overview of curriculum, curriculum materials, and instruction overview of curriculum, curriculum...

OverviewOverview of Curriculum, Curriculum of Curriculum, Curriculum Materials, and InstructionMaterials, and Instruction

““Haaaaalllllp!Haaaaalllllp!I make mistake. No can fly!”I make mistake. No can fly!”

Main IdeasMain Ideas1. A 1. A curriculumcurriculum is all of the is all of the informationinformation, , skills, or knowledge that students are to skills, or knowledge that students are to learn, and the learn, and the sequence sequence in which they are in which they are to learn it.to learn it.

Scope and sequence chartsScope and sequence charts show show whatwhat is is taught and taught and whenwhen..

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

Lessons 1 Lessons 1 100100

Hear sounds in words (phonemic awareness)Hear sounds in words (phonemic awareness) ||--------------|--------------|Sounds that go with letters (letter-sound correspondence: Sounds that go with letters (letter-sound correspondence:

alphabetic principle)alphabetic principle) |-------------------------------------------------------||-------------------------------------------------------|Decoding (sounding out unfamiliar words: alphabetic principle)Decoding (sounding out unfamiliar words: alphabetic principle) |-----------------------------------------------------------||-----------------------------------------------------------|Fluency (reading letters, words, sentences, paragraphs fast Fluency (reading letters, words, sentences, paragraphs fast

and accurately)and accurately) |-------------------------------------------------------------| |-------------------------------------------------------------| VocabularyVocabulary |-------------------------------------------------------------||-------------------------------------------------------------|Text ComprehensionText Comprehension |----------------------------------------------------------||----------------------------------------------------------|

2.2. It’s important that a curriculum includes the It’s important that a curriculum includes the essential and important essential and important informationinformation..

And…And…

3.3. It’s important that the sequence is It’s important that the sequence is logicallogical. . For example, you shouldFor example, you should

Teach Teach pre-skillspre-skills, , elements, or basics elements, or basics firstfirst (e.g., in beginning reading and math). (e.g., in beginning reading and math).

Tell a Tell a story or develop a big picturestory or develop a big picture (e.g., (e.g., in history) in history)

4.4. Instruction Instruction (communication)(communication) is a is a main way you “deliver” information main way you “deliver” information in the curriculum.in the curriculum.

5.5. Most instruction (communication) Most instruction (communication) will come from will come from curriculum/instructional materials.curriculum/instructional materials.

6.6. Materials include books, internet Materials include books, internet documents, CDs, DVDs, Powerpoint documents, CDs, DVDs, Powerpoint presentations, and your own knowledge.presentations, and your own knowledge.

7.7. Two kinds of materials.Two kinds of materials.

Some materials are Some materials are programs---programs---for for teaching teaching tool skills, tool skills, such as beginning such as beginning reading, math, language, spelling, logic.reading, math, language, spelling, logic.

Other materials are Other materials are resource materialsresource materials (e.g., textbooks and internet documents) (e.g., textbooks and internet documents) for teaching for teaching content or subject matter, content or subject matter, such as history and science.such as history and science.

8.8. ScaffoldingScaffolding is anything added to is anything added to information (in demonstrations, lectures, information (in demonstrations, lectures, and materials) that makes it easier to and materials) that makes it easier to communicate and learn.communicate and learn.

rereaad d The little letters tell kids The little letters tell kids notnot to say them. to say them.

442 2 First multiply the numbers in the onesFirst multiply the numbers in the ones

XX115 5 column. [Point and say.] Numbers in the ones column. [Point and say.] Numbers in the ones column column are in blue. What numbers are in the ones are in blue. What numbers are in the ones column? column? 2 and 5.2 and 5. Yes, 2 and 5 are the numbers in Yes, 2 and 5 are the numbers in the ones column. So, what numbers are we going the ones column. So, what numbers are we going to to multiply multiply firstfirst? ? 2 and 5.2 and 5. Yes, 2 and 5. Go!Yes, 2 and 5. Go!

[How many times did we test/check whether [How many times did we test/check whether students students got it?] got it?]

9. 9. Scaffolding includesScaffolding includes: outlines, : outlines, extra extra cues (e.g., to highlight cues (e.g., to highlight information), information), guided notes, guided notes, diagrams, diagrams, summaries, summaries, explicit explicit instructions for the teacher on instructions for the teacher on how how to deliver the information (maybe to deliver the information (maybe even scripts), a logical progression of even scripts), a logical progression of

information to teach, “big ideas” information to teach, “big ideas” that that help students make sense help students make sense and and organize information, and organize information, and glossaries.glossaries.

10. Programs tend to have more scaffolding10. Programs tend to have more scaffolding than than resource materials, such as textbooks and resource materials, such as textbooks and internet documents. internet documents.

