Standards AwarenessStandards AwarenessDay Three AgendaDay Three Agenda

DAY THREE: LARGE GROUP

MORNING

Learning Cycle

Curriculum Adoption: Synectics

Curriculum Implementation Kit

Introduction to the Curriculum Analysis Tool

12:00 - 12:30

Brown Bag Lunch

AFTERNOON

Using the Curriculum Analysis Tool

Evaluating the Curriculum Analysis Process

5 E Learning Cycle5 E Learning Cycle

Human Activity

Human Activity

Human Activity

Human Activity

Synectics…Synectics…Thinking through AnalogyThinking through Analogy

Curriculum

Adoption

Curriculum Adoption is a Curriculum Adoption is a lot like ______ because…lot like ______ because…

A Procedure for Analyzing A Procedure for Analyzing Curriculum MaterialsCurriculum Materials

It is much harder to compose a symphony, choreograph a ballet, or develop a…curriculum than it is to criticize any one of these.

Rodger Bybee

ADOPTION: THEN ADOPTION: NOW

Just another part of the job Integral part of the job: professional development

Content-driven Research-driven

Topic alignment Standards alignment

Breadth of content/Range of topics Depth of content

Holistic/impressionistic (style features) Analytic (deep features)

One size fits all Differentiated

Test item banks Comprehensive assessment systems

Workbook/transparencies Multimedia/technology

Curriculum Adoption Curriculum Adoption ModelsModels

Individual Teacher• reviews and selects their own instructional materials.Selection Committee• each individual reviews (pilot tests) different materials. • instructional materials selected on basis of individual reviews._____________________________________________Selection Committee• materials reviewed and evaluated as a group using established criteria found in published checklists.• adoption decision based on number of established criteria met by each program.____________________________________

Selection Committee Works as a Collaborative Group• establishes their own evaluation criteria. • designs or adapts selection scoring rubrics.• collectively examines and evaluates all materials.• uses quantitative data to compare programs and justify selection decision.

Standards, Research, Standards, Research, Instruction,Instruction,

and Curriculumand Curriculum

The two major themes…”standards and cognitive research have parallel implications for classroom instruction which then suggests a translation of those implications into curriculum (and, assessment) materials.”

BSCS, AIM Process

Research-Based Curriculum Development

Research-Based Curriculum Analysis

Standards AlignmentStandards Alignment

How People and Students How People and Students LearnLearn Students often have considerable prior

knowledge about how their world works To become accessible, new facts and

ideas must be integrated into a student’s conceptual framework

Competence is associated with deep and usable understanding of key concepts

Student metacognition should be facilitated

Curriculum Analysis: Curriculum Analysis: A A ProfessionalProfessional Development Development

Opportunity Opportunity

Preparing for the Preparing for the AnalysisAnalysis

Conducting the AnalysisConducting the Analysis

Curriculum analysis gets teachers to think seriously and systematically about standards and their implications for curriculum content and instruction. Kesidou

AIM Process (BSCS)

Teachers often make textbook decisions on factors unrelated to learning, teaching or standards. Instead they choose materials that look and feel familiar… Bush, et al

Preparing for Curriculum Preparing for Curriculum AnalysisAnalysis

Conducting the Evidence-Conducting the Evidence-Based AnalysisBased Analysis

Investigate:Investigate:

1.1. StandardsStandards

2.2. AssessmentAssessment

3.3. InstructionInstruction

4.4. Learning Learning ActivitiesActivities

Step IStep I - - Select Topic and Grade Select Topic and Grade or Course Level Expectationor Course Level Expectation

What specific topic and related GLE/CLE will you be using to analyze all of the curriculum materials?

Note: Use this same topic and GLE/ CLE to analyze all of the curriculum materials.

Step II - GLE/CLE: Step II - GLE/CLE: Look for Evidence of AlignmentLook for Evidence of Alignment

Where in this curriculum material did you locate specific connections to the particular topic and CLE/GLE that you selected?

Enter information in the Curriculum Analysis Tool.

Step III - Assessment Plan:Step III - Assessment Plan:Look for Evidence of AlignmentLook for Evidence of Alignment

What approaches does this curriculum material use to Check for Student Understanding of the particular topic and GLE/CLE that you selected?

Enter information in the Curriculum Analysis Tool.

Step IV- Instructional Plan:Step IV- Instructional Plan:Look for Evidence of Look for Evidence of

AlignmentAlignment

What instructional approaches does this curriculum material recommend to develop student understanding of the particular topic and learning expectation that you selected?

Enter information in the Curriculum Analysis Tool.

Step V - Learning Activities: Step V - Learning Activities: Look for Evidence of Look for Evidence of

AlignmentAlignment

What student activities does this curriculum material recommend to develop student understanding of the particular topic and learning expectation that you selected?

Enter information in the Curriculum Analysis Tool.

DD

Gather Other Important Gather Other Important EvidenceEvidence

Approaches to inquiry Attention to ELL Methods of differentiation Reading level Equal access Evidence of bias

Step VI - Apply the RubricStep VI - Apply the Rubric

Step VII - Examine ScoresStep VII - Examine Scores

Step VIII - Summarize Results andStep VIII - Summarize Results andMake RecommendationsMake Recommendations

An Example: BSCS Biology -An Example: BSCS Biology -A Human ApproachA Human Approach

Step I - Select a Topic and TN CLE

Biology I Standard Number 2.0: Interdependence

Course Level ExpectationCLE 3210.2.1 Investigate how the dynamic equilibrium of an ecological community is associated with interactions among its organisms.

Publisher: Kendall Hunt, 2006Reviewer: Richard Audet

Look for Evidence of Look for Evidence of AlignmentAlignment

Step II: Topic and Learning Expectation Ch. 9: 316, 367, 381-389 TE: 343

Step III: Assessment Plan 315, 319 TE: XIV, 326,334, 342-345

Step IV: Instructional Plan TE: 325-337

Step V: Student ActivitiesStep V: Student Activities 12, 316 TE: XI

Analyze the EvidenceAnalyze the Evidence

Step VI - Step VI - Apply the RubricApply the Rubric

Step VII - Step VII - Examine ScoresExamine Scores

Step VIII - Step VIII - Aggregate Data, Aggregate Data, Summarize Results, Make Summarize Results, Make RecommendationsRecommendations

Many teachers rely on textbooks to provide some or all of their content and pedagogical content knowledge.

Kesidou & Roseman“Textbook purchases

constitute a significant portion of school district budgets… Depending on the subject, a single elementary textbook can range in price from $30 to $100.”

The High Stakes of The High Stakes of Curriculum SelectionCurriculum Selection