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

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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