The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
INSET delivered to whole school staff to provide a background to Life Without Levels, ignite professional discussion and review potential tracking systems.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
INSET delivered to whole school staff to provide a background to Life Without Levels, ignite professional discussion and review potential tracking systems.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
EDUC 554Lesson Plan Grading Rubric (for edTPA preparation)CritEvonCanales257
EDUC 554
Lesson Plan Grading Rubric (for edTPA preparation)
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Preliminary Information
5 points
All sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
4 points
Three of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
1 to 3 points
One or 2 of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
0 points
Not present
Content Standards
5 points
Lesson plan accurately includes standards, including state and national standards.
Standards are relevant to the grade level of the lesson and skill level based on the chart.
4 points
Lesson plan accurately includes standards, including state or national standards.
Standards are relevant to the grade level of the lesson or skill level based on the chart.
1 to 3 points
Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart.
0 points
Not present
Learning Objective
5 points
The objective(s) meets all of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
4 points
The objective(s) meets 2 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
1 to 3 points
The objective(s) either do not meet the criteria or 1 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Written in paragr ...
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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1. Why using the curriculum
as a progression model
may be harder than you
think
researchED
4th September 2021
@DavidDidau
2. How not to use the curriculum as a progression model
“Flight paths in secondary are
nonsense and demotivating for pupils.”
Sean Harford, Ofsted, National Director of Education
3. Treadaway 2015
“More children get to the ‘right’ place in the ‘wrong’
way, than get to the ‘right’ place in the ‘right’ way.”
4. The problem with flight paths
● Beliefs matter
● Predictions can become self fulfilling prophesies
● Predictions are probabilistic – they are only ever accurate on
average.
5. The problem with Age Related Expectations
• They’re guesswork: we use ‘what some children can do’ as a
guide to suggest ‘what all children should do’
• They don’t help us understand why expectations are (or
aren’t) met
• Instead, we need curriculum related expectations.
6. What does it mean to use the
curriculum as a progression model?
• Students are making progress if the they know, remember and can do
more of the curriculum
• But what does this look like?
• The specificity problem: How specific do CREs have to be in order to
be useful?
• If they’re too specific we risk generating endless tick box checklists
(No one wants a return to APP!)
• If they’re too broad they risk becoming meaninglessly bland.
CREs need to be both very specific and very broad…
…depending on the audience.
7. What do students need to know?
• Where am I?
• Where am I going?
• How am I going to get there?
8. What do teachers need to know?
• Gaps to fill (individuals and class)
• next steps; effectiveness of instruction/curriculum
• Responsiveness applies at a curricular as well as instructional
level.
9. Did all students
answer the item
correctly?
Yes
No
Have all students
correctly answered
this kind of item
before?
Did any of students
answer the item
correctly?
No
Yes
No
Yes
Move on to the
next area of the
curriculum but
include regular
retrieval practice
Provide regular
retrieval practice
of this aspect of
the curriculum
alongside targeted
support for those
that have not yet
grasped the
concepts
Provide frequent
retrieval practice
of this aspect of
the curriculum
This aspect of the
curriculum needs
reteaching with
careful thought
given to the design
of the instructional
sequencing
Did most
students
answer the
item
correctly?
Yes
No
Instructional response
10. What do curriculum leaders need to know?
• Gaps – teacher gaps – investigating cause and resolving
issues
• Is the dept doing 𝑥 well?
• Can/should HoDs make summative statements of progress?
• How much of the curriculum has been learned?
• What level of detail is required? (QLA)
• How will this information be used?
11. What do SLT/Governors need to know?
• A summary – Which teachers need development? Is the
cohort on track?
• Can (should) this information be reported with average
percentages?
• NB Grades are holistic and can ONLY be applied summatively
after a course is complete.
12. What do parents need to know?
• How is my child performing (relative to other members of the
group)?
• Are they working hard? (What, specifically, do they need to
improve?)
• Are they happy?
13. Is there a role for numbers?
• A student’s performance in an assessment is 64%. Is this
good or bad?
• The average performance in the class was 57%
• The average performance in the year group was 79%
• Information is meaningful if it is comparable
• But, a system that communicates numerical aggregates
doesn’t answer Wiliam’s questions (Where am I? Where am I
going? How am I going to get there?)
14. An example: mathematics
Year 7 -
test 1
NP1 – NP6
In the curriculum documentation:
Students:
“The areas you need to practise more are rounding to significant figures and
ordering decimals. We have assigned you tasks on these topics to complete by …”
Teachers:
“My class average was 60% and the parallel set got 72%. I can see that my group did
much worse on ordering decimals, so I’ll talk to the department and see what ideas
they have.”
HoDs:
“Across the board, rounding to significant figures wasn’t as good as it needs to be.
We will revisit it soon and spend some department time on it in the meantime.
Teacher C needs some support with their class as the results aren’t where they
ought to be.”
SLT/Governors:
“Year 7 are mostly attaining well on the maths curriculum this year, so will be ready
for Year 8. Teacher C’s group is a little concern. We will spend time with the HoD to
check what’s happening and how we might support.”
Parents:
“Your child achieved 65%. The class average was 72% and the cohort average was
70%. She has spent 50% less time on Dr Frost Maths than the rest of the class. She
will now be assigned tasks on rounding to significant figures and ordering decimals
in order that she does not fall behind.”
