aaa curriculum design and delivery:
TRANSCRIPT
AAA Curriculum Design and Delivery:
IES Conference Washington, DC
June 2006
Deb SimmonsTexas A&M University
Scott BakerUniversity of Oregon
Mike CoyneUniversity of Connecticut
Developing Interventions that Align, Advance, and Assimilate into the Content and Contexts of Schools
The path from design & delivery to evidence may involve a number of
detours and redirects.
Session Questions
• What are the critical curriculum design & delivery features for intervention research?
• How do these differ across content, grade/age, teacher characteristics, administrative units, etc.?
What lessons have we learned from IES development & efficacy projects?
Teacher Quality: Reading and Writing
Mathematics& Reading
Vocabulary & Early Reading
Goal 2 Development Grants are about developing and testing ideas.
• Goal Two – develop programs, practices, and policies that are theoretically and empirically based and obtain preliminary (pilot) data on the relation (association) between implementation of the program, practice, or policy and the intended education outcomes.
www.ies.ed.gov
There are some fundamental design & delivery dimensions to consider along the
theory > curriculum > implementation > evidence road.
Big Idea: Curriculum development and design must be situated in the
context and content of classrooms.
This doesn’t mean that we must capitulate to the status quo, rather we must help establish the efficacy of new
ways of thinking & doing.
Curriculum Design Principles
• Big Ideas• Strategic Integration• Conspicuous Strategies• Primed Background Knowledge• Judicious Review • Mediated Scaffolding
(Kame’enui, Carnine, Dixon, Simmons & Coyne, 2002)
What other curriculum dimensions must be considered in development & efficacy grants?
• Curriculum Content: What is taught ---the official curriculum or planned curriculum.
• Curriculum Context: The conditions---when & where curriculum is implemented.
======================================• Curriculum Design: Selection, schedule, and
organization of information and content.• Curriculum Delivery: Process & professional
development used to implement the curriculum.
Curriculum design and delivery must covary with content and context.
Content Context Reading Age/Grade
Social Studies Teacher/schools
Math District Policies Design
What Sequence
Organization
• Accountability & Relevance • Alignment with naturally occurring units
Comprehensive or specific? • Supplement or supplant current materials
Integration of strategies with existing materials • Schedule of components
• Optimal lesson length for student age
• Involvement of teachers in the development of materials/intervention.
Delivery
Who How
When Where
• Will curriculum content supplement or supplant instruction
• Who will deliver and special characteristics
• Additional resources required • Technology required • Time required in relation to time
available • When will PD occur
Time: Supplement or Supplant Alignment with naturally social studies instructional periods (30 minutes per day) Start date of intervention Length of intervention (End before TAKS testing) Personnel: Who will Deliver Grouping Structure
Enhancing the Quality of Expository Text Instruction & Comprehension through Content and Case-Situated Professional Development: Year 01 Design Experiment
Texas A&M University & University of Texas - Austin
IES Goal 2 Development Grant Teacher Quality/Reading Writing
Texas A&M & University of Texas Personnel
Deborah Simmons – PISharon Vaughn & Bill Rupley - Co-PIsAngie Hairrell & Meaghan Edmonds – Project CoordinatorsVic Willson – StatisticianRon Zellner – Technology SpecialistKristi Cleere – Project SpecialistGlenda Bryns, Brandi Kocian, Kelly Lawrence – Graduate Assistants
Research Question for Teacher Quality
What combination of professional development strategies and supports effectively help teachers
• Develop knowledge of effective vocabulary and comprehension instruction and
• Implement evidence-based practices in their social studies instruction?
Proposed Outcomes
• Case-situated professional development program: 3 vocabulary and 3 comprehension routines.
• Instructional lesson plans with technology supported strategies to implement cases.
• Reports on evidence collected about the efficacy as reflected by student & teacher performance.
Experimental Design
Teacher quality includes knowing content and knowing how to teach.
More than 8 million students in grades 4-12 are struggling readers (USDOE, 2003) and social studies textbooks pose particular challenges
because of the unfamiliar content.
