Standards AwarenessStandards AwarenessDay Three AgendaDay Three Agenda
DAY THREE: LARGE GROUP
MORNING
Learning Cycle
Curriculum Adoption: Synectics
Curriculum Implementation Kit
Introduction to the Curriculum Analysis Tool
12:00 - 12:30
Brown Bag Lunch
AFTERNOON
Using the Curriculum Analysis Tool
Evaluating the Curriculum Analysis Process
Human Activity
Human Activity
Human Activity
Human Activity
Synectics…Synectics…Thinking through AnalogyThinking through Analogy
Curriculum
Adoption
Curriculum Adoption is a Curriculum Adoption is a lot like ______ because…lot like ______ because…
A Procedure for Analyzing A Procedure for Analyzing Curriculum MaterialsCurriculum Materials
It is much harder to compose a symphony, choreograph a ballet, or develop a…curriculum than it is to criticize any one of these.
Rodger Bybee
ADOPTION: THEN ADOPTION: NOW
Just another part of the job Integral part of the job: professional development
Content-driven Research-driven
Topic alignment Standards alignment
Breadth of content/Range of topics Depth of content
Holistic/impressionistic (style features) Analytic (deep features)
One size fits all Differentiated
Test item banks Comprehensive assessment systems
Workbook/transparencies Multimedia/technology
Curriculum Adoption Curriculum Adoption ModelsModels
Individual Teacher• reviews and selects their own instructional materials.Selection Committee• each individual reviews (pilot tests) different materials. • instructional materials selected on basis of individual reviews._____________________________________________Selection Committee• materials reviewed and evaluated as a group using established criteria found in published checklists.• adoption decision based on number of established criteria met by each program.____________________________________
Selection Committee Works as a Collaborative Group• establishes their own evaluation criteria. • designs or adapts selection scoring rubrics.• collectively examines and evaluates all materials.• uses quantitative data to compare programs and justify selection decision.
Standards, Research, Standards, Research, Instruction,Instruction,
and Curriculumand Curriculum
The two major themes…”standards and cognitive research have parallel implications for classroom instruction which then suggests a translation of those implications into curriculum (and, assessment) materials.”
BSCS, AIM Process
Research-Based Curriculum Development
Research-Based Curriculum Analysis
How People and Students How People and Students LearnLearn Students often have considerable prior
knowledge about how their world works To become accessible, new facts and
ideas must be integrated into a student’s conceptual framework
Competence is associated with deep and usable understanding of key concepts
Student metacognition should be facilitated
Curriculum Analysis: Curriculum Analysis: A A ProfessionalProfessional Development Development
Opportunity Opportunity
Preparing for the Preparing for the AnalysisAnalysis
Conducting the AnalysisConducting the Analysis
Curriculum analysis gets teachers to think seriously and systematically about standards and their implications for curriculum content and instruction. Kesidou
AIM Process (BSCS)
Teachers often make textbook decisions on factors unrelated to learning, teaching or standards. Instead they choose materials that look and feel familiar… Bush, et al
Preparing for Curriculum Preparing for Curriculum AnalysisAnalysis
Conducting the Evidence-Conducting the Evidence-Based AnalysisBased Analysis
Investigate:Investigate:
1.1. StandardsStandards
2.2. AssessmentAssessment
3.3. InstructionInstruction
4.4. Learning Learning ActivitiesActivities
Step IStep I - - Select Topic and Grade Select Topic and Grade or Course Level Expectationor Course Level Expectation
What specific topic and related GLE/CLE will you be using to analyze all of the curriculum materials?
Note: Use this same topic and GLE/ CLE to analyze all of the curriculum materials.
Step II - GLE/CLE: Step II - GLE/CLE: Look for Evidence of AlignmentLook for Evidence of Alignment
Where in this curriculum material did you locate specific connections to the particular topic and CLE/GLE that you selected?
Enter information in the Curriculum Analysis Tool.
Step III - Assessment Plan:Step III - Assessment Plan:Look for Evidence of AlignmentLook for Evidence of Alignment
What approaches does this curriculum material use to Check for Student Understanding of the particular topic and GLE/CLE that you selected?
Enter information in the Curriculum Analysis Tool.
Step IV- Instructional Plan:Step IV- Instructional Plan:Look for Evidence of Look for Evidence of
AlignmentAlignment
What instructional approaches does this curriculum material recommend to develop student understanding of the particular topic and learning expectation that you selected?
Enter information in the Curriculum Analysis Tool.
Step V - Learning Activities: Step V - Learning Activities: Look for Evidence of Look for Evidence of
AlignmentAlignment
What student activities does this curriculum material recommend to develop student understanding of the particular topic and learning expectation that you selected?
Enter information in the Curriculum Analysis Tool.
DD
Gather Other Important Gather Other Important EvidenceEvidence
Approaches to inquiry Attention to ELL Methods of differentiation Reading level Equal access Evidence of bias
Step VIII - Summarize Results andStep VIII - Summarize Results andMake RecommendationsMake Recommendations
An Example: BSCS Biology -An Example: BSCS Biology -A Human ApproachA Human Approach
Step I - Select a Topic and TN CLE
Biology I Standard Number 2.0: Interdependence
Course Level ExpectationCLE 3210.2.1 Investigate how the dynamic equilibrium of an ecological community is associated with interactions among its organisms.
Publisher: Kendall Hunt, 2006Reviewer: Richard Audet
Look for Evidence of Look for Evidence of AlignmentAlignment
Step II: Topic and Learning Expectation Ch. 9: 316, 367, 381-389 TE: 343
Step III: Assessment Plan 315, 319 TE: XIV, 326,334, 342-345
Step IV: Instructional Plan TE: 325-337
Step V: Student ActivitiesStep V: Student Activities 12, 316 TE: XI
Analyze the EvidenceAnalyze the Evidence
Step VI - Step VI - Apply the RubricApply the Rubric
Step VII - Step VII - Examine ScoresExamine Scores
Step VIII - Step VIII - Aggregate Data, Aggregate Data, Summarize Results, Make Summarize Results, Make RecommendationsRecommendations
Many teachers rely on textbooks to provide some or all of their content and pedagogical content knowledge.
Kesidou & Roseman“Textbook purchases
constitute a significant portion of school district budgets… Depending on the subject, a single elementary textbook can range in price from $30 to $100.”
The High Stakes of The High Stakes of Curriculum SelectionCurriculum Selection