15. An example: English
In the curriculum documentation:
Students:
“The areas you need to practise more are analysing the connections between the tenor
and vehicle of metaphors and beginning thesis statements with subordinating
conjunctions. We have assigned you tasks on these topics to complete by …”
Teachers:
“My class average was 60% and the parallel set got 72%. I can see that my group did much
worse on using subordinate clauses and explaining narrative structure, so I’ll talk to the
department and see what ideas they have.”
HoDs:
“Across the board, rounding to significant figures wasn’t as good as it needs to be. We will
revisit it soon and spend some department time on it in the meantime. Teacher C needs
some support with their class as the results aren’t where they ought to be.”
SLT/Governors:
“Year 7 are mostly attaining well on the Engl;ish curriculum this year, so will be ready for
Year 8. Teacher C’s group is a little concern. We will spend time with the HoD to check
what’s happening and how we might support.”
Parents:
“Your child achieved 65%. The class average was 72% and the cohort average was 70%. She
needs to practice writing one sentence thesis statements and analysing metaphor. She has
been assigned tasks on rounding to these areas in order that she does not fall behind.”
Year 7 -
test 1
Ancient origins & Links to
legend
16. What goes wrong?
• The curriculum isn’t good enough because
• It’s not specific enough about what students need to know,
remember and be able to do
• It’s not coherently sequenced to ensure students are able to make
progress
• As a result, students are
• assessed on things they either haven’t been taught
• don’t possess the requisite knowledge to be able to do what is
being assessed
• Teach what will be assessed and only assess what has been taught.
17. Curriculum Related Expectations
• What specifically do we want students to know and be able to do?
Bad: students will learn how to write an analytic essay
Better: students will learn how to scaffold an analytic essay as a
‘conversation’ between 2 points of view (they say/I say)
Best: students will learn how to write an introduction beginning with a
subordinating conjunction and using a list of triple/quadruple adjectives to
frame the arguments they will develop
• These must be reasonable expectations of what students should
learn
• The more specific you are, the more likely you are to teach and
assess what has been specified.
20. • New knowledge for each unit is
specified.
• Core tasks and methods are
specified, so that the curriculum is
coherent from Y7–Y11.
• As the curriculum proceeds, tasks
subordinate earlier knowledge to
new, exploiting the tall hierarchy
inherent in mathematics.
• Assessments incorporate prior
knowledge as part of assessing
new knowledge, as well as
assessing new knowledge
independently.
Specifying the mathematics curriculum
21. Year 7 -
test 1
Year 7 -
test 2
Year 8 -
test 1
Year 8 -
test 2
Year 9 -
test 1
Year 9 -
test 2
NP1 – NP6
NP1 – NP6 A1 – A2 NP7 – NP9
NP1 – NP9 A1 – A2 GM1 A3 – A4
NP1 – NP10
NP10
NP1 –
NP9
NP1 –
NP9
GM1
GM2 – GM3 SP1
A1 – A4
GM1 –
GM3
SP1 NP11 SP2 A5 – A8
NP10 –
NP11
GM1 –
GM3
SP1 –
SP2
NP12 A9 – A10 GM4 SP3
NP10 –
NP12 GM1 – GM4
SP1 –
SP3
A1 – A10 GM5 – GM7 NP13
A1 – A8
Adapted from Advantage Schools
24. Year 7 -
test 1
Year 7 -
test 2
Year 8 -
test 1
Year 8 -
test 2
Year 9 -
test 1
Year 9 -
test 2
Ancient origins & Links to
legend
Ancient origins
& Links to
legend
Art of Rhetoric Romance
Ancient origins
& Links to
legend
Art of
Rhetoric
Romance The sonnet form
Ancient
origins
Art of
Rhetoric
Romance
The
sonnet
form
Religion &
superstition
Religion
&
superstiti
on
COMEDY
Story of the
novel
Ancient
origins
Art of
Rhetoric
Romance
The
sonnet
form
Religion
&
superstiti
on
COMEDY
Story of
the novel The Gothic
Ancient
origins
Art of
Rhetoric
Roma
nce
The
sonnet
form
Religion
&
supersti
tion
COMEDY
Story
of the
novel
The
Gothic
War writing
War
writing
Tragedy Freedom
Women in
Literature
Adapted from Advantage Schools
25. Potential benefits of CREs
• The lack of emphasis on raising students’ rank means that the curriculum is
less likely to be warped by proxies
• Less need to reify and quantify aspects of the curriculum
• Clearer sense of what has been taught effectively
• More precise knowledge of what each student has and has not learned
• Clearer sense of what needs to retaught
• Greater clarity of which students require intervention in which areas
• No need to assign global grades of competence to individual students
• Less risk that students who have not met a CRE are likely to view this an an
inherent quality
• Less risk of students seeking the external validation of a grade.
26. Key points
1. No one is asking for internal data – if you are going to
produce it you need to have a very clear rationale
2. Only assess what students have been taught
3. Data can help to make comparisons but is unlikely to help
students make progress
4. Students are making progress if they know more, remember
more and are able to do more of the curriculum
5. To be used as a progression model the curriculum must be
highly specific and carefully sequenced.
