Overview of Curriculum, Curriculum Materials, and Instruction

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Overview of Curriculum, Curriculum Materials,
and Instruction

• Haaaaalllllp!
• I make mistake. No can fly!

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Main Ideas

• 1. A curriculum is all of the information,
  skills, or knowledge that students are to learn,
  and the sequence in which they are to learn it.
• Scope and sequence charts show what is taught
  and when.

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Scope and Sequence (What and When) Chart for a
Beginning Reading Curriculum

• Lessons 1 ?
  100
• Hear sounds in words (phonemic awareness)
• --------------
• Sounds that go with letters (letter-sound
  correspondence alphabetic principle)
• ------------------------------
  -------------------------
• Decoding (sounding out unfamiliar words
  alphabetic principle)
• --------------------------
  ---------------------------------
• Fluency (reading letters, words, sentences,
  paragraphs fast and accurately)
• ----------------------------
  ---------------------------------
• Vocabulary
• ---------------------------
  ----------------------------------
• Text Comprehension
• -----------------------
  -----------------------------------

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• 2. Its important that a curriculum includes the
  essential and important information.
• And
• 3. Its important that the sequence is logical.
  For example, you should
• Teach pre-skills, elements, or basics first
  (e.g., in beginning reading and math).
• Tell a story or develop a big picture (e.g.,
  in history)

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• Instruction (communication) is a main way you
  deliver information in the curriculum.
• Most instruction (communication) will come from
  curriculum/instructional materials.

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• 6. Materials include books, internet documents,
  CDs, DVDs, Powerpoint presentations, and your own
  knowledge.
• Two kinds of materials.
• Some materials are programs---for teaching tool
  skills, such as beginning reading, math,
  language, spelling, logic.
• Other materials are resource materials (e.g.,
  textbooks and internet documents) for teaching
  content or subject matter, such as history and
  science.

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• 8. Scaffolding is anything added to information
  (in demonstrations, lectures, and materials) that
  makes it easier to communicate and learn.
• read The little letters tell kids not
  to say them.
• 42 First multiply the numbers in the ones
• X15 column. Point and say. Numbers
  in the ones column are in
  blue. What numbers are in the ones
  column? 2 and 5. Yes, 2 and 5 are the
  numbers in the ones column. So,
  what numbers are we going to multiply
  first? 2 and 5. Yes, 2 and 5. Go!
• How many times did we test/check
  whether students got it?

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• 9. Scaffolding includes outlines, extra cues
  (e.g., to highlight information), guided notes,
  diagrams, summaries, explicit instructions for
  the teacher on how to deliver the information
  (maybe even scripts), a logical progression of
  information to teach, big ideas that help
  students make sense and organize information,
  and glossaries.

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• 10. Programs tend to have more scaffolding than
  resource materials, such as textbooks and
  internet documents. This means that you have
  to add scaffolding to these resource materials.
  You better, you bet!http//www.youtube.com/wat
  ch?vir2rFb_ghn0
• However, programs need more scaffolding, too.
  Theres always something you can add to make
  communication clearer.
• Any questions?

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• 11. There are only six kinds of information,
  skills, or knowledge that can be communicated and
  learned
• Facts. The first ten amendments are called The
  Bill of Rights.
• Lists. The ten lost tribes of Israel are
• Sensory concepts. blue, on
• Higher-order concepts. Color, society, mammal
• Rules. If X increases, then Y increases. All
  dogs are canines.
• Routines. Sequences of steps

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• 12. There is a procedure for teaching each of the
  six kinds of knowledge. The procedure is the same
  regardless of the content.
• However, each procedure is a simple variation of
  a general procedure for teaching.
• Gain attention.
• Frame instruction---say what youll be
  teaching.
• Present information with the first example
  (model).
• Have students do it with you (lead).
• Check to see if they got it (immediate
  acquisition test/check).
• Use model, lead, test with more examples and
  nonexamples (for contrast).
• Test/check with all examples and nonexamples
  (delayed acquisition test)
• Correct all errors and retest.
• Variations of this general procedure are (1)
  how many examples and nonexamples are used (for
  concepts and rules) and (2) whether you teach a
  sequence of steps (routine) or items (list).

