ì  Deep  Curriculum  Alignment    Leads  to  Student  Success  

NC  Science  Teachers  Associa0on  PDI  2015  Winston-­‐Salem,  NC  

 Friday,  November  13th    

1:45-­‐2:45pm    

Welcome  &  Introductions  

2015 – 2016

“Join the winning Team!” http://scnces.ncdpi.wikispaces.net/

Science SQUAD

K-12 Science Section Curriculum and Instruction Division NC Department of Public Instruction

Four Fundamental Questions for Effective Curriculum Development

1.  THE LEARNING QUESTION:

What is important for students to learn in the limited school and classroom time available?

2.  THE INSTRUCTION QUESTION:

How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?

3.  THE ASSESSMENT QUESTION

How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning?

4.  THE ALIGNMENT QUESTION:

How does one ensure that objectives, instruction and assessment are consistent with one another?

The Structure of Curriculum

Learning Experiences/Activities

Materials and Equipment

Alignment is important!

Alignment is an even stronger predictor of student achievement on standardized tests

than are socioeconomic status, gender, race, and teacher effect.

(Elmore & Rothman, 1999: Mitchell,1998; Wishnick,1989)

Learning occurs best when there is:

v A purposeful process that aligns: – Standards –  Instruction – Assessment

v Complete alignment: – Cognitive Type – Content – Context

Content Alignment

“Does the teacher teach and test the content written in the standards?”

“Do the students get to work and think at

the level the standards

prescribe?”

Cognitive Type Alignment

Context Alignment

“Are the parameters of the assessment

reasonably similar to the parameters of the instruction?”

Relationship of Objectives

GLOBAL (National

Standards)

EDUCATIONAL (Essential

Standards & Clarifying Obj.)

INSTRUCTIONAL (Learning  Targets)  

(INSTRUCTIONAL)  Success  Criteria  

(Student  Friendly  Language)

SCOPE Broad Moderate Narrow- derived from CO

Student driven

Time Needed to

Learn

One or more years

Weeks or months

Hours or days Student driven

Purpose or

Function

Provide Vision

Design Curriculum

Prepare Lesson Plans

Guide  learning  while  student  is  engaged  in  learning  tasks  

Example

of Use

Plan a multi-year curriculum

Plan units of instruction

Plan daily activities, learning

experiences, and exercises

Provide    framework  within  which  forma0ve  assessment  takes  place  and  make  possible  the  interpreta0on  of  evidence  

The Common Format of Objectives

Subject Verb Object

S V O

RBT is TWO DIMENSIONAL

When you combine

the verbs (cognitive processes)

with the nouns (knowledge)

you end up with a two-dimensional table: RBT Taxonomy Table.

VERBS + NOUNS =

 RBT Taxonomy Table –Tagging

1. REMEM-

BER

2. UNDER- STAND

3. APPLY

4. ANALYZE

5. EVALUATE

6. CREATE

A. FACTUAL

Knowledge A1

B. CON-

CEPTUAL Knowledge

B2 C.

PROCE- DURAL

Knowledge

C3 D.

META- COGNITIVE Knowledge

THE COGNITIVE PROCESS DIMENSION

Bio.3.2.2  Predict  offspring  ra0os  based  on  a  variety  of  inheritance  paNerns  (including  dominance,  co-­‐dominance,  incomplete  dominance,  mul0ple  alleles,  and  sex-­‐linked  traits).  

S-­‐V-­‐O  Subject  -­‐  The  learner   Verb  -­‐  predict     Object  -­‐  offspring  ra3os  

Context  -­‐  based  on  a  variety  of  inheritance  pa8erns    

Who?  

Does?  What?  

How?  

Example  Standard  Bio.3.2.2    Predict  offspring  ra0os  based  on  a  variety  of  inheritance  paNerns  (including  dominance,  co-­‐dominance,  incomplete  dominance,  mul0ple  alleles,  and  sex-­‐linked  traits).  

DeconstrucDng  the  standard:  •  Who? Subject  =  The  learner  •  Does? Verb  =  predict    •  What? Object  =  offspring  raDos    •  How? Context  =based  on  a  variety  of  inheritance  paLerns:  With? dominance,  co-­‐dominance,  incomplete  dominance,  mul0ple  alleles,  and  sex-­‐linked  traits  

RBT  Tagging:  •  Cogni3ve  Process  à predict = “inferring” à Understand (B) •  Knowledge  Type  à Conceptual (2) •  Objec3ve = B2

RBT Taxonomy Table

1. REMEM-

BER

2. UNDER- STAND

3. APPLY

4. ANALYZE

5. EVALUATE

6. CREATE

A. FACTUAL

Knowledge

B. CON-

CEPTUAL Knowledge

B2 C.

PROCE- DURAL

Knowledge

D. META-

COGNITIVE Knowledge

THE COGNITIVE PROCESS DIMENSION

The Structure of Curriculum

Learning Experiences/Activities

Materials and Equipment

Alignment  w

ith  Assessment  

STEP 9 The Knowledge Dimension

The Cognitive Process Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

A. Factual Knowledge

Activity 1 & 2 Ai1 & 2

B. Conceptual Knowledge

Bio.2.1.3 Activity 3, 4, 5, 6, 7, 8 & 9 Bi1 Bii2 Biii1 & 2 Biv1, 2 & 3 Bv1

C. Procedural Knowledge

Activity 8 Ci1

D. Meta- Cognitive Knowledge

Activity 8 EXTENSION: Activity 9

Key: Tag Objectives, Instruction and Assessments Clarifying Objective: Bio.2.1.3- Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability with ecosystems. (B2) Activity: Activity 1: Levels of Organization in the Environment Activity 2: Community Interactions PowerPoint Activity 3: “Good Buddies” Project WILD Activity Activity 4: Symbiotic Cartoon Activity 5: Matching Game- Commensalism, Mutualism, and Parasitism Activity 6: Predator-Prey Relationships- Activity #2 Activity 7: Predator-prey Relationships (QL #51)- How does a rabbit survive when the world is full of predators? Activity 8: Lab: Competition and Paramecium Virtual Lab- How does competition

Sample Unit Plan Summer Institute 2015 – Workshop Use Only

11

Planning a Standards-based Unit