A Study of the TEKS:

1
A Study of the TEKS

• Developing an Understanding of Teaching for ALL
  Students

2
Vision

• "Greatness is not in where we stand, but in what
  direction we are moving. We must sail sometimes
  with the wind and sometimes against it - but sail
  we must and not drift, nor lie at anchor."
• - Oliver Wendell Holmes

3
3-2-1

• 3 things I know about the TEKS
• 2 questions I have about the TEKS
• 1 learning goal for today

4
Standards

• In TEXAS
• TEKS
• are the standards!

5
A Powerful Instructional Program
Taught
Written
Tested
TEKS
6
Goal

• To understand the role of the TEKS in teaching,
  learning and assessment for ALL students
• Structure and design
• Vertical nature
• Relationship to TAKS

7

• 112.7. Science, Grade 5.
• (a)  Introduction.
• (1)  In Grade 5, the study of science includes
  planning and implementing field and laboratory
  investigations using scientific methods,
  analyzing information, making informed decisions,
  and using tools such as nets and cameras to
  collect and record information. Students also use
  computers and information technology tools to
  support scientific investigations.
• (2)  As students learn science skills, they
  identify structures and functions of Earth
  systems including the crust, mantle, and core and
  the effect of weathering on landforms. Students
  learn that growth, erosion, and dissolving are
  examples of how some past events have affected
  present events. Students learn about magnetism,
  physical states of matter, and conductivity as
  properties that are used to classify matter. In
  addition, students learn that light, heat, and
  electricity are all forms of energy.
• (3)  Students learn that adaptations can improve
  the survival of members of a species, and they
  explore an organism's niche within an ecosystem.
  Students continue the study of organisms by
  exploring a variety of traits that are inherited
  by offspring from their parents and study
  examples of learned characteristics.
• (4)  Science is a way of learning about the
  natural world. Students should know how science
  has built a vast body of changing and increasing
  knowledge described by physical, mathematical,
  and conceptual models, and also should know that
  science may not answer all questions.
• (5)  A system is a collection of cycles,
  structures, and processes that interact. Students
  should understand a whole in terms of its
  components and how these components relate to
  each other and to the whole. All systems have
  basic properties that can be described in terms
  of space, time, energy, and matter. Change and
  constancy occur in systems and can be observed
  and measured as patterns. These patterns help to
  predict what will happen next and can change over
  time.
• (6)  Investigations are used to learn about the
  natural world. Students should understand that
  certain types of questions can be answered by
  investigations, and that methods, models, and
  conclusions built from these investigations
  change as new observations are made. Models of
  objects and events are tools for understanding
  the natural world and can show how systems work.
  They have limitations and based on new
  discoveries are constantly being modified to more
  closely reflect the natural world.
• (b)  Knowledge and skills.
• (1)  Scientific processes. The student conducts
  field and laboratory investigations following
  home and school safety procedures and
  environmentally appropriate and ethical
  practices. The student is expected to
• (A)  demonstrate safe practices during field
  and laboratory investigations and
• (B)  make wise choices in the use and
  conservation of resources and the disposal or
  recycling of materials.
• (2)  Scientific processes. The student uses
  scientific methods during field and laboratory
  investigations. The student is expected to
• (A)  plan and implement descriptive and simple
  experimental investigations including asking
  well-defined questions, formulating testable
  hypotheses, and selecting and using equipment and
  technology
• (B)  collect information by observing and
  measuring
• (C)  analyze and interpret information to
  construct reasonable explanations from direct and
  indirect evidence
• (D)  communicate valid conclusions and
• (E)  construct simple graphs, tables, maps, and
  charts using tools including computers to
  organize, examine, and evaluate information.
• (3)  Scientific processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions. The student is
  expected to

8
Understanding the TEKS Format

• Highlight in green the Introduction
• Highlight in yellow the Strands
• Highlight in pink the Knowledge and Skills
  statements
• Highlight in orange the Student Expectations

9
Understanding the TEKS Format

• The Introductory paragraphs tell us . . .
• The Strands tell us . . .
• The Knowledge and Skills statements tell us . . .
• The Student Expectations tell us . . .

10
Format

• Introduction
• Provides key contextual information and brief
  overview of the essential knowledge skills for
  a grade or course
• Strands
• Organizers for the knowledge and skills
  statements
• Essential Knowledge and Skills
• Concepts and skills to be learned
• Student Expectations
• Demonstration of the concepts and skills learned

11
Two Faces of the TEKS

• Knowledge (Conceptual)
• Big ideas, unifying themes, key fundamental
  understandings
• Skills (Behavioral)
• Processes, procedures, definitions, facts

12
Two Faces of the TEKS

• What are the attributes of the knowledge/conceptua
  l face of the TEKS?

