Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning Presented by Lisa Carter

Total Instructional Alignment

Defining, Designing, and Aligning Educational Systems for Learning

Presented by

Lisa Carter

Meaningful Change

Makes a difference and has a positive impact on student learning.

1. Knowledge

2. Conditions of support

The Work of Professional Learning Communities and TIA

• What is that we want our students to learn?

• How will we know they have learned and learned well?

• How will we respond to those students who have not learned?

• How will we challenge those that have learned?


Ten Common Myths

1. Curriculum Alignment and Instructional Alignment are synonyms.

2. Instructional Alignment is encouraging teachers to “teach the test.”

3. If we hold our breath, this accountability thing will go away.

4. Innovations, in and of themselves, can improve resultson student assessments.

5. Standards and expectations are synonyms.

6. Standards stifle creativity.

7. The new mission of schools, compulsory “learning for all”, can be delivered in the old system of compulsory “attendance for all!”

8. Give them the standards and teachers will figure it all out.

9. A school or school district can “do” Instructional Alignment during a summer workshop.

10. The textbook is my curriculum.

Deep Understanding 1

Total Instructional Alignment ensures equity in learning opportunities for all students through alignment of standards, curriculum, assessment, and instruction.

It is making sure that what we are teaching, what we are assessing, and how we are teaching are congruent.

What Is Total Instructional Alignment?

The Three Domains of Total Instructional Alignment

Alignment of the system

Alignment of standards, curriculum and assessment

Alignment of instructional practice

Alignment of the InstructionalDelivery System

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Alignment of the System Through Horizontal Structures

Planning Agenda

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Alignment of the System Through Vertical Structures

Planning Agenda 75

100

100


Alignment of time structures through flexible scheduling and grouping practices ensures students the opportunity to learn based on their unique learning clocks.

What Do We Know?

1. Time affects learning.

2. Schools were never designed to teach all children.

The Research of John Carroll

Aptitude =

Degree of learning =

Time spentTime needed

What Affects Time Spent?

• Perseverance

• Attention span

• Opportunity structures

What Affects Time Needed?

• Aptitude

• Prior knowledge

• Quality of instruction

What We Know

Students come to us with a variance ofknowledge and skill level.

Students learn at different rates.

Learning is an incremental process.

What We Do

Group students for instruction based on chronological age.

Give all students the same amount of time to learn the same amount of content.

First GradeAlgebra 1English I

Second GradeAlgebra 2English II

Alignment of the System

Content

Timexx

xx

xx

xx

xJoey

Sam

MaryKim

Rodney

Miguel

Kathy

Tia

Jane

Norm

x

The School of Horace Mann

The School of Horace Mann

•Over 100 years old

•Built around the agrarian calendar

•Modeled after the factory

•One size fits all

The Four Circles of Time

Actual School Time

Academic Time

Engaged-Learning Time

Extended School Time

12

1

2

3

4

5

6

7

8

9

10

11

The Dog Test

All = School Independent and

School Dependent Students

I C

E

InstructionCurriculumEvaluation

I

E

C


InstructionCurriculumEvaluation

Any innovation you bring into the classroom or school to improve outcomes on student assessments presumes that there is already alignment of the intended (curriculum), taught (instruction), and tested (evaluation) objectives. The innovation itself will not improve outcomes if alignment does not exist.

Drilling Deeper: TIA Tools and Processes

In order to successfully align instruction, teachers need tools, processes, time, materials, resources, and support!

Effective Implementation of TIA: Tools and Processes

Essential Alignment Tools

• The congruence matrix

• Standards-based/objective-based instruction

• Higher-order thinking

• Task analysis to determine essential knowledge and skills

• Effective ongoing assessment

• Quality instructional strategies

Standard Benchmark Criterion- or SLE Referenced Test

Norm-Referenced

Test Other

The Congruence MatrixOne Grade Level or Subject Area

Standards-Based/Objective-Based Instruction

Higher-Order Thinking

RememberUnderstandApplyAnalyzeEvaluate Create

(Revised Blooms’ Taxonomy)

1 2

34

Constructing Learning Objectives – Z Chart

Level of Thinking

Doing - Verb

Unit or Strand

Specific Content

General

Specific

Behavior Learning

Objective:The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals.

