Curric Align12-14-10
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The document discusses the importance and purpose of curriculum standards at different levels. It argues that standards are needed to ensure equitable education for all students and provide clarity on learning expectations. Standards should be aligned across grades and subjects to guide rigorous instruction and assessment. When curriculum, instruction, assessment, and support systems are aligned to standards, it can improve student achievement.
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Vertical Alignment Meeting
This document outlines the objectives and tasks for a meeting to vertically align curriculum standards at a school. The objectives are to identify gaps in current standards, update standards as needed, and articulate current practices for biblical integration. Tasks include discussing common vocabulary, identifying gaps between grade levels, setting content and benchmark standards using state standards, and discussing biblical integration practices. Expected outcomes are to articulate how gaps will be closed, finalize content and benchmark standards, and create a biblical integration plan. The document provides definitions for key terms and lists subject area facilitators.
Steps in designing curriculum and curriculum alignment
Curriculum alignment and organization involves several steps: (1) selecting objectives, (2) selecting content that is prioritized, balanced, comprehensive, and sequenced, (3) selecting learning experiences that are valid, relevant to life, varied, and suitable, (4) determining grade placement, and (5) allotting time. Curriculum alignment ensures congruency between the written, taught, and tested curriculum. It can occur vertically between grades or horizontally across subjects within a grade. The goals of alignment are to provide a clear understanding of standards, ensure instruction is on target, and assure an equitable education for all students.
Curriculum Alignment
This document discusses curriculum alignment and its importance. It defines curriculum alignment as ensuring instruction at each grade level and subject area is focused on the appropriate academic standards. This allows for an equitable education for all students based on high standards. The document outlines steps for curriculum development, including understanding academic standards, developing a scope and sequence, and creating curriculum units. It also discusses using a Rigor/Relevance Framework to analyze lessons and ensure they have appropriate levels of difficulty and real-world application. School leaders must facilitate daily implementation of curriculum and assessments to support student learning.
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Have you embarked on the processes of documenting and analyzing your academic program curricular data? These slides provide basic definitions of the processes of curriculum mapping (data gathering) and curriculum alignment (data analysis).
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The document provides an overview of aligning curriculum to standards-based education. It discusses key concepts like curriculum, content standards, expectations, and assessments. The alignment process aims to ensure what is taught matches the standards and assessments for each grade level to avoid redundancy or gaps in learning. Teachers serve as facilitators, considering students' prior knowledge and emphasizing problem-solving and higher-order thinking skills.
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Vertical Alignment Meeting
This document outlines the objectives and tasks for a meeting to vertically align curriculum standards at a school. The objectives are to identify gaps in current standards, update standards as needed, and articulate current practices for biblical integration. Tasks include discussing common vocabulary, identifying gaps between grade levels, setting content and benchmark standards using state standards, and discussing biblical integration practices. Expected outcomes are to articulate how gaps will be closed, finalize content and benchmark standards, and create a biblical integration plan. The document provides definitions for key terms and lists subject area facilitators.
Steps in designing curriculum and curriculum alignment
Curriculum alignment and organization involves several steps: (1) selecting objectives, (2) selecting content that is prioritized, balanced, comprehensive, and sequenced, (3) selecting learning experiences that are valid, relevant to life, varied, and suitable, (4) determining grade placement, and (5) allotting time. Curriculum alignment ensures congruency between the written, taught, and tested curriculum. It can occur vertically between grades or horizontally across subjects within a grade. The goals of alignment are to provide a clear understanding of standards, ensure instruction is on target, and assure an equitable education for all students.
Curriculum Alignment
This document discusses curriculum alignment and its importance. It defines curriculum alignment as ensuring instruction at each grade level and subject area is focused on the appropriate academic standards. This allows for an equitable education for all students based on high standards. The document outlines steps for curriculum development, including understanding academic standards, developing a scope and sequence, and creating curriculum units. It also discusses using a Rigor/Relevance Framework to analyze lessons and ensure they have appropriate levels of difficulty and real-world application. School leaders must facilitate daily implementation of curriculum and assessments to support student learning.
