1. Chapter 4:
Too much to Teach:
How to Identify What
Matters Most
By: Jennifer Tiberio

2. *Curriculum Chaos (Schmoker an Manzano)
-difficulty in choosing from among all of the
possible curriculum written for their grade level
or subject areas
*PLC (Professional Learning Community)
-collaborative team of teachers working
together to identify essential outcomes

3. What’s Worth to Teach
The different curriculum by Robert Marzano
(What Works in School: Translating Research Into Action)
1. Intended curriculum –what the state develops
2. Implemented curriculum –what the teacher is
actually teaching
3. Attained curriculum –what the student learns in the
end

4. How to Identify Essential Outcomes
• Essential Outcomes/ Essential Learnings
– refers to the critical skills and knowledge that students
should acquire as a result of each course, grade level and
unit of instruction (Dufour, et. al, 2006 )
*Steps in Identifying Essential Outcomes
a. Starting the discussion
-teachers will discuss what they want their
students to know

5. b. Check Endurance, Leverage, and Readiness
>Endurance- can still be remembered after
the time being taught
>Leverage- identifies knowledge or
understanding across multiple subject
areas
>Readiness-prerequisite to future learning
c. Building Consensus
* “Am including it because it’s something I
enjoyed teaching rather than something I
believe students must know?”
*pulling the weeds (Reeves, 2003)

6. d. Ensuring Alignment
-teachers will review the work of other
teachers who teach the same subject matter
at the grade levels above and below theirs.
e. Understanding Proficiency-
-time for developing common
assessment based on the essential outcomes
that were made.
* How will we know if the students have
learned?

7. How to Use Essential Outcomes
• Pacing guide
– Ensure that teachers have agreed upon the
emphasis for each outcome
• How is it done?
–Make a monthly card that displays what
content must be taught in a certain period
of time.
* Successive and continued meetings and discussion
should take place in order for this to be successful.

8. Team Structures and Schedules
PLC Team can be grouped according to the
following:
• All teachers who teach the same grade level
• All primary level teachers
• Teachers of multi-age group
• Teachers for the same subject matter or
content

9. *Timing
Choices for the Schedule of meeting:
1. during team time for the completion of the
process on an ongoing basis
Advantage
-teachers can participate on multiple
teams
Disadvantage:
-takes longer time

10. 2. Schools bring the whole staff together at one time
Advantages:
-same instruction and process will be received by
all of the teachers
-can be done in a day session
-every staff is involved
-vertical articulation occurs right away
Disadvantage
-teachers handling two subjects or level can only
choose one small group to attend when the group
breaks into small groups.