13
Attributes of the Knowledge/Conceptual Face

• understanding related
• conceptually oriented
• involving higher-order thinking levels
• hard to measure
• uses verbs like to understand
• assessment is usually complex, requiring preset
  criteria and instruments

14
Two Faces of the TEKS

• What are the attributes of the skills/behavioral
  face of the TEKS?

15
Attributes of the Skills/Behavioral Face

• doing related
• skill oriented
• involving lower skill levels
• easily measured
• uses verbs like to recite, to recall, to
  list, to complete, to simplify, to solve
• assessment is usually direct, structured, clearly
  observable, quantifiable

16
The Balance and Blooms Taxonomy
comprehension
application
evaluation
knowledge
synthesis
analysis
Skills/Behavioral
Knowledge/Conceptual
17
TEKS STRIPS

• Create a description of the TEKS by identifying
  the following
• What
• are students doing?
• How/With What
• are students doing this?
• Why
• are students doing this?

18
TEKS STRIPS

• 8.7A Scientific Concepts
• (A) The student knows that there is a
  relationship between force and motion.
• The student is expected to demonstrate how
  unbalanced forces cause changes in the speed or
  direction of an objects motion.

19
TEKS STRIPS
20
TEKS STRIPS
how unbalanced forces cause changes in the speed
or direction of an objects motion
knows that there is a relationship between force
and motion
demonstrate
21
Format of the TEKS

• What? What did you learn as a result of going
  through this activity?
• So What? What is important about these ideas?
• Now What? What action(s) will you take as a
  result of this learning?

22
What is alignment?
Taught
Written
Tested
TEKS
23
Vertical Articulation of TEKS
24
Vertical Articulation of TEKS
25
Vertical Articulation of TEKS
26
Vertical Articulation of TEKS
STUDENTS
Grade Level
Why?
How or With What?
Doing what?
knows that many types of changes occur
changes in size, mass, color, position, quantity,
time, temperature, sound, and movement
Observe, describe, record
K (K.7A)
knows that many types of changes occur
changes in size, mass, color, position, quantity,
sound, and movement
Observe, measure, record
1st (1.7A)
Observe, measure, record, analyze, predict, and
illustrate
changes in size, mass, temperature, color,
position, quantity, sound and movement
2nd (2.7A)
knows that many types of changes occur
changes in the position and direction of the
motion of an object to which a force such as a
push or pull has been applied
3rd (3.6A)
Measure and record
knows that forces cause change
that certain characteristics of an object can
remain constant even when the object is rotated
like a spinning top, translated like a skater
moving in a straight line, or reflected on a
smooth surface
knows that change can create recognizable patterns
4th (4.6B)
Illustrate
27
Vertical Articulation of TEKS
STUDENTS
Grade Level
Why?
How or With What?
Doing what?
5th (5.6A)
changes that occur on a regular basis such as in
daily, weekly, lunar and seasonal cycles
identify and describe
knows that some change occurs in cycles
knows that there is a relationship between force
and motion
changes in motion can be measured and graphically
represented
demonstrate
6th (6.6B)

7th (7.6B)
an object will remain at rest or move at a
constant speed in a straight line if not
subjected to an unbalanced force
demonstrate
knows that there is a relationship between force
and motion
demonstrate
8th (8.7A)
how unbalanced forces cause changes in the speed
or direction of an objects motion
knows that there is a relationship between force
and motion
calculate
IPC (4A)
knows concepts of force and motion evident in
everyday life
speed, momentum, acceleration, work, and power in
systems such as the human body, moving toys and
machines


28
Questions to Consider

• What changes occur from grade to grade in . . .
• What students are doing?
• How or with what students are doing?
• Why students are doing?

29
Instruction of TEKS

• What? What did you learn as a result of going
  through this activity?
• So What? What is important about these ideas?
• Now What? What action(s) will you take as a
  result of this learning?

30
Instructional Alignment ChartStrand
Big Idea
Grade Level
Important findings that will affect my
instruction and assessment
31
Analyzing the Changing Nature of the Test

• What are the implications for
• instruction and assessment?
• materials and resources?
• other stakeholders?

32
Instructional Materials

• Instructional materials alone have little
• influence on student success. However

33
Understanding the TEKS is much more than

• A chart
• A textbook correlation
• A scope and sequence
• A curriculum guide
• A TAKS plan

34
Alignment Implies

• A focus on TEKS
• Understanding the relationship between TEKS and
  TAKS
• An examination of instructional process
• Maintaining a K-16 perspective
• A commitment and shared responsibility to enhance
  student learning
• Working toward high achievement for all students
• Ensuring essential student expectations
• Securing the appropriate and necessary
  professional development to ensure alignment

35
Understanding the TEKS Means

• Every educator
• Understands what is expected of students
• Understands these expectations within the context
  of the K-16 program and
• Accepts responsibility for these expectations

36
TEKS
37
TEKS

• Those who know the TEKS CAN
• Those who dont