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• 13. There are five phases of mastery of
  information, skills, or knowledge
• (1) acquisition of new knowledge.
• (2) generalization of knowledge to new examples.
• (3) fluent use of knowledge (fast, accurate)
• (4) integration of knowledge elements into
  complex wholes---such as solutions, descriptions,
  explanations and
• (5) retention of knowledge.
• There are simple procedures for teaching each
  phase.

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• 14. Its wise to use materials that are highly
  scaffolded---and that even have scripts. These
  materials are likely to have been thoroughly
  field tested.
• They will also save you countless hours trying
  to add the scaffolding yourself.

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• 15. But many educators tell you NOT to use
  highly scaffolded materials.
• Be creative, they say.
• Make up your materials yourself, they say.
• These persons are WRONG.
• Did you write the software for your computer?

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• 15. Materials vary in quality.
• Stinky. Dont use.
• Pretty good.
• Excellent.
• There are criteria for evaluating materials and
  decided how good they are and exactly how to
  improve them.

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• 16. If you use pretty good or excellent
  materials, you still have to add some
  scaffolding and maybe content, such as
  supplementary information to fill gaps,
  outlines, vocabulary, guided notes, and
  more work on fluency and retention.

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• 17. If you teach from textbooks and internet
  documents, you have to design the instruction,
  because you cant teach all of the information in
  these materials, and the information may need to
  be presented in a more logical sequence.
• Now lets expand these points.
• But first, do you know what Mister
  Bunneh said?......

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• Most of the time youll be teaching from
  materials---books, CDs, and internet.

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• Some materials will be programs---usually for
  teaching basic skills, or
• tool skills (skills used for learning other
  skills).
• Tool skills include reading, spelling, math,
  language, reasoning, writing.

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• Other materials are resource materials---such as
  textbooks and internet documents---usually in
  content areas such as literature, biology, and
  history.

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• Scaffolding is anything added to information
  that makes it easier for students to learn (e.g.,
  by making communication clear) and that makes it
  easier for teachers to communicate (e.g.,
  providing teachers with procedures for teaching).

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• Scaffolding can be added to materials,
  demonstrations, and explanations.
• For instance, you can insert an outline,
  definitions of new concepts, and review relevant
  background information before you introduce a
  unit on the Civil War.

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• Programs are more scaffolded than textbooks.
• They have stated objectives a logical
  progression of skills (they teach pre-skills, or
  basics, first) ways to assess student learning
  ways to correct errors explicit instructions to
  the teacher on how to teach new skills and how to
  build fluency and generalization and retention
  maybe even scripts to help the teacher
  communicate information clearly.
• Here are examples.
• https//www.sraonline.com/products.html?PHPSESSID
  fc093dd959628d7328d402ebbc7261a5tid9

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• Resource materials---such as textbooks---are
  less scaffolded.
• They may introduce new vocabulary words and
  summarize each section, but they are mostly a
  collection of facts and concepts. They dont
  tell you what to teach, how to teach, or how to
  tell if students are learning.

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• If you could find a program or a textbook---for
  instance in math, reading, science or
  history---that had a lot of scaffolding, would it
  be smart to use it?

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Or would you rather add all the scaffolding
yourself?
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Sure, go ahead and try.

• With ONE course in instructional design, Im
  sure youll do a GREAT job right out of ed
  school.
• Use all of your evenings and weekends designing
  lessons. Youll be on Paxil in a week.
• Test your lessons on students. Its okay if the
  lessons are not effective. Just redesign them
  and try again and again and again. Waste a whole
  year!
• This is soooo much smarter than using materials
  prepared by experts, who do nothing else and who
  test and improve the materials for years before
  making them available.

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• Whatever the subject matter is (math,
  literature) and whether you have books, CDs, or
  the internet and whether the materials are a
  program or a textbook---it all boils down to
  words and pictures that contain
  information---knowledge---that you want to
  communicate to students.

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• What kinds of information, or knowledge, are
  there in materials, and that can be communicated
  and learned?
• Ill tell you.
• But first, Shorty McHairface has a
  question

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• There are only SIX kinds of information or
  knowledge.
• Facts. Boston is the capital of Massachusetts.
• How to teach.
• State the fact (model). Students write it
  down? Then have students say the fact with you
  (lead). Then have students state the fact by
  themselves (test/check).
• 2. Lists. The six New England states are Maine
• How to teach.
• Model the first several on list. Then students
  say with you. Then test. Add more (model, lead,
  test). Then do all (model, lead, test).