remember

listing

Mammals

Three characteristicsof a mammal

1 2

34

Constructing Learning Objectives

Level of Thinking

Doing - Verb

Unit or Strand

Specific Content


understand Mammals


1 2

34


Level of Thinking

Doing - Verb

Unit or Strand

Specific Content


apply Mammals


1 2

34


Level of Thinking

Doing - Verb

Unit or Strand

Specific Content


analyze Mammals


1 2

34


Level of Thinking

Doing - Verb

Unit or Strand

Specific Content


evaluate Mammals


1 2

34


Level of Thinking

Doing - Verb

Unit or Strand

Specific Content


create Mammals


1 2

34


Level of Thinking

Doing - Verb

Unit or Strand

Specific Content

Behavioral Objectivesdesign a well-balanced meal.•label the parts of a cell.•compare any two fractions using >,< or =.•justify the actions of a story character.•create a model of the solar system.•explain three causes of the Civil War.•solve ten addition problems (two digits added to two digits with regrouping).•distinguish between obedience and conformation in the judging of dogs.

1 2

3 4

Task Analysis

Formulate the objective

Clarify the objective

Identify all essential learnings

Sequence in the order of simple to complex

Task Analysis

• The learner will use correct form to swim freestyle without assistance a distance of 50 yards across the pool.

U.S. History

The learner will interpret economic, social, and political trends of the late 19th and early 20th centuries.

Advanced Math

The learner will find the zeroes, vertical asymptotes, and horizontal asymptotes of a basic function or a rational function through analysis of the polynomials in the numerator and denominator and sketch the graph of a rational function labeling the horizontal and vertical asymptotes and the x- and y- intercepts.

.

English II

The learner will write a literary analysis to show understanding of repetition, mood/tone, maxims, anecdotes, and figurative language in Chinese and Japanese poetry.

Primary Math

The learner will tell time to the hour, half hour, and quarter hour.

Goal 2: The learner will use relations and functions to solve problems.

2.01 Use functions (polynomial, power, rational, exponential, logarithmic, logistic, piecewise-defined, and greatest integer) to model and solve problem; justify results

THE LEARNER WILL: Graph and state the domain and range of the following

functions: constant, linear, quadratic, cubic, quartic, rational, radical, square root, absolute value, semicircle, cube root, greatest integer, piecewise, exponential, natural exponential, logarithmic, and natural logarithmic.

P.2, 1.2, 2.2, 2.3, 2.7, 3.1, 3.2

a.) Solve using graphs and algebraic properties.

Solve polynomial equations and inequalities both algebraically and graphically

Solve rational equations and inequalities both algebraically and graphically.

Solve exponential equations algebraically and graphically. Solve logarithmic equations algebraically and graphically. Write polynomial functions to model real world data. Write rational, exponential, and logarithmic functions to model

real world data (exponential growth and decay, logistic growth).

P.4, P.5, Graphics Calculator P.4, P.5, Graphics Calculator 3.4, Graphics Calculator 3.4, Graphics Calculator P.4, P.5, 3.4, 3.5 P.4, P.5, 3.4, 3.5

b.) Interpret the constants, coefficients, and bases in the context of the problem.

Illustrate the following transformations for functions: y = cf(x), y = f(cx), y = f(x – c), y = f(x) + c

Illustrate the following reflections for functions: y = -f(x), y = f(-x), y = -f(-x), y = |ƒ(x) | , y = f( | x | )

Analyze complex polynomial functions by determining f(x) = 0, f(x) < 0, f(x) > 0 to sketch the function.

Identify the domain, range, intercepts, and symmetry both graphically and analytically of functions using interval notation where appropriate.

Determine intervals of increasing/decreasing functions and determine local extrema using a graphing utility.

Evaluate functions numerically, analytically, and graphically (include difference quotient).

1.3, Graphics Calculator 1.3, Graphics Calculator 2.2, Graphics Calculator 2.2, 2.7, 3.1, 3.2, 1.2, Graphics Calculator 1.2, Graphics Calculator 1.1, Graphics Calculator

Task Analysis: Pre-Calculus

©Lisa Carter 2007. www.solution-tree.com Reproducible.