This means that you have to add scaffolding to This means that you have to add scaffolding to these resource materials. these resource materials. [You better, you bet!][You better, you bet!]http://www.youtube.com/watch?v=ir2rFb_ghn0

However, programs need more scaffolding, too. However, programs need more scaffolding, too. There’s always something you can add to There’s always something you can add to make communication clearer.make communication clearer.

Any questions?Any questions?

11.11. There are only There are only six kinds of information, six kinds of information, skills, or knowledge that can be skills, or knowledge that can be communicated and learnedcommunicated and learned: : FactsFacts. The first ten amendments are . The first ten amendments are called “The Bill of Rights.”called “The Bill of Rights.”Lists. Lists. The ten lost tribes of Israel are…The ten lost tribes of Israel are… Sensory concepts.Sensory concepts. blue, on blue, onHigher-order concepts.Higher-order concepts. Color, society, Color, society, mammalmammalRules.Rules. If X increases, then Y increases. If X increases, then Y increases. All dogs are canines.All dogs are canines.Routines.Routines. Sequences of steps Sequences of steps

12.12. There is a There is a procedure for teachingprocedure for teaching each of the six kinds of each of the six kinds of knowledge. knowledge. The procedure is the same regardless of the The procedure is the same regardless of the content.content.However, each procedure is a However, each procedure is a simple variationsimple variation of a of a generalgeneral procedure for teaching.procedure for teaching.

**Gain attention.**Gain attention.**Frame instruction---say what you’ll be teaching.**Frame instruction---say what you’ll be teaching.**Present information with the first example (model).**Present information with the first example (model).**Have students do it with you (lead).**Have students do it with you (lead).**Check to see if they got it (immediate acquisition test/check).**Check to see if they got it (immediate acquisition test/check).**Use model, lead, test with more examples and nonexamples **Use model, lead, test with more examples and nonexamples (for contrast).(for contrast).**Test/check with all examples and nonexamples (delayed **Test/check with all examples and nonexamples (delayed acquisition test)acquisition test)**Correct all errors and retest.**Correct all errors and retest. Variations of this general procedure are: (1) how many Variations of this general procedure are: (1) how many examples and nonexamples are used (for concepts and rules); examples and nonexamples are used (for concepts and rules); and (2) whether you teach a sequence of steps (routine) or and (2) whether you teach a sequence of steps (routine) or items (list).items (list).

13.13. There are There are five phases of masteryfive phases of mastery of information, of information, skills, or knowledge: skills, or knowledge:

(1) (1) acquisition acquisition of new knowledge. of new knowledge.

(2) (2) generalizationgeneralization of knowledge to new of knowledge to new examples.examples.

(3) (3) fluent fluent use of knowledge (fast, accurate);use of knowledge (fast, accurate);

(4) (4) integration of knowledge elements into integration of knowledge elements into complex wholes---complex wholes---such as solutions, such as solutions, descriptions, explanations; and descriptions, explanations; and

(5) retention (5) retention of knowledge.of knowledge.

There are There are simplesimple procedures for teaching each procedures for teaching each phasephase..

14.14. It’s wise to It’s wise to use materials use materials that are that are highly scaffoldedhighly scaffolded---and ---and that even have that even have scriptsscripts. These . These materials are likely to materials are likely to have been have been thoroughly thoroughly field testedfield tested. .

They will also They will also save you save you countless hourscountless hours trying to add the trying to add the scaffolding yourself.scaffolding yourself.

15.15. But many “educators” tell But many “educators” tell you you NOTNOT to to use highly scaffolded use highly scaffolded materials. materials.

““Be creative,”Be creative,” they say. they say.

““Make up your materials yourself,”Make up your materials yourself,” they say. they say.

These persons are These persons are WRONGWRONG..[Did you write the software for your [Did you write the software for your

computer?]computer?]

““Duuuuheeee.”Duuuuheeee.”

15.15. Materials vary in quality.Materials vary in quality. Stinky.Stinky. Don’t use. Don’t use. Pretty good.Pretty good. Excellent.Excellent.

There are There are criteria for evaluatingcriteria for evaluating materials and decided how good materials and decided how good they are and exactly how to they are and exactly how to improve them.improve them.

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

17.17. If you teach from If you teach from textbooks and textbooks and internet documents,internet documents, you have to you have to design the instructiondesign the instruction, because you , because you can’t teach all of the information in can’t teach all of the information in these materials, and the information these materials, and the information may need to be presented in a more may need to be presented in a more logical sequence.logical sequence.

Now let’s expand these points.Now let’s expand these points. But first, do you know what MisterBut first, do you know what Mister

Bunneh said?...... Bunneh said?......