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• Basic or sensory concepts. One example shows all
  of the defining features. red, straight line, on
  top.
• How to teach.
• Present/model a range of examples that
  differ in size, shape, etc., but are the same in
  the defining feature (e.g., color)to allow
  comparison, to identify sameness. This is red.
• Juxtapose examples and nonexamples that
  are the same except for the defining feature---to
  show contrast, to identify difference that makes
  the difference.
• Test with all examples and nonexamples
  (delayed acquisition test). Is this red?...Is
  this red?
• Test with new examples (generalization
  test).
• red red not red
  red not red red
• juxtaposition
  juxtaposition

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• 4. Higher-order concepts. Features are spread
  out. Cant be sensed all at once.
• Representative democracy, cell mitosis, table,
  galaxy.
• How to teach.
• Teach the definition model, lead,
  test/check. Mitosis is.
• Then present examples and nonexamples, as
  with sensory concepts.
• Test all (delayed acquisition test). Is
  this? How do you know?
• Generalize to new examples and
  nonexamples.

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• 5. Rules. Statements that connect NOT one thing
  and another thing (e.g., name and date), but
  connect whole sets of things (concepts).
• When demand increases, price increases.
• price
  All dogs have four legs.
• 
  4-legged
• demand
  
• 
  Dogs

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• Teach rules one of two ways.
• a. Deductive method---from general (rule) to
  specific (examples).
• Teach rule statement (model, lead, test)
  first.
• Then present examples and nonexamples---as
  with concepts.
• Then test all examples and nonexamples.
• Is this an example of the demand-price rule?
• price
• demand
• No.
• How do you know?
• Students state rule.
• Then generalize to/test new examples and
  nonexamples.

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• b. Inductive method---from specific (examples) to
  general (rule).
• Present a range of examples first (e.g.,
  different price-demand curves) cars, oil,
  movies.
• price
• demand
• Show students how to compare the
  examples and to identify the samenessthe
  relationship. One variable goes up and the other
  variable goes up. Price varies directly with
  demand.
• Then present nonexamples, and show (in
  relation to the rule) how they are nonexamples.
  Demand is increasing, but price stays the same.
  That does NOT fit the rule.
• Then give new examples and nonexamples,
  and have students say if they are or are not
  examples, and how they know.

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• The deductive method is easier. Students merely
  have to SEE how examples fit the rule and
  nonexamples do not. In the inductive method,
  students have to figure out the rule by comparing
  examples (to see the sameness) and contrasting
  with nonexamples (to see the difference). Use
  induction AFTER you teach a ROUTINE for comparing
  and contrasting and figuring out sameness and
  difference.

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• 6. Routines. A sequence of steps for getting
  something done.
• Solving math problems, sounding out words,
  writing essays, brushing your teeth, brushing
  someone elses teeth.
• How to teach.
• Teach the same way you teach lists.
• Model, lead, test each step (or a few steps)
  add a few more steps and then do the whole
  sequence so far (model, lead, test) add a few
  more etc.
• Kitteh tells you all about it

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Last step of prank routine.
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• Materials (programs) and resource materials
  (such as textbooks) differ in how much
  scaffolding is in them. Scaffolding includes
• 1. Stated objectives for each section.
• 2. Teach information/knowledge in a logical
  progression.
• Teach pre-skills/parts before teaching larger
  chunks that require the pre-skills.
• say sounds ? hear sounds in words ? letters
  that go with sounds ? sound out/decode words made
  with known letters-sounds ? read connected text ?
  answer comprehension questions.
• Try teaching ANY of the skills without
  first teaching the ones listed before. Students
  wont get it.

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• 3. Start sections with big ideas.
• Big ideas are like the picture on the cover of a
  jigsaw puzzle box.
• The big idea (picture) helps to make sense of
  the separate parts.
• Addition is just counting forward by ones.
  Then show how.
• A diagram that depicts causes and
  sequence of genocide. Then examine examples.
• The concept of representative
  government. Use it to examine past,
  current, and possible future governments.