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Have you embarked on the processes of documenting and analyzing your academic program curricular data? These slides provide basic definitions of the processes of curriculum mapping (data gathering) and curriculum alignment (data analysis).
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The document provides an overview of aligning curriculum to standards-based education. It discusses key concepts like curriculum, content standards, expectations, and assessments. The alignment process aims to ensure what is taught matches the standards and assessments for each grade level to avoid redundancy or gaps in learning. Teachers serve as facilitators, considering students' prior knowledge and emphasizing problem-solving and higher-order thinking skills.
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1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
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A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
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(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
Components of curriculum evaluation
1. The document discusses the six components of curriculum evaluation: defining the purpose and scope, specifying evaluation questions, developing the evaluation design and data collection plan, collecting data, analyzing data and preparing a report, and using the evaluation report for program improvement.
2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
3. Critical aspects of data analysis to answer evaluation questions include interest, authenticity, appropriateness, organization, and technical quality.
Outcome based education
The document discusses outcome-based education (OBE), which focuses on measuring student performance on learning outcomes. It defines OBE and explains that the approach specifies what students should learn and arranges the curriculum to achieve intended outcomes. The document outlines key aspects of OBE, including clearly articulating outcomes, communicating them broadly, and regularly monitoring and assessing them. It presents research questions on how assessment and measuring student learning are done in OBE. The objectives are to help understand assessment criteria, methods, and advantages/disadvantages of OBE. The methodology involved studying literature and presentations to write the paper.
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The document outlines the vision and goals of an educational institution. It aims to be a model high school that equips students with knowledge, skills, and strength of character to realize their full potential. The vision commits to exemplary Christian education for life and being responsive to the needs of the whole person and world. It spells out how it intends to achieve this vision by producing globally competitive lifelong learners and committing to the total development of individuals for life through quality education and facilities responsive to the needs of the times.
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The document discusses different approaches to curriculum development and management. The behavioral approach uses goals and objectives to structure content and activities. The managerial approach became dominant in the 1950s-1960s and focused on administering resources and innovating schools. The systems approach examines how different parts of a school system relate to each other, like administration, counseling, curriculum, instruction, and evaluation. The humanistic approach considers both the formal planned curriculum as well as the informal hidden curriculum.
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Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
The systems approach to curriculum development
The document discusses a systems approach to curriculum development that views education as a system with interconnected elements including inputs, the processes within the system, and outputs. It presents a diagram labeling a typical system with inputs at A, processes from B to C, and outputs from the system into another system at D.
Intro To Educational Assessment
Tests and assessments are used to measure constructs like abilities, traits, and behaviors. They can be classified in different ways, such as being maximum performance tests that assess upper limits, or typical response tests that measure average behaviors. Tests are also categorized as norm-referenced, comparing performance to others, or criterion-referenced, comparing performance to a specific level. While assessments are not perfect measures, they provide useful information to educators for decisions around students, instruction, placement, policy, and counseling.
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This document discusses the purposes and principles of reporting assessment data. It outlines eight types of decisions that assessment data can inform, including instructional, grading, diagnostic, selection, placement, counseling, curriculum, and administrative decisions. The document also discusses different methods of reporting assessment results to parents, including individual conferences, written reports, parent group meetings, and newsletters. Overall, the key purposes of reporting are to provide information to improve student learning and help students and parents make educational decisions.
Review on curriculum development
The document discusses concepts, nature, and purposes of curriculum. It defines curriculum broadly as the total learning experiences of individuals in schools and society. Curriculum can be viewed traditionally as a body of subjects or progressively as all experiences guided by teachers. There are different types of curriculum operating in schools, including recommended, written, taught, supported, assessed, learned, and hidden curriculum. The document also discusses Ralph Tyler and Hilda Taba's models of curriculum development and the historical foundations of curriculum thinking from scholars like Franklin Bobbitt, Werret Charters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler.
