Curriculum and the Learning Process: An Overview

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Curriculum and the Learning Process An Overview

• David W. Dillard
• Arcadia Valley R-II

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Curriculum Learning Overview
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Written Curriculum

• We all have them in some format
• Do we use them or do they set on the shelf?
• How we talk about aligning the curriculum without
  a written curriculum?
• The written curriculum should be on our desks and
  referred to as we teach (it should include the
  daily lesson plan with assessment)

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MSIP PROCESS STANDARDS INSTRUCTIONAL DESIGN AND
PRACTICES

• 6.1 The district implements written curriculum
  for all its instructional programs.
• 1. Each written curriculum guide must include the
  following components
• A. a rationale which relates the general
  goals of each subject area and course to the
  district's mission and philosophy
• B. a general description of the content of
  each subject area at the elementary level and
  each secondary-level course

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MSIP PROCESS STANDARDS INSTRUCTIONAL DESIGN AND
PRACTICES

• C. general goals for graduates in each subject
  area
• D. specific, measurable learner objectives for
  each course at each grade level
• E. alignment of the measurable learner objectives
  for each course to the knowledge, skills, and
  competencies that students need to meet the
  districts goals and the Show-Me Standards

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MSIP PROCESS STANDARDS INSTRUCTIONAL DESIGN AND
PRACTICES

• F. instructional activities and specific
  assessments (including performance-based
  assessments) for the learner objectives
• G. evidence that individual learner objectives
  have been articulated by grade level/course
  sequence
• H. date of board review and approval for each
  curriculum guide

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MSIP PROCESS STANDARDS INSTRUCTIONAL DESIGN AND
PRACTICES

• 2. Teachers receive training on the curriculum
  review and revision process, curriculum
  alignment, and classroom assessment strategies.
•  
• 3. The written curriculum incorporates content
  and processes related to equity, technology,
  research, and workplace-readiness skills.
•  
• 4. Systematic procedures are used to review and
  revise the written curriculum.

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Curriculum Alignment

• Vertical
• By department
• By building (at least the grade above and below)
• Horizontal
• By subject (if more than one teacher per subject)
• By grade
• Common projects
• Cross disciple activities

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Curriculum Alignment

• Show-Me Standards (They have not gone away)
• Curriculum Frameworks
• Grade Level Expectations
• Graduate Objectives
• Technology
• Health/Wellness
• Reading Across the Curriculum
• Numeracy Across the Curriculum
• Writing Across the Curriculum

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Instruction - Relevance

• Alignment to the real world
• R-Factor Learning
• Willard Daggetts work to expand Blooms Taxonomy
• Career Technical Education and Integration
• Numeracy across the Curriculum
• Literacy across the Curriculum
• Writing Across the Curriculum
• Technology Integration

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Instruction - Rigor

• Defined learner outcomes Goals Objectives
• Setting High Expectations for All Students (NCLB)
• Blooms Taxonomy
• Willard Daggett
• Homework
• Amount
• Relation to goals objectives
• Alignment to state and national standards
• Depth of Knowledge

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Instructional Strategies

• This is how the teacher presents the learner
  objectives
• They are what teachers do in their classroom
• They are how teachers manage their classroom
• Varied to keep the students interest
• Part of differentiated instruction
• Varied to raise student achievement

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Instructional Strategies (A Sample)

• Lecture
• Anticipatory Chart
• Anticipatory
• Brainstorming
• Clustering/Webbing/
• Cooperative Learning
• Graphic Group Discussion
• Hot Idea
• Idea Starters/Bell Ringers
• Key Words
• Story Prediction
• Multiple Intelligences Inventories
• Read Around
• Reading Circles
• Reading Log
• Reciprocal Teaching
• Round Robin
• Same-Different
• Lecture

• Lecture
• 10 2
• 3-2-1
• A-B-C Summarize
• Cheat Notes
• Checklist
• Chunking
• Circles of Knowledge
• Collaborative Learning
• Color Coding
• Concept Cards/Map
• Constructivist Models
• Contracts
• Data Gathering
• Essays/Term Papers/Writing
• Experiments
• Flash Cards
• Flow Charts
• Lecture

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Assessment

• Must be related to the goals and objectives
• Planned with clear idea of what and why (scoring
  guides, quality level, re-teaching/remediation
  plan)
• Show-Me Standards, Frameworks, GLEs
• Level
• Formative
• Formal informal
• Check to see how student is learning on a daily
  basis
• May or may not be part of the GRADE
• Summative
• Directly related to the learner objectives
• Determine mastery level

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Classroom Assessment

• Classroom assessment is ongoing through personal
  communications
• Questioning try to question all students
  level the question to ability and aim at higher
  order thinking
• Observation move around the room, have a room
  chart and make notes
• Observation II (class management) you should
  know when you have lost them
• Discussion with the whole class, group, or
  individual

• You have their attention (They have a pulse)
• One-minute paper/Exit Ticket (what did the
  students lean)
• Note-check teacher and or peer
• Three (???) questions you still have or would
  like clarified (collect and answer the next day)
• The Muddiest Point
• One-sentence Summary
• Whats the Principle/Process
• Clickers -- eLearning

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Assessment

• Format
• Multiple Choice
• Constructed Response
• Open-ended
• Short Answer
• Performance Event
• Difficulty
• Rigor
• Depth of Knowledge

