Standards-Based Instruction   Professional Development Workshop  Brett Dalton, Saabirah Khalil-Ullah  O’Neshia Bassett, ...
  The goal of the workshop  <ul><li>Goal: </li></ul><ul><li>Increase the teachers’ understanding of standards and standard...
Objectives <ul><li>Working in groups, teachers will appraise the (TEKS) Texas Assessment of Knowledge and Skills Language ...
Stakeholders in Education <ul><li>Parents </li></ul><ul><li>Students </li></ul><ul><li>Educators </li></ul><ul><li>School ...
Parents <ul><li>Maintain an educational dialogue with teachers and school support teams </li></ul><ul><li>Understand the e...
Students <ul><li>Ask clarifying questions of their teachers </li></ul><ul><li>Complete assignments at home and in school <...
Educators <ul><li>Become knowledgeable about standard-based instructional practices </li></ul><ul><li>Apply understanding ...
School districts and school divisions <ul><li>Support teachers practices with meaningful professional development </li></u...
How Can Standards Improve Instruction? <ul><li>Translate Standards into Plain English  </li></ul><ul><li>Rephrase standard...
<ul><li>Classroom Practice reflects  the Theory of Multiple Intelligences Linguistic intelligence (&quot;word smart&quot;)...
  Working with Standards  <ul><li>Make Standards Work for You </li></ul><ul><li>Select and Commit  </li></ul><ul><li>Combi...
Assessments for Accountability <ul><li>Assessments for Accountability help measure: </li></ul><ul><li>How successful schoo...
Access to Grade Level Content <ul><li>Team teaching and collaboration with general and special educators is crucial </li><...
Benefits of Collaboration <ul><li>Definition: teachers working as a team for the benefit of the entire student population ...
Questions to Consider <ul><li>What are the student’s learning strengths and needs? </li></ul><ul><li>How do the student’s ...
Additional Questions to Consider <ul><li>What specialized instruction does the student need to achieve grade level content...
Ensuring Standardization <ul><li>Standardization: The adherence of uniform administration procedures and conditions during...
Standards-Based Instruction Classroom <ul><li>Students know and comprehend the importance of standards, and the level of p...
Rigor Relevance Framework <ul><li>The Rigor/Relevance Framework is a tool to examine curriculum, instruction, and assessme...
The Five Steps of Rigor and Relevance <ul><li>Knowledge in one discipline. </li></ul><ul><li>Application of knowledge in o...
Scaffolding Provide scaffolding for students who can not access content  by reading the text. Simplistic Methods to suppor...
Why are standards important?  <ul><li>Standards simplifies the communication between essential stakeholders (teachers, stu...
Why Are Standards Important? ( cont) <ul><li>Standards provide a road map for teachers and students to follow, with clear ...
Why Are Standards Important?( cont) <ul><li>Standards meet federal requirement mandated by the  NCLB  for high-standard ed...
Lesson Plan Standards <ul><li>This lesson plan meets the standards of the Texas Essential Knowledge and Skills. </li></ul>...
Lesson Introduction <ul><li>To introduce the lesson, the class will read the chapter on long term memory in the book “How ...
Instructional Materials <ul><li>Computer </li></ul><ul><li>Textbook </li></ul><ul><li>Microsoft Word </li></ul><ul><li>Mic...
Cooperative Learning <ul><li>Within groups of four, the students will split up the assignment.  </li></ul><ul><li>Student ...
Computer Activities <ul><li>Activities Before Using the Computer : </li></ul><ul><li>group discussing the topic.  </li></u...
Word Processing <ul><li>After reading the book, “How the Brain Learns,” the students will complete a unit involving a syno...
PowerPoint Presentation <ul><li>Each group will create a PowerPoint presentation consisting of a brief overview of memory,...
Publisher Brochure <ul><li>The final product in the unit will be a tri-fold brochure created in Microsoft Publisher. The b...
Assessment <ul><li>Note taking </li></ul><ul><li>End-of-unit tests </li></ul><ul><li>Progress Reports </li></ul><ul><li>En...
References Conley, M. W. (2005).  Connecting Standards and Assessment Through Literacy   (1st ed.). USA: Allyn and Bacon. ...
