledge and Skills
  • Assessment Resources
  • TAKS and Materials
  • Instruction Cycle to Promote
  • Varies Based on Students Needs
  • Strategies Student
  • and Activities Expectation
  • Success for All Students

14
Begin with the End in Mind
Thinking First as an Assessor
Thinking Then as a Designer
  • Based on TEKS/TAKS, what will students be tested
    over, and at what level (Blooms)?
  • 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 dont?
  • 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?

15
Lesson Planning Formats
16
Madeline Hunters Design
  • Ten Comprehensive Steps
  • Objective
  • Student Expectation
  • Anticipatory Set
  • Teaching Input
  • Teaching Modeling
  • Teaching Questioning / Check
  • Guided Practice
  • Independent Practice
  • Closure
  • Formal Assessment

17
The 5E Model of Instruction
  • Five Comprehensive Steps
  • Engage
  • Explore
  • Explain
  • Extend
  • Evaluate

18
Taking a Closer Look at Both
19
Side by Side They Arent So Different
Madeline 5E Model of Instruction
1. Objective TEKS or Learning Objective
2. Student Expectation The student will
3. Anticipatory Set Engage
4. Teaching Input Explore
5. Teaching Modeling Explain
6. Teaching Questioning / Check for Understanding Explain / Explore (Formative Assessments)
7. Guided Practice Extend
8. Independent Practice Extend
9. Closure Sum it up!
10. Summative Assessment Evaluate
20
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

21
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

22
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

23
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

24
Evaluate Summative Assessment
  • Teacher Should
  • Observe Student Behaviors as They Explore and
    Apply New Concepts and Skills
  • Assess Students 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

25
Explicit Instruction
  • What is explicit instruction?

26
Leave No Stone Unturned
27
Moving to Abstract
28
Relating to Lesson Planning
  • Direct Instruction occurs in both the 5E Model
    and Madeline Hunters 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.

29
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)

30
Getting Started!
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