Goal: How to develop the quality of teacher’s vocabulary and comprehension instruction in social studies content.
Design by Content ConsiderationsQuadrant 1
• Accountability & Relevance– How does “what” you teach align with state standards, district
expectations? • Alignment with naturally occurring units (weeks, modules, themes, cases)
– How will the units of your curriculum be organized and must they align with the existing “units”?
• Scope: Comprehensive or specific– What is the scope of your curriculum. Will it address “all” of a content
area or a specific feature? • Supplement or supplant current materials
– Will your curriculum provide stand alone materials or will you use existing materials?
• Integration of strategies with existing materials– How will your intervention “fit” with existing materials?
• Overall Intervention Design– How will you “scaffold” strategy introduction?
Curriculum Content: Social Studies
Content Context Reading Age/Grade
Social Studies Teacher/schools
Math District Policies Design
What Sequence
Organization
• Accountability & Relevance • Alignment with naturally occurring units
Comprehensive or specific • Scope: Supplement or supplant current
materials • Integration of strategies with existing materials • Overall intervention design
Delivery Who How
When Where
Accountability& Responsibility
Design question: How does “what” you teach align with state standards, district expectations?
Lesson Learned: If we asked for social studies time, we would be responsible for and
accountable for social studies learning.
Vocabulary & Comprehension Standards• Vocabulary
– Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
– determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un- (4-8); and
– Study word meanings systematically such as across curricular content areas and through current events (4-8).
• Reading/Comprehension– Monitor his/her own comprehension and make modifications when
understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);
– Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
– Paraphrase and summarize text to recall, inform, and organize ideas (4-8);
Sample Social Studies Content Standards
• History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration.
• History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere.
• History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States.
How We Demonstrated Accountability & Alignment
Alignment: If the “unit” of instruction doesn’t fit the content or the context, it is
unlikely to be implemented optimally.
• How will the units of your curriculum be organized and must they align with the existing “units”?
• We worked with “six-week” units defined by district and operationalized by social studies chapters (roughly).
• Challenge: Designing the instructional strategies to fit the 6-week units.
What if you are working with multiple districts that have different
programs?
What Does Your Curriculum Promise and What Does it Replace?
• Scope: Comprehensive or specific?– What is the scope of your curriculum; Will it address
“all” of a content area or a specific feature?
• Supplement or supplant current materials– Will your curriculum provide stand alone materials or
will you use existing materials?
Challenge: How to make vocabulary instruction more comprehensive.
The Earliest Texans
hunters who later began to farm and settle in communities
When Way of life: How they survived: How they lived:
Children and grandchildren or
their________First Trail to
Texas: 50,000 years ago
Followed herds of woolly mammoths and giant bison
Animals provided food, clothing and shelter.
Came over a land bridge called ___________ that connected Asia and North America
Moved southward
Learning About the Past:
10,000 years ago
Followed animal herds Objects made by these people or _________ tell us that they hunted herds of animals and used the meat, bones, and hides.
Traded flint from an open pit mine or_________
Arrived in Texas
Changes in Ways of Life:
2,000 years ago
Way of life or ________ changed as the giant animals died out or became extinct.
They began to grow their own food or practice __________. Baskets, pottery, and dried foods became ____________.
Known as _________________
were
________provide information about the earliest Texans. About 10,000 years ago the _______________ of the first people in North America arrived in Texas. They hunted animals for food, clothing, and shelter. They also traded flint from a______ in the Texas Panhandle. About 2,000 years ago their______ changed and the earliest Texans began practicing __________.
Case 1Week 1
Vocabulary Listagriculture Native Americansartifacts quarrytrading goods culturedescendants
Which vocabulary strategies best fit social studies content?
• Activate and Build Background Knowledge • Conceptual Organizers – Semantic Features
Analysis • High Priority Words/Tier 2 Words • Context Clues• Morphemic Analysis • Formative Assessment • Multiple exposures • Cumulative review • Depth of processing
Integration: How to Integrate Evidence-based Practices into Existing Text &
Curriculum• Strategy: Begin with existing evidence-
based practices • Goal: Not to create new practices but to
integrate components into instructional routines.