• Individual Lessons
• Written Work/Bookwork
• Writing
• Presentation
• Exhibits
• Portfolios
• Group work (individual or group grade)

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Assessment

• Local
• State
• MAP
• End of Course exams
• National
• ACT, PSAT, PLAN
• Dibels
• Terra Nova
• Star Reading, Star Math
• NAEP

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Assessment
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Analysis

• The data has to be analyzed to make
  recommendation and other decisions
• District, Building, Classroom
• Should determine extra help afterschool
  programs, Title I, tutoring
• Short-term and long-term changes should be based
  on data analysis

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DATA

• Local
• Classroom tests aligned to learner objectives
• Individual lessons
• Attendance, persistence to graduation
• Curriculum offerings
• Parent, business, and community surveys
• State
• APR
• MAP Crystal Reports
• Long-term trends
• Class/grade analysis
• National
• AYP
• ACT, PSAT, PLAN, DIBELS, Terra Nova, Star, NAEP

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DATA

• Look at long-term trends
• Evaluate individual lessons
• Determine holes in curriculum
• Crystal Reports
• Curriculum alignment
• Professional development
• Time to look at the data
• Assist with problems
• Share the data and report to everyone

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Professional Development

• Should be based on Improving Student Achievement
• Individual PD Plans
• High Quality part of NCLB
• Based on Context, Process, Content Standards
• DESE required Survey of Teachers Screen 20
• Local PD Committee

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Part I High-quality professional development

• actively engages teachers in planning, skills,
  and information over time, (Standard 2)
• is directly linked to improved student learning
  so that all children may meet the Show-Me
  Standards at the proficient level,(Standards 8,
  10)
• is directly linked to district and building
  school improvement plans, (Standard 1)
• is developed with extensive participation of
  teachers, parents, principals, and other
  administrators, Parent participation may be at
  the Comprehensive School Improvement Plan (CSIP)
  level (Standards 1, 2, 9, 12)
• provides time and other resources for learning,
  practice, and follow-up, (Standards 3, 7)
• is supported by district and building leadership,
  (Standard 2)
• provides teachers with the opportunity to give
  the district feedback on the effectiveness of
  participation in this professional development
  activity, (Standard 5)

Must meet ALL
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Part II Some types of activities that might be
considered high-quality professional development
if they meet the above requirements are

• study groups, (Standard 1)
• grade-level collaboration and work, (Standards 1,
  9)
• content-area collaboration and work, (Standards
  1, 9)
• specialization-area collaboration and work,
  (Standards 1, 9)
• action research and sharing of findings,
  (Standards 4, 6)
• modeling, (Standards 8, 9)
• peer coaching, (Standards 8, 9)
• vertical teaming, (Standards 1, 9)
• other _______________________

Must meet at least One
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Part III Topics for high-quality professional
development may include

• content knowledge related to standards and
  classroom instruction, (Standard 11)
• instructional strategies related to content
  being taught in the classroom, (Standard 7)
• improving classroom management skills,
  (Standards 9, 10)
• a combination of content knowledge and
  content-specific teaching skills, (Standards 7,
  11)
• the integration of academic and career
  education, (Standard 9)
• research-based instructional strategies,
  (Standards 6, 11)
• strategies to assist teachers in providing
  instruction to children with limited English
  proficiency to improve their
• language and academic skills, (Standard 10)
• strategies to assist teachers in creating and
  using classroom assessments, (Standard 5)
• instruction in the use of data to inform
  classroom practice, (Standards 4, 11)
• instruction in methods of teaching children
  with special needs, (Standard 10)
• instruction in linking secondary and
  post-secondary education, (Standard 9)
• involving families and other stakeholders in
  improving the learning of all students,
  (Standards 10, 12)
• strategies for integrating technology into
  instruction, (Standard 10)
• research and strategies for the education and
  care of preschool children, (Standard 6)
• research and strategies for closing achievement
  gaps between diverse groups of students,
  (Standard 10)
• other ______________________________

Must meet at least One
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Parent Involvement

• Formal
• Curriculum Committee
• CSIP Committee
• Other Committees
• Informal
• Open Houses
• Parent nights
• Parent-Teacher-Students Conferences
• Information to Parents
• Curriculum Guides
• Graduate Objectives

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Parent Involvement

• Keep Parents Informed
• Student Work
• Homework
• How much, what, when
• Major assignments
• Projects, term papers,
• Student Progress
• Grades daily work, tests, quarter semester
  grades
• Attendance
• Test Scores (MAP, Terra Nova, Dibbles, ACT, PSAT,
  ASVAB, other)

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Reflection Questions

• With whom will I share this?
• What will I tell them?
• What will I do differently in my work?

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Resources
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http//dese.mo.gov/divimprove/curriculum/unitindex
.html
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http//dese.mo.gov/divimprove/
This site has links to MSIP, Professional
Development, Technology, Federal Programs, and
links to Curriculum Assessment (You can click
on the red boxes for more detail!)
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RPDCs
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http//dese.mo.gov/divimprove/sia/msip/index.html
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http//dese.mo.gov/divimprove/sia/Graduation_Handb
ook_2010.pdf
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http//glossary.plasmalink.com/glossary.html
916 Teaching Strategies