Most of the time you’ll be teaching Most of the time you’ll be teaching from from materialsmaterials---books, CDs, and ---books, CDs, and internet.internet.

Some materials will be Some materials will be programsprograms---usually for teaching ---usually for teaching basic skills, or basic skills, or

““tool skills”tool skills” (skills used for (skills used for learning learning otherother skills). skills).

Tool skills include reading, Tool skills include reading, spelling, math, language, spelling, math, language, reasoning, writing.reasoning, writing.

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

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

Scaffolding can be added to Scaffolding can be added to materials, demonstrations, and materials, demonstrations, and explanations.explanations.

For instance, you can insert an For instance, you can insert an outline, definitions of new outline, definitions of new concepts, and review relevant concepts, and review relevant background information before you background information before you introduce a unit on the Civil War.introduce a unit on the Civil War.

ProgramsPrograms areare more scaffoldedmore scaffolded than textbooks.than textbooks.

They have stated They have stated objectivesobjectives; a ; a logical logical progressionprogression of skills (they teach pre-skills, or of skills (they teach pre-skills, or basics, first); ways to basics, first); ways to assessassess student student learning; ways to learning; ways to correct errorscorrect errors; ; explicit explicit instructionsinstructions to the teacher on how to teach to the teacher on how to teach new skills and how to build fluency and new skills and how to build fluency and generalization and retention; maybe even generalization and retention; maybe even scripts scripts to help the teacher communicate to help the teacher communicate information clearly.information clearly.

Here are examples.Here are examples.

https://www.sraonline.com/products.html?PHPSESSID=fc093dd959628d7328d402ebbc7261a5&tid=9

Resource materials---such as Resource materials---such as textbooks---are textbooks---are less scaffoldedless scaffolded. .

They may They may introduceintroduce new new vocabulary words and vocabulary words and summarizesummarize each section, but they are each section, but they are mostly mostly a collection of facts and a collection of facts and conceptsconcepts. They don’t tell you . They don’t tell you what to teach, how to teach, or what to teach, how to teach, or how to tell if students are how to tell if students are learning.learning.

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

Or would you rather add all the Or would you rather add all the scaffolding scaffolding yourselfyourself??

Sure, go ahead and try.Sure, go ahead and try.

With ONE course in instructional design, I’m With ONE course in instructional design, I’m sure you’ll do a GREAT job right out of ed sure you’ll do a GREAT job right out of ed school.school.

Use all of your evenings and weekends Use all of your evenings and weekends designing lessons. designing lessons. [You’ll be on Paxil in a [You’ll be on Paxil in a week.]week.]

Test your lessons Test your lessons onon students. It’s okay if the students. It’s okay if the lessons are not effective. Just redesign them lessons are not effective. Just redesign them and try again and again and again. Waste a and try again and again and again. Waste a whole year!whole year!

This is soooo much smarter than using This is soooo much smarter than using materials prepared by experts, who do materials prepared by experts, who do nothing else and who test and improve the nothing else and who test and improve the materials for years before making them materials for years before making them available.available.

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

What What kinds kinds of information, or of information, or knowledge, are there in materials, knowledge, are there in materials, and that can be communicated and and that can be communicated and learned?learned?

I’ll tell you. I’ll tell you.

But first, Shorty McHairface has a But first, Shorty McHairface has a question…question…

There are only SIX kinds of There are only SIX kinds of information or knowledge.information or knowledge.

1.1. Facts.Facts. Boston is the capital of Massachusetts. Boston is the capital of Massachusetts. How to teach.How to teach.

State the fact (State the fact (modelmodel). [Students write it ). [Students write it down?] Then have students say the fact with down?] Then have students say the fact with you (you (leadlead). Then have students state the fact ). Then have students state the fact by themselves (by themselves (test/checktest/check). ).

2.2. Lists.Lists. The six New England states are Maine… The six New England states are Maine… How to teach.How to teach.

Model the first several on list. Then students Model the first several on list. Then students say with you. Then test. Add more (model, say with you. Then test. Add more (model, lead, test). Then do all (model, lead, test).lead, test). Then do all (model, lead, test).

3.3. Basic or sensory concepts.Basic or sensory concepts. One example shows all of One example shows all of the defining features. the defining features. red, straight line, on top. red, straight line, on top.

How to teach.How to teach. **** Present/model a range of Present/model a range of examplesexamples that differ in that differ in

size, shape, etc., but are the size, shape, etc., but are the same in the defining featuresame in the defining feature (e.g., color)—to allow comparison, to identify (e.g., color)—to allow comparison, to identify samenesssameness. . “This is red.”“This is red.”

** ** Juxtapose Juxtapose examples and nonexamples that are the same examples and nonexamples that are the same exceptexcept for the defining feature---to show contrast, to for the defining feature---to show contrast, to identify identify differencedifference that makes the difference. that makes the difference.