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This document discusses curricular vertical alignment, which is planning curriculum from one grade level to the next to ensure continuity of learning. It notes that vertical collaboration between teachers of different grades is important for success. The author wants to implement vertical alignment of math standards at their school and examine teacher knowledge, encouraging change, sharing ideas, communication, and involving teachers from other grades in planning. The goals are for teachers to find monthly math meetings useful and to expand collaboration to other schools to benefit student transitioning and academic success.
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This document outlines an inquiry-based learning model for bringing the world into an elementary Spanish classroom. It discusses aligning the Spanish curriculum vertically with other subjects and horizontally across grade levels. An example is provided of how to connect a 1st grade Spanish class to a regular class's Flat Stanley project by having students investigate what clothes Stanley would wear traveling to different parts of the world based on weather. Stages of the inquiry process are outlined, from asking essential questions to having students create projects, discuss, reflect, and ask new questions.
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A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
MONITORING THE CURRICULUM
GOVERNOR’S RESPONSIBILITIES
Governors are responsible for ensuring that the legal requirements of curriculum delivery exist in the school. As they can’t be involved in day-to day issues a level of monitoring need establishing so that they can take a overall view and monitor and evaluate the decisions they have made which effect the curriculum
Aligning The Curriculum
This document discusses curriculum alignment and its importance in educational design. It explains constructive alignment, where learning activities and assessments are aligned to achieve learning outcomes. It provides Bloom's taxonomy and an adapted version as frameworks for writing learning objectives using verbs. The document suggests analyzing how objectives, activities, and assessments are classified across cognitive dimensions to ensure alignment. Regularly reminding students of this alignment can help learning.
CIPP Evaluation Model
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Assessment principles
(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
Components of curriculum evaluation
1. The document discusses the six components of curriculum evaluation: defining the purpose and scope, specifying evaluation questions, developing the evaluation design and data collection plan, collecting data, analyzing data and preparing a report, and using the evaluation report for program improvement.
2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
3. Critical aspects of data analysis to answer evaluation questions include interest, authenticity, appropriateness, organization, and technical quality.
Outcome based education
The document discusses outcome-based education (OBE), which focuses on measuring student performance on learning outcomes. It defines OBE and explains that the approach specifies what students should learn and arranges the curriculum to achieve intended outcomes. The document outlines key aspects of OBE, including clearly articulating outcomes, communicating them broadly, and regularly monitoring and assessing them. It presents research questions on how assessment and measuring student learning are done in OBE. The objectives are to help understand assessment criteria, methods, and advantages/disadvantages of OBE. The methodology involved studying literature and presentations to write the paper.
Trends and issues in education
The document discusses current trends and issues in education in India. It outlines how the traditional classroom model is shifting to facilitate more collaborative and technology-enabled learning. Students are now teaching teachers by providing feedback, while educators are paying closer attention to individual student needs. Virtual and online learning are also becoming more prevalent, with open educational resources available online. Overall, the trends reflect how the education system is improving by becoming less stagnant and better accommodating diverse learning styles.
Assessment in an Outcomes-Based Education
This slide focuses on how assessment is conducted in an Outcomes-based curriculum. Performance-based assessment is emphasized
vision mission and goals of the curriculum
The document outlines the vision and goals of an educational institution. It aims to be a model high school that equips students with knowledge, skills, and strength of character to realize their full potential. The vision commits to exemplary Christian education for life and being responsive to the needs of the whole person and world. It spells out how it intends to achieve this vision by producing globally competitive lifelong learners and committing to the total development of individuals for life through quality education and facilities responsive to the needs of the times.
Alignment
The document outlines 9 steps for developing an aligned curriculum at Roosevelt Middle School. It discusses identifying a team, assessing current standards and skills, conducting a gap analysis, developing lesson plans emphasizing problem-solving, and assessing the curriculum alignment process. An aligned curriculum has common core state standards aligned to lessons, formative and summative assessments for all students, and skill levels specified for each standard at each grade. The document also defines horizontal and vertical alignment and discusses the rationale for aligning curriculum to provide clear expectations for student learning.