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  • Team A Presentation Templatedraft[1]

    1. 1. Standards-Based Instruction Professional Development Workshop Brett Dalton, Saabirah Khalil-Ullah O’Neshia Bassett, Marianna Kiva CUR 562 STANDARDS-BASED CURRICULUM AND INSTRUCTION   University of Phoenix May 12, 2008 Instructor: Dr. Paula Flott
    2. 2. The goal of the workshop <ul><li>Goal: </li></ul><ul><li>Increase the teachers’ understanding of standards and standards-based instruction </li></ul><ul><li>( Conley, 2005). </li></ul>
    3. 3. Objectives <ul><li>Working in groups, teachers will appraise the (TEKS) Texas Assessment of Knowledge and Skills Language Arts standards and relate them to classroom instruction. </li></ul><ul><li>Working with a partner and using authentic classroom activities, teachers will be able to demonstrate a relationship between standards and standard-based instruction. </li></ul>
    4. 4. Stakeholders in Education <ul><li>Parents </li></ul><ul><li>Students </li></ul><ul><li>Educators </li></ul><ul><li>School districts and divisions </li></ul>
    5. 5. Parents <ul><li>Maintain an educational dialogue with teachers and school support teams </li></ul><ul><li>Understand the educational needs of their children </li></ul><ul><li>Create home environments conducive to learning </li></ul>
    6. 6. Students <ul><li>Ask clarifying questions of their teachers </li></ul><ul><li>Complete assignments at home and in school </li></ul><ul><li>Engage in self-and peer-assessment practices </li></ul><ul><li>Access academic supports available at the school levels </li></ul>
    7. 7. Educators <ul><li>Become knowledgeable about standard-based instructional practices </li></ul><ul><li>Apply understanding of standards into daily practice </li></ul><ul><li>Connect standard-based instruction with good assessment practices </li></ul>
    8. 8. School districts and school divisions <ul><li>Support teachers practices with meaningful professional development </li></ul><ul><li>Include parents in the dialogue about the educational needs of their children </li></ul><ul><li>Offer students opportunities for improvement of academic grades </li></ul>
    9. 9. How Can Standards Improve Instruction? <ul><li>Translate Standards into Plain English </li></ul><ul><li>Rephrase standards to make sense to teachers, students, and parents. </li></ul><ul><li>Example: (Manitoba Education and Training, 1996). </li></ul><ul><li>Standard Revised standard Activities Resources </li></ul>1.1.4 Express Preferences Pursue personal interest in specific genres by particular writers, artists, storytellers, and filmmakers. Students will read books of different genres. Students will identify their favorite genres by pre-set guidelines. Students will share their opinions about a variety of genres -Bulk Reading Manitoba Theater for Young People -Modeling reading - Read-Share-Pair Rief, Linda. Seeking Diversity: Language Arts with Adolescents. 1992.
    10. 10. <ul><li>Classroom Practice reflects the Theory of Multiple Intelligences Linguistic intelligence (&quot;word smart&quot;) Logical-mathematical intelligence (&quot;number/reasoning smart&quot;) Spatial intelligence (&quot;picture smart&quot;) Bodily-Kinesthetic intelligence (&quot;body smart&quot;) Musical intelligence (&quot;music smart&quot;) Interpersonal intelligence (&quot;people smart&quot;) Intrapersonal intelligence (&quot;self smart&quot;) Naturalist intelligence (&quot;nature smart&quot;) </li></ul>
    11. 11. Working with Standards <ul><li>Make Standards Work for You </li></ul><ul><li>Select and Commit </li></ul><ul><li>Combine and Interconnect </li></ul><ul><li>Prioritize Teaching and Learning </li></ul>
    12. 12. Assessments for Accountability <ul><li>Assessments for Accountability help measure: </li></ul><ul><li>How successful schools are in ensuring the success of all students in standards – based education </li></ul><ul><li>How well students are achieving standards </li></ul><ul><li>What needs to be improved for specific groups of students </li></ul>
    13. 13. Access to Grade Level Content <ul><li>Team teaching and collaboration with general and special educators is crucial </li></ul><ul><li>Team members must be familiar with content standards and where to locate standards and updates </li></ul>
    14. 14. Benefits of Collaboration <ul><li>Definition: teachers working as a team for the benefit of the entire student population </li></ul><ul><li>Promotes understanding of teacher roles and responsibilities </li></ul><ul><li>Provides opportunities to gain new skills </li></ul><ul><li>Serves as a support building process that fosters the creation of a collaborative school culture </li></ul>
    15. 15. Questions to Consider <ul><li>What are the student’s learning strengths and needs? </li></ul><ul><li>How do the student’s learning needs affect the achievement of grade level content standards? </li></ul>
    16. 16. Additional Questions to Consider <ul><li>What specialized instruction does the student need to achieve grade level content standards? </li></ul><ul><li>What accommodations will increase the student’s access to instruction and assessment. </li></ul>
    17. 17. Ensuring Standardization <ul><li>Standardization: The adherence of uniform administration procedures and conditions during an assessment </li></ul><ul><li>Strict adherence to guidelines for instructions and procedures for the administration of assessment is necessary to ensure that test results reflect actual student learning </li></ul>
    18. 18. Standards-Based Instruction Classroom <ul><li>Students know and comprehend the importance of standards, and the level of proficiency they are required to perform. </li></ul><ul><li>Parents are well versed on the standards and proficiency tools used to determine if their child is on grade level. </li></ul><ul><li>Assignments are tools used informally to assess the student’s comprehension of subject content. </li></ul><ul><li>Each assignment combines content, skills , techniques, and facts to actively engage the student in the learning process. </li></ul>