• Challenge: Which strategies to select and how to organize them for maximal power and ease of use.
Integrate Multiple Strategies The Earliest Texans
2.) Definition: Underline the key words. 3.) Illustration 4.) Context: Circle the correct sentence.
6.) Word Building: Choose a real word and then write another word.
7.) My Definition: Write your own definition.
5.) Words That Are Related: Choose two related words.
1.)
Culture
The scientist examined the bacteria culture.
People from different backgrounds have different cultures.
A. TigerB. SocietyC. CustomsD. Science
A.CulturerB. Cultured
______________
the beliefs, social practices, and characteristics of a racial, religious, or social group
Case 1 Week 1
What design unit fits the content & context?
Cumulative & progressive design• Case Design: 3 Cases for Vocabulary;
Three Cases for Comprehension• Each Case 6 Weeks • Each Case added a new strategy to the
base strategy• Each Week 3 days per week• Each day 30 minutes
Case Overview VocabularyCase I: Explicit
Teaching of Content Vocabulary
Case II: Build Background Knowledge
Case III: Independent Vocabulary Learning of
Words in ContextIdentify and Prioritize critical content vocabulary
Identify and Prioritize critical content vocabulary
Identify and Prioritize critical content vocabulary
Preview and Connect vocabulary and content
Preview and Connect vocabulary and contentBuild and Activate background knowledge
Preview and Connect vocabulary and contentBuild and Activate background knowledge
Teach Words Explicitly using:Chapter OverviewVocabulary MapPractice Activities
Teach Words Explicitly using:Chapter OverviewVocabulary MapPractice Activities
Teach Words Explicitly using:Chapter OverviewVocabulary MapPractice Activities
Build Independent Word Learning Strategies using:Around Word Clues
Assess and Maintain word knowledge
Assess and Maintain word knowledge
Assess and Maintain word knowledge
Teacher
Student
Intervention Design: How will you scaffold strategy introduction?
Case Overview Comprehension
Case I: Answering & Generating Questions
Case II: Monitoring Comprehension
Case III: Enhancing Summarization through
Writing and GOsIdentify proper nouns, preteach them & provide linkages and context for content to be read
Students identify proper nouns, Teacher preteaches them & provides linkages and context for content to be read
Students identify proper nouns, Teacher preteaches them & provides linkages and context for content to be read
Teach roles & responsibilities within collaborative groups (3-4); provide feedback on products that show evidence of student activity and participation (logs)
Students assume roles & responsibilities within collaborative groups; Teacher provides feedback on student logs
Students assume roles & responsibilities within collaborative groups; teacher provides feedback on student logs
Teaching Strategies Explicitly1.Levels of questions2.Generating questions before, during & after reading
Teaching Strategies Explicitly1.Comprehension Monitoring
Teaching Strategies Explicitly1.Representing using GOs2.Using GOs and gist statements to write summaries
-Maintain strategy use-Become indep. & flexible strategy users
-Maintain strategy use-Become indep. & flexible strategy users
-Maintain strategy use-Become indep. & flexible strategy users
Design X Context ConsiderationsQuadrant 2
• What is the optimal lesson length for student age and grade?
• What is the optimal involvement of teachers in the development of materials/intervention?
• What is the involvement of teachers in the piloting of materials/intervention?
Delivery X Content ConsiderationsQuadrant 3
• Will curriculum content supplement or supplant instruction?
• Who will deliver intervention and are there special characteristics of these individuals?
Delivery by ContextQuadrant 4
• Will additional resources be required to deliver the intervention?• Is technology required/available? • What is the time required in relation to time available?• When will PD occur?• Will intervention be a time supplement or supplant?• Does the intervention delivery align with natural social studies instructional
periods? (30 minutes per day)• What is start date of intervention? • What is the length of the intervention? (End before TAKS testing) • Personnel: Who will deliver?• Grouping Structure: Does the grouping structure parallel conditions of the
classroom?
For a copy of this presentation:http://teacherquality.tamu.edu