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Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
Integrating Standards into the Curriculum
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Integrating Standards into the Curriculum

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Prseentation by Dr. Judith Castro

Prseentation by Dr. Judith Castro

Published in: Travel, Business
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  • 1. INTEGRATING STANDARDS INTO THE CURRICULUM Dr. Judith Castro
  • 2. Are You a Thermometer or a Thermostat?
  • 3.
    • A thermometer is an instrument that can accurately measure what is. It gives us the facts.
    • A thermostat, on the other hand, can change the temperature. It doesn’t just tell us what is; it has the ability to change the status quo into something better.
  • 4. LIVE YOUR LIFE AS A THERMOSTAT RATHER THAN AS A THERMOMETER! (Carolyn Coll)
  • 5. AGENDA
  • 6.
    • Review of standards-based concepts
    • National Council of Teachers of English (NCTE)
    • Puerto Rico Department of Education (DE) Content Standards and Grade Level Expectations
    • Hands-On Practice
  • 7. OBJECTIVES
  • 8.
    • To become knowledgeable about standards-based concepts
    • To discuss the English Language Arts Standards according to the NCTE
    • To become familiar with the Puerto Rico DE Standards and Expectations document for the English Program
    • To practice writing curriculum for one grade according to the Table of Specifications
  • 9. ISSUE AT HAND
    • Advisory groups emphasize high standards as an important factor in improving quality of education.
    • Schools are developing high-quality curriculum that is based on standards.
    • A starting point is a carefully thought out curriculum that reflects standards for which educational communities are willing to be accountable.
  • 10.
    • Standards-based curriculum requires changes in the way teachers teach and schools are run.
    • Care must be taken to build capacity for educators and provide adequate time for implementation, monitoring, and evaluation of the curriculum.
    • Curriculum development processes should provide opportunities for reflection and evaluation on a regular basis.
  • 11. STANDARDS-BASED CURRICULUM
  • 12.
    • emphasizes learning and growth as the natural growth of reform.
    • includes goals, objectives, standards, and everything done to enable attainment of outcomes.
    • aids curriculum, instruction, assessment, and professional development.
  • 13.
    • highlights parent and community involvement.
    • focuses on instructional leadership.
    • uses technology, library, and other resources.
  • 14. QUESTIONS TO FOCUS ON
  • 15.
    • What standards (goals) will the curriculum address?
    • How will students demonstrate understanding?
    • How will technology be integrated to aid instruction?
    • How will teachers be prepared and supported as they implement change?
  • 16. FOUR BASIC STEPS FOR INTEGRATION
  • 17.
    • Develop curriculum in the context of standards-based reform (English Planning Committee)
    • Build capacity at all educational levels
    • Select a curriculum- planning model that articulates standards-based reform
    • Monitor, reflect upon, and evaluate the curriculum as teachers implement in the classroom.
  • 18. DEVELOPING STANDARDS-BASED UNITS OF STUDY
  • 19.
    • Identify a Unit Topic or Essential Question
    • Select Standards to Teach and Assess
    • Brainstorm Activities and Resources
    • Select Tasks and Activities
    • Align Products and Performance
    • Select Assessment Criteria, Scoring Guides, etc.
  • 20.
    • A CLOSER LOOK AT THE STANDARDS:
    • Keep BIG PICTURE in mind!
  • 21. NATIONAL COUNCIL OF TEACHERS OF ENGLISH (NCTE)
    • Standards for the English Language Arts
      • Free pdf document to download
      • Purchase book
  • 22. PUERTO RICO DEPARTMENT OF EDUCATION (DE) Content Standards and Grade- Level Expectations Document
  • 23. CONTENT STANDARD # 1
  • 24. LISTENING/ SPEAKING
    • The students uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and expresses ideas effectively in a variety of personal, social, and academic contexts.
  • 25. CONTENT STANDARD # 2
  • 26. READING
    • The students uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as appreciation of a variety of genres of both fiction and non-fiction.
  • 27. CONTENT STANDARD # 3
  • 28. WRITING
    • The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age-appropriate expressive vocabulary.
  • 29. NOW LET’S PRACTICE !!!!
  • 30.
    • “ WE ARE THE CHANGE
    • WE WANT TO SEE.”
    • (Mahatma Gandhi)
  • 31. QUESTIONS

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