The document provides an overview of aligning curriculum to standards-based education. It discusses key concepts like curriculum, content standards, expectations, and assessments. The alignment process aims to ensure what is taught matches the standards and assessments for each grade level to avoid redundancy or gaps in learning. Teachers serve as facilitators, considering students' prior knowledge and emphasizing problem-solving and higher-order thinking skills.

1. OVERVIEW OF STANDARDS- BASED CURRICULUM ALIGNMENT Dr. Judith Castro

2. REFLECTION “The mind is not a vessel to be filled but a fire to be kindled.” (Plutarch)

3. OBJECTIVES To clarify basic concepts Curriculum Alignment Standards Content Expectations (Performance) Assessment To examine the process of curriculum development from an interdisciplinary/ constructivist perspective

4. WHY YOU ARE HERE You are here because you: Are knowledgeable about educational practices Master English content Have experience in teaching Are qualified in your area

5. Paulo Freire “What knowledge and skills are worthwhile learning? What are the goals of education?”

6. ANALYSIS OF CONTENT What should I teach? How should I teach it? What do I need? How do I measure the effectiveness and quality of my teaching? How will I measure and evaluate students’ learning?

7. Curriculum Development Provides a framework under which a teacher can develop new abilities related to what knowledge and learning are. Curricular projects require careful development by experts of many different types, during the design, testing, and implementation stages. Needs faculty input throughout all phases.

8. Curriculum- the Center of Education A road map of planned experiences given to learners by a facilitator A comprehensive educational plan that teaches students to think and to be, not only to do All the planned experiences individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives.

9. Constructivism A theory of knowledge with roots in philosophy, psychology and cybernetics. How does this theory of knowledge translate into knowledge? How do definitions of what it means to “construct” knowledge inform our actions as educators?

10. Constructivist Characteristics Socrates’ approach was to lead his students through a series of questions in order to promote critical thinking. Knowledge is constructed by the individual through his interviews with his environment. Learners actively construct knowledge in their attempts to make sense of their world, then learning will likely emphasize the development of meaning and understanding.

11. Scaffolding is a process of guiding the learner from what is presently known to what is to be known. It allows students to perform tasks that would be slightly beyond their ability. Multiple perspectives Authentic activities Real-world environments

12. Teachers serve as guides, monitors, coaches, tutors and facilitators. The learner’s previous knowledge constructions, beliefs and attitudes are considered in the knowledge, construction process. Problem-solving, higher-order thinking skills and deep understanding are emphasized.

13. THINK INTERDISCIPLINARY Review the Content Standards from other disciplines. Share ideas. “Break-the-mold” school for the 21 st century.

14. PLANNING FOR CHANGE AND TECHNOLOGY Leading change and implementing technology go hand in hand. The key to success in both is a thorough, inclusive planning process.

15. Curriculum Alignment Assures materials taught matches standards and assessments for specific grade levels “ maps” curriculum onto the standards to guarantee expected content Helps curriculum move logically from one grade level to the next so it is not redundant and does not leave gaps in student learning

16. What do we align? Standards Curriculum Teaching Evaluation

17. Alignment process Comprehensiveness Emphasis Depth Consistency with achievement standards Clarity for users Content and performance match

18. STANDARDS Parameters which serve as a guide toward the achievement of education of highest quality Help accountability in curriculum planning Quality indicator that allows the teacher to approach the curricular, instructional and technological scope: planning, development and assessment of student learning.

19. CONTENT STANDARDS Express the content and knowledge that should be taught and learned in school. Indicate concepts students should acquire.

20. EXPECTATIONS (performance objectives/ learning outcomes) Express quality and degree of proficiency students should demonstrate in relation to Content Standards. Provide concrete examples of what the student is capable of doing. Used to develop performance tasks. Indicate how the student uses the content learned.

21. ASSESSMENT STANDARDS Classified into three types: Diagnostic Formative Summative (use performance tasks) Indicate mastery of knowledge and skill by levels and contexts.

22. Norman Webb’s Alignment System Categorical Concurrence- measures the extent to which the same or consistent categories of content appear in the standards and the assessments. Depth-of-Knowledge Consistency- measures the degree to which knowledge elicited from students on assessment is as complex within the context area as what students are expected to know and do as stated in the standards. Range-of-Knowledge Correspondence- determines whether the span of knowledge expected of students on the basis of a standard corresponds to the span of knowledge that students need in order to correctly answer the corresponding assessment items/ activities.

23. Balance of Representation- measures whether objectives that fall under a specific standard are given relatively equal emphasis on the assessment. Source of Challenge- determines whether the primary difficulty of the assessment items is significantly related to students’ knowledge and skill in the content area as represented in the standards.

24. DEPTH OF KNOWLEDGE (DOK) Level 1- Recall Recall of a fact, information, or procedure. Level 2- Skill/ Concept Use information or conceptual knowledge, two or more steps, etc. Level 3- Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4- Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem.

25. “Human nature tends to seek its motivation in the agreeable rather than in the disagreeable.” (John Dewey)