Dimensions & prin. of curr. design
The document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth and depth of content. Sequence involves arranging content in a logical order. Continuity provides recurring content to strengthen learning. Integration combines subjects. Articulation connects content vertically between grades or horizontally within grades. Balance evenly distributes elements like time and content. The document also outlines principles for organizing content and guidelines for the curriculum design process.
Curriculum approaches
The document discusses different approaches to curriculum development and management. The behavioral approach uses goals and objectives to structure content and activities. The managerial approach became dominant in the 1950s-1960s and focused on administering resources and innovating schools. The systems approach examines how different parts of a school system relate to each other, like administration, counseling, curriculum, instruction, and evaluation. The humanistic approach considers both the formal planned curriculum as well as the informal hidden curriculum.
2. writing learning-objectives
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Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
The systems approach to curriculum development
The document discusses a systems approach to curriculum development that views education as a system with interconnected elements including inputs, the processes within the system, and outputs. It presents a diagram labeling a typical system with inputs at A, processes from B to C, and outputs from the system into another system at D.
Intro To Educational Assessment
Tests and assessments are used to measure constructs like abilities, traits, and behaviors. They can be classified in different ways, such as being maximum performance tests that assess upper limits, or typical response tests that measure average behaviors. Tests are also categorized as norm-referenced, comparing performance to others, or criterion-referenced, comparing performance to a specific level. While assessments are not perfect measures, they provide useful information to educators for decisions around students, instruction, placement, policy, and counseling.
Topic 9 Reporting of Assessment Data
This document discusses the purposes and principles of reporting assessment data. It outlines eight types of decisions that assessment data can inform, including instructional, grading, diagnostic, selection, placement, counseling, curriculum, and administrative decisions. The document also discusses different methods of reporting assessment results to parents, including individual conferences, written reports, parent group meetings, and newsletters. Overall, the key purposes of reporting are to provide information to improve student learning and help students and parents make educational decisions.
Review on curriculum development
The document discusses concepts, nature, and purposes of curriculum. It defines curriculum broadly as the total learning experiences of individuals in schools and society. Curriculum can be viewed traditionally as a body of subjects or progressively as all experiences guided by teachers. There are different types of curriculum operating in schools, including recommended, written, taught, supported, assessed, learned, and hidden curriculum. The document also discusses Ralph Tyler and Hilda Taba's models of curriculum development and the historical foundations of curriculum thinking from scholars like Franklin Bobbitt, Werret Charters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler.
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This document outlines an inquiry-based learning model for bringing the world into an elementary Spanish classroom. It discusses aligning the Spanish curriculum vertically with other subjects and horizontally across grade levels. An example is provided of how to connect a 1st grade Spanish class to a regular class's Flat Stanley project by having students investigate what clothes Stanley would wear traveling to different parts of the world based on weather. Stages of the inquiry process are outlined, from asking essential questions to having students create projects, discuss, reflect, and ask new questions.
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Self Assessment
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The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
What makes an Outstanding Lesson? 2009 UPDATE
Updated presentation on teaching 'Outstanding' lessons based on the new Ofsted inspection framework from September 2009
Module 4_VEX_PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
The document discusses the Philippine Professional Standards for Teachers (PPST). It outlines the 7 domains of the PPST which define teacher quality in the Philippines. The domains include content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes the 4 career stages teachers progress through which are beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. The PPST is important as it articulates what constitutes teacher quality through well-defined standards and helps improve teaching practices.
Excell response to intervention and instruction presentation (rti2)
This document discusses Response to Intervention (RtI) and dispels common myths about it. It states that RtI is not a silver bullet, canned program, or special education program, but rather a process that uses existing resources wisely. The document emphasizes that the mission of educators is to ensure high levels of success for all students. It notes that research shows many students lack proficiency in reading and skills needed for college and careers. The document advocates for effective core instruction, identifying students who need extra support, and providing interventions until students can learn and succeed. It frames RtI as a multi-tiered system of support with increasingly intensive interventions at each tier based on student needs.