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• 4. Teach all four phases of mastery
• Fluency
• Acquisition
  Retention
• Generalization
• Theres an effective method for teaching each
  phase.

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• 5. Teach new knowledge (acquisition phase of
  mastery) in a systematic, explicit, direct way?
  General procedure
• Gain attention. Eyes on me.
• Frame instruction. Now youll learn to
• Model, lead, test the first example in the
  acquisition set e.g., how to sound out words or
  solve math problem.
• Model. Lead, test the next examples in the
  acquisition set.
• Test/check all examples---delayed acquisition
  test.
• Test new examples. These are new examples, but
  you can (sound them out, solve them with the
  routine). Ill show you how (model) Now your
  turn
• Correct all errors---model, lead, test, start
  over, retest
• Hold on. Theres an incoming
  message.

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• 6. Systematically work on the three other phases
  of mastery
• a. Fluency accuracy plus speed.
• Model fluency. Ill show you how to read
  sentences fast.
• Teach component skills to fluency. Saying
  sounds fast -gt
• reading letters fast -gt reading
  words fast.
• Use pacing devices. Clapping, metronome.
• Repetition. Lets read it again
  the fast way. Error limit is two.
• Speed drills, one minute timings. Graph.
• Words correct/ 140
  
  Goal
• minute 120
  
• 100
  
• 80
  
• 60
  
• 40
  
• 20
• 
  Fluency drills

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• b. Generalization.
• Use a generalization set---examples that differ
  in nonessential ways (e.g., different numbers)
  but are the same in essential ways (e.g., how you
  treat them---as examples of the same KIND of
  problem).
• Model how to show that new examples are the same
  (in how you treat them) as the ones in the
  acquisition set.
• Work on them one at a time model, lead, test.
• Gradually, fade out the model and lead.

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• c. Retention.
• Cumulative review. All examples from the last
  lesson plus most of the second to last lesson,
  plus some of previous lessons.
• Always include items on which students were not
  firm.
• Reteach as needed.
• Use retention information (e.g., which students
  miss which items) to improve teaching in general
  (e.g., use more examples during acquisition) and
  to individualize (e.g., special sessions of
  intensive instruction).

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• 7. Strategically integrate part skills (basics)
  into larger wholes e.g., use knowledge of
  historical periods, biography, rhyme, figures of
  speech, and symbolism to perform a
  routine---analyze poems.

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• 8. Identify possible errors and provide
  correction procedures.
• When student makes reading error
• That words is.
• What word?.
• Spell.
• Start over.

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• 9. Provide organizers, such as diagrams that
  summarize a lot of information, outlines of the
  information, and guided notes (outline of
  presentation with space for taking notes).
• 1. Definition of political system
• 2.
• Kinds of Definitions
  Advantages/ Typical
  
  cycles
• political
  disadvantages of change
• systems
• monarchy
• aristocracy
• oligarchy
• direct democracy
• representative
• democracy

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• 10. Provide scripts.
• Eyes on me. Sitting big.
• New sound. f
• Watch my finger.
• This sound touch under f is ffff.
• Again, this sound is ffff.
• When I touch under the sound, YOU say the sound
  with me. Get ready. ffff
• Your turn. What sound? fffff
• Yes, ffff.

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• Some persons will tell you that scripts rob
  teachers of creativity. Dont use scripted
  programs!
• These persons are not your friend!
• They wont be in school with you when you try to
  teach, with no idea what you are supposed to say.
  
• And all you have is some dippy little lesson
  plan.

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• Members of all professions, sports, and arts
  follow (and master) some form of script.
• In fact, the script (the protocol, the way of
  doing things) DEFINES expertise.
• For instance.

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Surgeons follow protocols.

