The document discusses developing a common language around curriculum. It defines key terms like curriculum, content standards, and performance standards. Curriculum refers to the what (content standards) and why (performance standards). It also distinguishes curriculum from instruction, which is the how. The document provides examples of standards and discusses making TEKS more specific and vertically aligned. It suggests using curriculum to guide instructional activities and materials. Overall, the document aims to establish a shared understanding of curriculum fundamentals.

1. Developing a Common
Language about Curriculum
Academy 2012

2. Agenda
 Developing a Common Language about
Curriculum
 Activity: Working with Curriculum
Standards
 Reading: A Guaranteed and Viable
Curriculum
 Activity: Using Curriculum to Guide
Instruction
 Reflection
 Tools for Facilitating Discussions
2

3. Activity
 With your table groups, discuss the
following question:
WHAT IS CURRICULUM?
3

4. Differences Between
Curriculum and Instruction
Performance
Standard
Instruction
Why How
What
Content Standard 4

5. The ―WHAT‖ –
Content Standards…―the stuff‖
1. Conceptual Knowledge
2. Procedural Knowledge Cognitive
Curriculum
3. Factual Knowledge
4. Metacognitive Knowledge
5

6. The ―WHY‖ –
Performance Standards—the
result, outcome, objective, etc.
 The verb and its modifiers.
 What we want students to do with the ―stuff‖.
 The complexity or sophistication with which we want
students to do something with the ―stuff‖—the
Application / Analysis / Synthesis / Evaluation of
Bloom’s.
Why are the Performance Standards
so important?
6

7. Student Expectations
The student is expected to:
Performance Standard Content Standard
WHY? WHAT?
―verb‖ ―some stuff‖
analyze characters, including
their traits, motivations,
conflicts, points of view,
changes, and
relationships
7

8. Curriculum Belongs to the
System and is Non-Negotiable
WHY?
 Complies with the Law
 Assures Equity
 Provides a Rational System
 Reduces Gaps and Unproductive
Redundancies
 Reduces/Refocuses Teacher Planning
Time
8

9. Working with the
Curriculum Standards
 Circlethe Performance
Standard
 Underline the “including”
and “such as” clarifications.
 The remaining text will be the
Content Standard
9

10. Working with the
Curriculum Standards
 On a piece of chart paper, record the
Science TEKS for your grade level.
 On different pieces of chart paper, repeat
this process for Math, ELAR, and Social
Studies.
 Hang all of the K-5 posters together for
each content area.
Scienc Scienc Scienc Scienc Scienc Scienc
e e e e e e
K.9B 1.9A 2.9A 3.9A 4.9A 5.9A
10

11. Working with the
Curriculum Standards
 On the chart paper, record the TEKS in this
format:
Performance
Science
Standard
1.9A
(verbs, the WHY)
Sort, Classify
Content Standard
LIVING AND NONLIVING THINGS
(nouns, the
Including, but not limited to:
WHAT)
• Whether they have basic needs
Clarifications &
• Whether they produce offspring Specificity
11

12. What’s Wrong With
The Texas Essential Knowledge and
Skills
As A Curriculum Document?
The TEKS are a framework for curriculum
development—NOT the curriculum.
1. The TEKS lack specificity.
2. The TEKS are not organized into
rational, coherent units of instruction
with recommended time lines
12

13. Specificity in the TEKS
 The content standard for student
expectations is articulated in the
―such as…‖ and ―including…‖
statements
◦ This clarifies the specific academic
content (the ―What‖) that students will
learn.
 “Such as…” means that the given
content is negotiable.
 “Including…” means that the given
content is non-negotiable.
13

14. Next Steps:
Develop Specificity in all TEKS
and Vertical Alignment
 Define/give specific examples of the TEKS
content standards, sufficient that a teacher
new to the profession or to your school district
would know precisely what to teach and a test
item writer would know what to test.
 Ensure that content is vertically aligned
without gaps and unnecessary overlaps.
14

15. Differences Between
Curriculum and Instruction
Performance
Standard
Instruction
Why How
What
Content Standard 15

16. The ―HOW‖ –
Instruction
 Theinstruction
◦ What the teacher will do to teach
◦ What the students will do to learn
 Instructional activities & materials
 Theprocesses through which the
students will learn the curriculum.
16

17. Using Curriculum to
Guide Instruction
 Sit with your grade level team.
 Log into Pinterest. Search
―designteam‖ under the search tab of
―people‖.
 Each content area has a board.
Select a content area board to begin.
 Preview the pinned activities in that
content area and select one that you
might consider using with your grade 17

18. Using Curriculum to
Guide Instruction
Guiding Questions:
 What is the content standard of the
activity?
 What grade level content does it
match?
 What is the performance standard of
the activity?
 How would you adjust the activity to
meet the performance standard of the 18

19. Reflections
 What were the big aha’s during this
process?
 What implications does this have for
your grade level planning sessions?
19

20. Tools for Facilitating
Discussion
 What are some phrases you can use
to promote alignment of activities to
the curriculum?
20

21. Assessing our Learning
Target
21