MA-05-1.1.3 Students will compare (<, >, =) and order whole numbers (0 to 99,999,999), fractions, and decimals, and explain the relationships (equivalence, order) between and among them.

Compare positive and negative integers using greater than, less than, and equal to

Use a number line to locate positive and negative numbers

Order numbers up to a billion Express equivalencies between fractions, decimals, and

whole numbers Recognize equivalent fractions Express fractions in lowest terms Compare with like and unlike denominators

MA-05-1.2.1 Students will apply and describe appropriate strategies for estimating quantities of objects and computational results in real-world situations.

Estimate products and quotients Estimate sums and differences Use rounding to estimate Estimate decimal sums, differences, and products Use estimation to add and subtract fractions and mixed

numbers Estimate using orders of magnitude Estimate using number sense

MA-05-1.3.1 Students will analyze real-world situations to identify the appropriate mathematical operations, and will apply operations to solve real-world problems with the following constraints:

Add, subtract, multiply, and divide whole numbers (less than 100,000,000);

Add and subtract fractions with the like denominators through 16, with sums less than or equal to one; and

Add and subtract decimals through hundredths.

Represent multiplication as an array Use order of operations, including parentheses, to

simplify numerical expressions Multiply four-digit numbers by four-digit numbers Divide four-digit numbers by two-digit numbers Add and subtract positive and negative integers Add and subtract decimals Solve multiplication and division story problems Solve two-step story problems Solve equations involving multiplication and division Solve problems with more than one operations

Task Analysis: Mathematics Grade 5

©Lisa Carter 2007. www.solution-tree.com. Reproducible

AR Department of Education

CONTENT STANDARD/ Student Learning Expectations (SLE)

Objective Task Analysis Essential Vocabulary

Strand: Number and Operations

Standard 1-Number Sense:

Students shall understand numbers, ways of representing numbers,

relationships among numbers and number systems.

NO.1.8.1 Read, write, compare, and solve problems, with and without

appropriate technology, including numbers less than 1 in scientific

notation.

Restate in writing, compare, and

solve problems, with and without

appropriate technology,

including numbers less than 1 in scientific notation.

Use patterns of exponents to evaluate zero and negative exponents

Use the properties of exponents to

simplify expressions

Convert from written form to standard form

Convert from standard form to

scientific notation, with and without technology

Convert from scientific notation to standard form, with and without

technology

Compare numbers in scientific notation

Identify operations to use to solve problems.

Compute with scientific notation

Scientific notation

Exponent

Power

Base

Northwest Arkansas Instructional Alignment Mathematics Grade 8

©Lisa Carter 2007. www.solution-tree.com Reproducible.

The Role of Formative Assessment

Learn and Adjust Based on Data


Designing appropriate remediation and enrichment opportunities aligned to individual student needs ensures student learning success.

Effective Schools Are Data Driven and Results Oriented

Definition

In the effective school, student academic progress is measured frequently using a variety of assessment procedures. The results of the assessments are used to improve individual student performance and to improve the overall instructional program

First generation

Teachers monitor student progress

Second generation

Students monitor their own progress

Two Ways to View Assessment

A tool to assist in the sort and select mission of the school.

A tool that helps us gain invaluable information about student learning and allows us to make better instructional decisions.

Traditional Classroom Instruction

. . .

50-60%

40-50%

30-40%

10-20%

Test or quizRecord Grade

F’s D’s C’s B’s A’s

. . .

80-90%

80-90%

80-90%

80-90%

Formative Test F’s D’s C’s B’s A’s

Second TestCorrective or Enrichment Dr. Thomas Guskey

Implementing Mastery Learning

The Mastery Learning Model

Unit 1 Test ACorrective

Lesson

Unit 2

Test B

EnrichmentLesson

Dr. Thomas GuskeyImplementing Mastery Learning

The Leadership Factor

Contact Information

Lisa Carter

3628 Lakeshore Drive

Hope Mills, NC 28348

910.424.3004

910.987.1234 (cell)

[email protected]

www.TotalInstructionalAlignment.com

mailto:[email protected]

Documents

Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning Presented by Lisa Carter