Developing a Common Developing a Common Language about Language about CurriculumCurriculumAcademy 2012

AgendaAgendaDeveloping a Common Language

about CurriculumActivity: Working with Curriculum

StandardsReading: A Guaranteed and Viable

CurriculumActivity: Using Curriculum to Guide

InstructionReflectionTools for Facilitating Discussions

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ActivityActivityWith your table groups, discuss

the following question:

WHAT IS CURRICULUM?

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Differences BetweenDifferences BetweenCurriculum and InstructionCurriculum and Instruction

How

What

Why

Content Standard

Performance Standard Instructi

on

The The ““WHATWHAT”” – – Content Standards…Content Standards…““the the stuffstuff””1. Conceptual Knowledge

2. Procedural Knowledge Cognitive

Curriculum3. Factual Knowledge

4. Metacognitive Knowledge 5

The The ““WHYWHY”” – –Performance Standards—the Performance Standards—the result, outcome, objective, result, outcome, objective, etc.etc. The verb and its modifiers.

What we want students to do with the “stuff”.

The complexity or sophistication with which we want

students to do something with the “stuff”—the

Application / Analysis / Synthesis / Evaluation of Bloo

m’s.

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Why are the Performance Standards so important?

Student ExpectationsStudent ExpectationsThe student is expected to:

Performance Standard Content Standard WHY? WHAT?

“verb” “some stuff”

analyze characters, including their traits, motivations, conflicts, points of view, changes, and

relationships

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Curriculum Belongs to the Curriculum Belongs to the System and is Non-System and is Non-NegotiableNegotiable

WHY?Complies with the LawAssures EquityProvides a Rational SystemReduces Gaps and Unproductive RedundanciesReduces/Refocuses Teacher Planning Time

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Working with the Working with the Curriculum StandardsCurriculum Standards

Circle the Performance Standard

Underline the “including” and “such as” clarifications.

The remaining text will be the Content Standard

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Working with the Working with the Curriculum StandardsCurriculum Standards

On a piece of chart paper, record the Science TEKS for your grade level.

On different pieces of chart paper, repeat this process for Math, ELAR, and Social Studies.

Hang all of the K-5 posters together for each content area.

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Science

K.9B

Science

1.9A

Science

2.9A

Science

3.9A

Science

4.9A

Science

5.9A

Working with the Working with the Curriculum StandardsCurriculum Standards

On the chart paper, record the TEKS in this format:

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Science1.9A

Sort, Classify

LIVING AND NONLIVING THINGS

Including, but not limited to:•Whether they have basic needs•Whether they produce offspring

Performance Standard

(verbs, the WHY)

Content Standard

(nouns, the WHAT)Clarifications &

Specificity

WhatWhat’’s Wrong With s Wrong With The Texas Essential Knowledge The Texas Essential Knowledge and Skills and Skills As A Curriculum Document?As A Curriculum Document? The TEKS are a framework for curriculum development—NOT the curriculum.

1. The TEKS lack specificity.

2. The TEKS are not organized into rational, coherent units of instruction with

recommended time lines

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Specificity in the TEKSSpecificity in the TEKSThe content standard for student

expectations is articulated in the “such as…” and “including…” statements◦This clarifies the specific academic

content (the “What”) that students will learn.

“Such as…” means that the given content is negotiable.

“Including…” means that the given content is non-negotiable.

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Next Steps:Next Steps:Develop Specificity in all Develop Specificity in all TEKS and Vertical TEKS and Vertical AlignmentAlignmentDefine/give specific examples of the

TEKS content standards, sufficient that a teacher new to the profession or to your school district would know precisely what to teach and a test item writer would know what to test.

Ensure that content is vertically aligned without gaps and unnecessary overlaps.

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Differences BetweenDifferences BetweenCurriculum and InstructionCurriculum and Instruction

How

What

Why

Content Standard

Performance Standard Instructi

on

The “HOW” – The “HOW” – InstructionInstruction

The instruction ◦What the teacher will do to teach◦What the students will do to learn

Instructional activities & materials

The processes through which the students will learn the curriculum.

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Using Curriculum to Using Curriculum to Guide InstructionGuide Instruction

Sit with your grade level team.Log into Pinterest. Search

“designteam” under the search tab of “people”.

Each content area has a board. Select a content area board to begin.

Preview the pinned activities in that content area and select one that you might consider using with your grade level.

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Using Curriculum to Using Curriculum to Guide InstructionGuide Instruction

Guiding Questions:What is the content standard of the activity?What grade level content does it match?What is the performance standard of the activity?How would you adjust the activity to meet the performance standard of the TEKS for your grade level?

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ReflectionsReflections

What were the big aha’s during this process?

What implications does this have for your grade level planning sessions?

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Tools for Facilitating Tools for Facilitating DiscussionDiscussionWhat are some phrases you can

use to promote alignment of activities to the curriculum?

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Assessing our Learning Assessing our Learning TargetTarget

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