• Premedication was carried out through a dart
  injection. 300mg tiletamine-zolazepam was
  administered intramuscular (i.m.). After 10
  minutes, the animal could be transferred to the
  presurgery room (very good muscular relaxation).
• An intravenous catheter nº 20 gauge was placed in
  the left ulnar vein and an infusion was initiated
  with physiologic solution 0,8 at 10 ml/ kg/hr.
  Local infiltration was carried out with lidocaine
  2 in the tarsus at the level of the malleolus
  (nervus tibialis anterior) and plantar (n.
  fibularis profundus and n. plantaris internus) of
  the affected extremity.
• Induction was performed with intravenous (i.v.)
  propofol 1mg/kg and midazolam 0,1 mg/kg.
• Endotracheal intubation was performed with a rect
  branch laryngoscope and endotracheal tube n 8
  for assisted respiration. Protocol was planned
  for maintenance of anesthesia (parenteral
  anesthesia). A butorphanol infusion was initiated
  at 10g/kg/hr. Bradypnea was noticed and assisted
  ventilation initiated.
• The hemodynamic function remained stable, with
  light bradycardia at the beginning of the
  surgical intervention. The intrasurgical measures
  are shown in Table 1.
• http//images.google.com/imgres?imgurlhttp//www
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  en26sa3DN

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Dancers follow dance notation.
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Martial artists follow the forms.
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Musicians and singers follow the score.
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Basketball, football, baseball, and soccer teams
follow the play book---with diagrams of who does
what.

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Contractors follow the blue prints.
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Plumbers and electricians follow the codes.
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• Human beings have spent thousands of years
  figuring out, organizing, and passing on
  knowledge of how best to do things.
• Each profession, art, and sport does different
  things in routine ways governed by standards, all
  resting on a shared knowledge base.
• Education IS supposed to be a profession.
• Expecting each teacher to create her own
  materials is the opposite of what a REAL
  profession expects of members.

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What happens to student learning while
teachers are trying to figure out how to teach?

• Give up?
• Okay, heres what happens.
• This could be YOU.

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Bad things happen.
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Youll become a nasty, nose poking, trumpet
blowing barf bag.
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• Theres no way a new teacher can design
  instruction as well as experts who have worked
  for years on a program and have tested it and
  revised it with thousands of students.
• To create how you teach---the examples to use,
  the words to say, the methods to assess learning,
  the way to correct errors---will take five years
  you will NOT do a good job your students will be
  harmed forever.
• Is this ethical?

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• Youll spend hours every night and all weekend
  doing it.
• Youll be nuts in no time from overwork.
• Making goofy faces and wearing cheese for a hat.
• Kitteh shows what youll look like

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BUT!

• When you use effective scripted programs, YOU
  LEARN how to design and deliver instruction. Just
  as you become a master martial artist by doing
  what the master does.
• So, be creative
• Painting your toe nails.
• Making stupid noises.
• Sewing buttons on your face.

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• Boy, this makes me mad!
• MiniKitteh
  agrees.

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There are three levels of quality in
materialstextbooks and programsin books, on
CDs, and on the internet.

• kakoV Pretty good
  Excellent

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1. KakoV. Bad. StinkV

• Doesnt cover what is needed--- content has
  significant gaps.
• Little or no work on fluency, generalization,
  retention.
• Few stated and clear objectives.

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KakoV. Bad. StinkV

• Illogical order e.g.,
• Teaches problems before students are firm on
  pre-skills needed to solve problems.
• Presents text before it teaches big ideas and
  definitions of words IN the text
• Teaches unusual examples before common examples.

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KakoV. Bad. StinkV

• Does not align with state standard course of
  study.
• http//www.ncpublicschools.org/curriculum/langua
  gearts/scos/2004/16grade1
• Does not comply with state law.
• http//www.ncga.state.nc.us/EnactedLegislation/S
  tatutes/HTML/BySection/Chapter_115C/GS_115C-81.2.h
  tml

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KakoV. Bad. StinkV

• Uses teaching methods that are
• untested or that are known to be
• ineffective.
• There are no organizers, such as
• outlines and guided notes, or these
• organizers communicate poorly (e.g.,
  they are too complicated).

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• Content contains politically correct, leftist
  propaganda, appealing to gullibility and
  desire to belong. Che Guevara
  was a great revolutionary. He was
• a degenerate, a murderer and coward.
• America is a (racist, sexist,
  classist society based on exploitation.
  Yes, millions leave every year.
• Gobal warming is a great danger. We
  must impose
• regulations and taxes to reduce carbon
  emissions.
• How do YOU spell C O N T R O L?
  Temperature is falling steadily. CO2 is
  a minute fraction of the atmosphere and
  has NOTHING to do with raising
  temperature. There was more CO2 in the
  atmosphere BEFORE industrialization. Banning DDT
  has killed millions in Africa. Any more
  grand schemes supported by junk science
  and appeals to emotion?