Curriculum development
This document discusses curriculum development and providing effective teaching. It identifies four key factors for achieving quality teaching: the institution, teachers, teaching process, and learning process. Each factor is then described in further detail. For institutions, quality is ensured through strategic planning, quality assurance mechanisms, and professional development opportunities for teachers. Teachers require skills, qualifications, and support through orientation, training and evaluation. The teaching process involves different models and principles of instruction as well as maintaining and evaluating good teaching. Finally, the learning process depends on learners' understanding, styles, motivation and support. By addressing all four factors, schools can work towards achieving their goals of effective teaching.
National competency based teacher standards (ncbts)
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
Our Schools Journey 2007
St Andrews Middle School's journey with action research. Some suggestions on how you might implement action research within a school setting.
Using Tesol Standards for Personal and Professional Development Boston 2010 S...
This document discusses using TESOL standards for teacher professional development. It provides an overview of a session on the TESOL Technology Standards Framework and the Standards for ESL/EFL Teachers of Adults. It then describes a research project where EFL teachers used the standards to self-evaluate and reflect on their teaching practice. The teachers found the experience enriching and were able to identify strengths and areas for growth. They saw the standards as useful tools for personal and professional development at any stage of their career.
Standards In Practice
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
Standards In Practice
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
Elements of greatness 2010 2011
This document discusses elements of greatness and school achievement data. It includes a list of elements of greatness such as vision, belief, desire, and courage. It then provides school achievement data from 2010-2011 including reading and math proficiency levels and AYP results. It encourages discussion of this data and focuses on continuing to improve student achievement.
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More from East Central ISD
New teacher beliefs aug 13
The document outlines East Central ISD's beliefs and vision for its students. The district aims for students to achieve their maximum potential and become successful, responsible, and productive citizens. It also focuses on increasing student engagement so students find their work personally meaningful, challenging, and worth accomplishing. The document encourages new teachers to look for evidence of student engagement and impact.
Connecting evidence based instructional practices to rti
This document summarizes information from a presentation on connecting evidence-based instructional practices to response to intervention (RTI). It reviews the basics of RTI including its multi-tiered framework and key components. It then discusses instructional practices for math, writing, and reading that have evidence from research and the courts. Specific math practices summarized include explicit instruction, formative assessment, cooperative learning approaches, and the use of real-world contexts and technology-based tools.
Ethics Aspiring Leaders 9-21-10
This document discusses ethics in school leadership and provides guidance on ethical decision making. It introduces four paradigms for resolving ethical dilemmas: justice, critique, care, and profession. School leaders are encouraged to use a multiple paradigm approach and consider issues from different perspectives. The document also outlines potential conflicts between personal, professional, and community ethics and provides various compasses to guide professional decision making, such as codes of ethics.
Balanced Leadership Framework
The document summarizes a study that analyzed over 5,000 research studies on principal leadership and its effects on student achievement. From those, 69 studies were selected that met quality standards. Those 69 studies included ratings of over 2,800 principals by 14,000 teachers, which were then correlated with test scores of over 1.4 million students. The findings were published in a 2005 book on leadership strategies shown to improve student achievement.
Ethics in School Leadership
This document discusses ethics in school leadership and provides tools for ethical decision making. It introduces four paradigms for resolving ethical dilemmas: justice, critique, care, and profession. School leaders are encouraged to use a multiple paradigm approach and consider issues from different perspectives. The document also presents several ethical dilemmas school leaders may face and prompts discussion of how to address them using an ethical framework. Leaders are advised to reflect on their ethical strengths and develop ethical awareness.
Coaching for design 5.25.10
The document provides answers to questions about the design process for a teacher leadership academy. It emphasizes the importance of spending time on the front-end design work, including prewriting and establishing the design qualities of context. Coaching sessions are an important part of the design process to help teams work through challenges and ensure mistakes early on don't impede later progress. Effective participation in coaching sessions involves listening first before offering questions or feedback to help other teams.
What is design
Design involves understanding customer needs and creating new processes and products to satisfy those needs. Invention creates something new, while innovation implements something new for customers. Effective design starts with understanding students and their abilities, challenges, and motives, rather than just focusing on content coverage. Good design requires more front-end planning to engage students, which increases learning, while poor design leads to more back-end remediation. The design process involves understanding needs, brainstorming ideas, prototyping solutions, and measuring engagement and achievement.
