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Deeply Aligned Curriculum:

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Title: Participants will: Author: Bonnie Last modified by: Bonnie Created Date: 11/1/2007 2:20:33 PM Document presentation format: On-screen Show Company – PowerPoint PPT presentation

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Title: Deeply Aligned Curriculum:


1
Deeply Aligned Curriculum
  • How to create classroom assessments and
    activities that align to the written and tested
    curriculum

2
Starting with the GAME Plan
  • Goals What do we learn?
  • Activities How will we learn it?
  • Measurement How will we know weve learned it?
  • Evaluation Where do we go from here?

3
GOALS
  • Identify and write effective learning targets
    that align to the written curriculum using
    student-friendly language
  • Compose test items that align to the context of
    the statewide testing
  • Analyze cognitive level of test items,
    indicators, and classroom tasks and examine how
    these align
  • Create classroom activities and intervention
    strategies that align to the statewide curriculum
    and tests

4
ACTIVITIES
  • Walkabout peer review
  • Rubrics
  • Hands-on cooperative activity
  • ABA
  • Gallery Hop
  • Think, Ink, Pair, Share

5
MEASUREMENT
  • Product Completed lesson alignment
  • Carousel

6
EVALUATION
  • Plus/Delta/Rx
  • Be thinking Where do we go from here?

7
Content
  • Pre-requisites
  • Vocabulary
  • Knowledge skills
  • Key concepts
  • Extension

How will I share with students? How will I go
beyond?
8
Is this an effective learning target?
  • Do 5-20 on page 167
  • Legislative Branch
  • Explain the causes of World War II
  • Write a narrative paragraph
  • Work on your lab project
  • Fractions
  • Add fractions and mixed numbers
  • Describe some battles from the Civil War
  • Cooking

9
An effective learning target should
  • Describe learning goals, not activities (the
    WHAT and not the HOW)
  • Tell specifically what the students will be able
    to know or do
  • Use indicators from Ohios Academic Content
    Standards
  • Be just right for one lesson unit

10
Activity Walkabout Peer Review
  • Goal Identify and write clear, appropriate
    learning targets
  • Choose indicators and analyze vocabulary,
    prerequisites, and extensions
  • Write learning targets for chosen indicators
  • Use the sheet in your folder to record your work

11
Walkabout Peer Review
  • Fill out the form in your folder with
    indicator/learning targets, pre-requisites/vocabul
    ary, and extensions
  • Put your completed form on your desk
  • Tour the room to look at the work of other groups
  • Mark one favorable comment and one suggestion for
    improvement on each form in the appropriate
    rectangle

12
Context
  • Test format MC, SA, ER
  • Given information
  • Given materials
  • Distractors
  • Performance verbs

How will I share with students? How will I go
beyond?
13
Activity Using a Rubric
  • Examine previously released test items to
    identify performance verbs, given information,
    test format, and distractors
  • Use a rubric to evaluate sample tests for
    alignment to released items
  • In pairs, create a 6-question test, based on the
    learning targets you developed in Activity 1
    that is aligned in context with the OAT/OGT
  • Go over your assessment with a peer from another
    table, using the rubric

14
Cognitive Level
  • Blooms Taxonomy
  • Recall know, understand
  • Process apply, demonstrate
  • Analyze compare, generalize
  • Evaluate use in new situations

How will I share with students? How will I go
beyond?
15
Activity Hands-on
  • Using the Cognitive Wheel, match given tasks to
    the appropriate cognitive level from the wheel
  • Examine the Surveys of Enacted Curriculum to
    evaluate cognitive levels required for your grade
    level indicators and past tests

16
Lunch Time!
17
Activity - ABA
  • Grab a partner
  • Decide who will be A and who will be B
  • A speaks for 60 seconds of review B speaks for
    90 seconds A speaks for 30 seconds
  • You may use notes
  • You must continue speaking, even if you repeat
    yourself

18
Classroom Application
  • Teaching strategies
  • Classroom activities
  • Relevance to life
  • Formative/summative assessment
  • Interventions

How will I share with students? How will I go
beyond?
19
The Big Questions
  • What do students need to learn? (Goal)
  • How will they learn it? (Activities)
  • How will I know students have learned it?
    (Measurement)
  • What will I do if they dont learn it?
    (Evaluation)
  • Rick DuFour

20
Using the GAME Plan
  • Goals set clear learning targets
  • Activities geared to knowledge or skills
  • Access previous knowledge
  • Add new knowledge
  • Apply in a variety of situations
  • Summarize
  • Measurement ongoing check for understanding and
    intervention plan
  • Evaluation Howd we do?

21
Activity Gallery Hop
  • Select a learning target and write it on a large
    post-it
  • Identify strategies (you may use the Strategy
    Ring) that would work to
  • Access previous knowledge
  • Add new knowledge
  • Apply knowledge in a variety of situations
  • Summarize and/or check for understanding
  • Put your selections on a large post-it and be
    ready to explain why you chose those strategies
  • Share with whole group using a Gallery Hop.

22
Activity Think, Ink, Pair, Share
  • What will you do if they dont learn?
  • Brainstorm
  • What can you do in class to work with small
    groups?
  • What resources do you have in your classroom?
  • What resources do you have outside of your
    classroom?
  • Write down your intervention plan
  • Share with a partner
  • Share with the whole group

23
Summing it all up
  • Goal Write a learning target from a selected
    indicator. List prerequisites, vocabulary,
    knowledge/skills, and extensions
  • Activities Select classroom activities that
    support your target and be able to justify your
    selections
  • Measurement Ongoing assessment and intervention
    plan
  • Evaluation Develop a 6-question assessment
    aligned to content, context, and cognitive level
    of the OAT/OGT

24
Activity Carousel
Go to the large post-its around the room. On
each post-it, write one thing you have learned
about the topic posted. After everyone has
participated, you may circle the room again to
see what others have written. Add to your own
notes as needed.
25
Evaluate the Process
  • Please fill out a small post-it with a
  • Plus (things that helped you learn)
  • Delta (things that didnt help you learn)
  • Rx (where do we go from here?)

26
Thank you!!!
  • How can I help?
  • Bonny Buffington
  • Knox County Educational Service Center
  • 740-393-6767
  • Bonny_buffington_at_knoxnet.k12.oh.us
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