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2. Pretty Good

• Covers most of what is needed---but there are
  some content gaps to fill.
• Some work on fluency, generalization,
  retention.
• There are stated objectives.
• Generally logical order e.g., teaches
  pre-skills needed for more advanced skills.

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Pretty Good

• Is aligned with state standard course of study
  and state law.
• Generally uses teaching methods that are tested
  and known to be ineffective.
• Many good organizers.
• No political agenda except support for our
  civilization.
• However, needs supplementation of content from
  internet or other materials, and more scaffolding
  (e.g., more work on fluency re-arrange order of
  instruction so that pre-skills are taught first
  more review to build retention more organizers).

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3. Excellent.

• Most scaffolding is there, but still needs some
  scaffolding, such as outlines and guided notes,
  vocabulary (concept) definitions, more
  assessments, and ways to differentiate
  instruction for different students.
• At this point, everything should be as clear
  to you as it is to Kitteh.

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• So, you need to learn how to assess materials,
  and determine the adequacy of content, sequence,
  and scaffolding.

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• If materials are pretty good or excellent, you
  need to determine how to improve them.

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• And then you need actually to improve them
  e.g., add information on the Persian Wars, and
  this nations founding documents (e.g.,
  Declaration of Independence, Constitution) to a
  history course develop fluency exercises for
  math materials write scripts make guided notes
  and graphic organizers.
• Assessing and Improving Curriculum Materials
• Evaluating and Improving Materials

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• If you are teaching from a good to excellent
  program, you only need to practice the scripts
  and add a bit of scaffolding.
• For example
• More examples during initial instruction
  (acquisition phase).
• More work on fluency.
• Additional visual cues e.g., highlighting.
• More detailed scripted procedures.
• More work on vocabulary.

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• But if you are teaching from a textbook or other
  less-scaffolded material, you have to do more.
• Not all kittehs agree, however.
  Admiral Nelson says.

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Teaching from Textbooks and Internet Docs

• 1. Add content (e.g., from internet) and
  scaffolding.
• 2. Examine sections. Develop long-term
  objectives. What are students supposed to do at
  the end of a chapter? Solve a range of math
  problems? Conduct a chemistry experiment? Write
  a paper that states the events leading to the
  American Revolution, the persons and groups
  involved, dates and places?

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Teaching from Textbooks and Internet Docs

• 3. Examine the sections again. Based on the
  long-term objectives, what facts, lists,
  concepts, rules, and routines IN the materials do
  you want students to learn? You cant teach
  everything.
• 4. Make guided notes and other organizers for
  this content. For example, a diagram of events
  leading to the American Revolution a protocol
  for conducting the chemistry experiment.

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Teaching from Textbooks and Internet Docs

• 5. Develop a sequence for instruction.
• In history, the information should be presented
  in a way that tells a story.

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Teaching from Textbooks and Internet Docs

• In other subjects, information should be
  presented in a logical progression.
• For instance, students learn pre-skills first
  (e.g., definitions and rules) before they learn
  OTHER things that require that they know the
  definitions and rules.
• The sequence you develop may not be the same as
  in the textbookespecially if you add material.
• Sometimes you may be baffled, like these guys.

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• 6. Decide how you will present the information.
• Short lectures and or Powerpoints,
  with frequent question and answer?
• Socratic method. Students read
  sections the teacher asks questions
  there is discussion relevant to the
  long-term objectives?
• So, how does this event (Boston Massacre) help
  us to understand the Revolution?

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• 7. Write scripts for how you will present the
  information.
• How will you teach vocabulary/concepts?
  Definitions? What examples?
• What questions will you ask regarding the text
  they just read?

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• 8. How will you assess learning of everything you
  teach while you teach---acquisition tests?
• Frequent questions during.
• So, what is the definition of tyranny?
• Make up an example of representative
  democracy.
• Short tests after a section is worked on.
• Here is a list of the words we worked on
  today. Write a brief definition of each one.
  Give an example and a nonexample. Explain.

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• 9. How will you correct errors?

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• 10. What will you do if assessment shows that
  some students are not getting it?
• Reteach?
• Intensive instruction?
• Four-Level Procedure for Remediation
• Well, thats about it. Time for beddy-bye.

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