Design qualities of context
The document discusses key design qualities for effective lesson planning:
- Content & Substance: Lessons should clearly state what students will learn and be able to do, using required standards and materials.
- Organization of Knowledge: Lessons should be organized using techniques like mini-lessons, research, and experiments to engage different learning styles.
- Clear & Compelling Product Standards: Students should understand performance expectations and evaluation criteria through rubrics, examples, and feedback opportunities.
- Protection from Adverse Consequences: Lessons should allow students to try tasks without fear of failure through support structures, checkpoints, choices, and using student talents.
Who presentation
This document discusses designing a classroom experience for Spanish 3 students in grades 9-12. It provides information about the students, including that they are a diverse mix from urban and rural areas, most are from low socioeconomic backgrounds, they love music and socializing, enjoy using technology, do not value busy work, and learn best visually and kinesthetically in groups. It also includes a chart comparing the students ("The Who") to design qualities for the classroom, such as having compelling content that is authentically organized with novelty and variety.
Blooms taxonomy
Bloom's Taxonomy is a classification of learning objectives within education. It presents six levels of learning: remember, understand, apply, analyze, evaluate, and create. The revised version adds keywords to describe each level of learning, from basic recall of facts at the "remember" level to generating new ideas or products at the "create" level. The document also categorizes students as engaged, strategically compliant, ritually compliant, or retreatists/rebels based on how actively they participate at each level of learning.
ECISD Technology
The East Central Independent School District technology plan outlines goals for 2010-2011, including upgrading infrastructure, providing staff development, and increasing student achievement through technology integration. A technology committee assessed the district's technology resources and needs using the STaR Chart. The plan proposes expenditures to upgrade computers, equipment, and infrastructure while supporting district goals through appropriate and reliable technology resources.
Rti Ecisd
The document discusses response to intervention for struggling students. It covers topics like fidelity to interventions, using data-based decisions, screening students, providing scientific research-based instruction, and monitoring student progress. The goal is to put all the pieces of response to intervention together into a clear process and plan to help students achieve their goals.
Rti Ecisd 3 30 10
The document discusses various principles and components of an intervention program for struggling students, including:
1) Ensuring fidelity to the program through consistent implementation and data-based decision making.
2) Screening students using reading, math, and behavior assessments and reviewing the data.
3) Providing scientifically-based instruction in areas like reading, writing, math, and behavior.
4) Using brain-based learning principles including repetition, positive reinforcement, visualization, and addressing threats to learning.
5) Implementing interventions and monitoring student progress.
Learning Center Model
The document presents the learning center model as a student-centered approach to instruction. It discusses how learning centers engage students' whole brains by providing hands-on, multi-sensory activities that build prior knowledge and allow students to make connections. Learning centers minimize stress, encourage social interaction and metacognition, and give students choice and control over their learning. The model aims to reduce direct instruction time and give students more responsibility for their own learning.
Descriptive Review
The document discusses descriptive review, a process where teachers examine student work together to improve quality and engagement. Key aspects include:
1) Teachers analyze student work without context to discuss what they see objectively and raise questions.
2) They speculate on evidence of student engagement and commitment, and whether work shows strategic compliance, ritual compliance, or retreatism.
3) The presenting teacher then provides context and responds to questions, and the group discusses implications to strengthen design qualities and increase student interest in future assignments.
4) The goal is to produce compelling work that engages students and gives them a sense of accomplishment.
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Connecting evidence based instructional practices to rti
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Curric Align12-14-10
- 1. Curriculum Alignment December 14, 2010
- 2. Made You Think Seinfeld Video
- 9. Taught Tested Written TEKS
- 10. Connect the TEKS vertically across grade levels. Curriculum Instruction Classroom Assessment
- 11. Learning as measured by the accountability system Meaningful learning as promoted in the TEKS
- 14. 10 Minute Break
Editor's Notes
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