    19. 19. Rigor Relevance Framework <ul><li>The Rigor/Relevance Framework is a tool to examine curriculum, instruction, and assessment. </li></ul><ul><li>The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement. </li></ul>
    20. 20. The Five Steps of Rigor and Relevance <ul><li>Knowledge in one discipline. </li></ul><ul><li>Application of knowledge in one discipline. </li></ul><ul><li>Application of knowledge across disciplines. </li></ul><ul><li>4. Application of knowledge to real-world predictable situations. </li></ul><ul><li>5. Application of knowledge to real-world unpredictable situations. </li></ul>
    21. 21. Scaffolding Provide scaffolding for students who can not access content by reading the text. Simplistic Methods to support standard-based instruction Pre-reading to access prior knowledge. KWL Chart Use of patterns of information al text Teach key vocabulary words Word cards Discuss meaning of words in context Concept mapping Use of graphic organizers Point out root words, prefixes, suffixes Direct Reading/Thinking Activity Teacher modeling “Think Aloud”
    22. 22. Why are standards important? <ul><li>Standards simplifies the communication between essential stakeholders (teachers, students, parents), which makes it easier to discuss education attainment. </li></ul><ul><li>Standards facilitate equal education opportunities for all students. </li></ul><ul><li>When taught effectively and with balance, standards help close the achievement gaps that exist between students from different demographic </li></ul><ul><li>backgrounds; and identify students who are weak academically. </li></ul>
    23. 23. Why Are Standards Important? ( cont) <ul><li>Standards provide a road map for teachers and students to follow, with clear points of reference about the content and skills to teach at each grade level. </li></ul><ul><li>A school system based upon standards, equips teachers with a common set of goals and expectations, which enables teachers to measure and ascertain what students have learned. </li></ul>
    24. 24. Why Are Standards Important?( cont) <ul><li>Standards meet federal requirement mandated by the NCLB for high-standard education for all students. </li></ul><ul><li>Standards helps teachers create a template for instructional planning, which requires teachers to focus on what they want students to know, and how their instructional practices can be tailored to accomplish these goals. </li></ul>
    25. 25. Lesson Plan Standards <ul><li>This lesson plan meets the standards of the Texas Essential Knowledge and Skills. </li></ul><ul><li>(2) (B) develop drafts, alone and collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose. </li></ul><ul><li>(2) (C) proofread writing for appropriateness of organization, content, style, and conventions </li></ul><ul><li>(2) (E) use technology for aspects of creating, revising, editing, and publishing </li></ul>
    26. 26. Lesson Introduction <ul><li>To introduce the lesson, the class will read the chapter on long term memory in the book “How the Brain Learns,” by David Sousa. The teacher will conduct a class discussion about how long term memory affects learning and retention. </li></ul>
    27. 27. Instructional Materials <ul><li>Computer </li></ul><ul><li>Textbook </li></ul><ul><li>Microsoft Word </li></ul><ul><li>Microsoft Publisher </li></ul><ul><li>Microsoft PowerPoint </li></ul>
    28. 28. Cooperative Learning <ul><li>Within groups of four, the students will split up the assignment. </li></ul><ul><li>Student 1 – Develop a definition for the topic on brain functions </li></ul><ul><li>Student 2 – Plan for ways to target the topic on brain functions </li></ul><ul><li>Student 3 – A plan to develop memory skills </li></ul><ul><li>Student 4 – A message to the targeted audience about the effectiveness of memory when it comes to retention. </li></ul>
    29. 29. Computer Activities <ul><li>Activities Before Using the Computer : </li></ul><ul><li>group discussing the topic. </li></ul><ul><li>Activities While Using the Computer : </li></ul><ul><li>preparing assignments using software found in Microsoft Office. </li></ul><ul><li>Activities After Using the Computer : </li></ul><ul><li>presentation of the material to the target audience using Microsoft PowerPoint. </li></ul>
    30. 30. Word Processing <ul><li>After reading the book, “How the Brain Learns,” the students will complete a unit involving a synopsis on long term, short term, and working memory using Word Processing. </li></ul>
    31. 31. PowerPoint Presentation <ul><li>Each group will create a PowerPoint presentation consisting of a brief overview of memory, using a combination of the information found by all four members of the group. Clip Art is required, as well as notes. </li></ul>
    32. 32. Publisher Brochure <ul><li>The final product in the unit will be a tri-fold brochure created in Microsoft Publisher. The brochure will include key points found in the PowerPoint Presentation. </li></ul>
    33. 33. Assessment <ul><li>Note taking </li></ul><ul><li>End-of-unit tests </li></ul><ul><li>Progress Reports </li></ul><ul><li>End-of-term or semester exams </li></ul>
    34. 34. References Conley, M. W. (2005). Connecting Standards and Assessment Through Literacy (1st ed.). USA: Allyn and Bacon. Pearson Education, Inc. Downloaded from http://mycampus.phoenix.edu database Manitoba Education and Training. (1997). Success for All Learners: A Handbook on Differentiating Instruction. New Direction Series. Winnipeg, MB: Manitoba Education and Training. Manitoba Education and Training. (1996). Manitoba Curriculum Framework of Outcomes and Standards. New Direction Series. Winnipeg, MB: Manitoba Education and Training. Sousa, David A. (2001). How the brain learns . (2nd Ed.). A Classroom Teachers Guide. Corwin Press Inc. A Saga Publications Company. Thousand Oaks, Ca.  

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