**** Test with all examples and nonexamples ( Test with all examples and nonexamples (delayed delayed acquisition testacquisition test). “Is this red?...Is this red?” ). “Is this red?...Is this red?”

**** Test with Test with newnew examples ( examples (generalization testgeneralization test). ).

“ “red” “red” “not red” “red” “not red” red” “red” “not red” “red” “not red” “red”“red”

juxtaposition juxtapositionjuxtaposition juxtaposition

4.4. Higher-order concepts.Higher-order concepts. Features Features are spread out. Can’t be sensed all at once.are spread out. Can’t be sensed all at once.Representative democracy, cell mitosis, Representative democracy, cell mitosis, table, galaxy.table, galaxy.How to teach.How to teach.

** ** Teach the definition Teach the definition: model, lead, : model, lead, test/check. “Mitosis is….”test/check. “Mitosis is….”

**** Then Then present examples and present examples and nonexamplesnonexamples, as , as with sensory concepts. with sensory concepts.

**** Test all Test all (delayed acquisition test). “Is (delayed acquisition test). “Is this…?” “How do you know?”this…?” “How do you know?”

**** Generalize Generalize to new examples and to new examples and nonexamples.nonexamples.

5.5. Rules.Rules. Statements that connect NOT Statements that connect NOT one one thing thing and another thing (e.g., name and another thing (e.g., name and date), but connect and date), but connect whole setswhole sets of of things (concepts). things (concepts).

““When demand increases, price When demand increases, price increases.”increases.”

price price “All dogs “All dogs have have four legs.”four legs.”

4-4-legged legged

demand demand

DogsDogs

Teach rules one of two ways.Teach rules one of two ways.a. Deductive method---from general (rule) to a. Deductive method---from general (rule) to

specific (examples).specific (examples). **** Teach rule statement (model, lead, test) first. Teach rule statement (model, lead, test) first. **** Then present examples and nonexamples---as Then present examples and nonexamples---as

with with concepts. concepts.

** ** Then test all examples and nonexamples. Then test all examples and nonexamples. ““Is this an example of the demand-price rule?” Is this an example of the demand-price rule?”

priceprice

demanddemand

“ “No.”No.” “ “How do you know?”How do you know?” Students state rule.Students state rule.

**** Then generalize to/test new examples and Then generalize to/test new examples and nonexamples. nonexamples.

b.b. Inductive method---from specific (examples) to Inductive method---from specific (examples) to

general (rule).general (rule). **** Present a range of examples Present a range of examples first first (e.g., different price-(e.g., different price-

demand curves): cars, oil, movies.demand curves): cars, oil, movies.

priceprice demanddemand ** ** Show students how to compare the examples and to Show students how to compare the examples and to

identify the identify the samenesssameness—the relationship. One variable goes —the relationship. One variable goes up and the other variable goes up. “Price varies directly up and the other variable goes up. “Price varies directly with demand.”with demand.”

**** Then present Then present nonexamplesnonexamples, and show (in relation to the , and show (in relation to the rule) how they are nonexamples. “Demand is increasing, rule) how they are nonexamples. “Demand is increasing, but price stays the same. That does but price stays the same. That does NOTNOT fit the rule. fit the rule.

** ** Then give new examples and nonexamples, and have Then give new examples and nonexamples, and have

students say if they are or are not examples, and how they students say if they are or are not examples, and how they know.know.

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

6.6. Routines.Routines. A sequence of steps for A sequence of steps for getting something done.getting something done.

Solving math problems, sounding out Solving math problems, sounding out words, writing essays, brushing your words, writing essays, brushing your teeth, brushing someone else’s teeth.teeth, brushing someone else’s teeth. How to teach.How to teach.

Teach the same way you teach Teach the same way you teach listslists..

Model, lead, test each step (or a few Model, lead, test each step (or a few steps); add a few more steps and then steps); add a few more steps and then do the whole sequence so far (model, do the whole sequence so far (model, lead, test); add a few more; etc.lead, test); add a few more; etc.

Kitteh tells you all about it…Kitteh tells you all about it…

Last step of prank Last step of prank routine.routine.

Materials Materials (programs) and (programs) and resource materialsresource materials (such as (such as textbooks)textbooks) differ in how much scaffolding is in them. differ in how much scaffolding is in them. Scaffolding includes:Scaffolding includes:

1.1. Stated Stated objectivesobjectives for each section. for each section.

2.2. Teach information/knowledge in a Teach information/knowledge in a logical logical progressionprogression. .

Teach pre-skills/parts before teaching larger chunks Teach pre-skills/parts before teaching larger chunks that that require require the pre-skills.the pre-skills.

say sounds say sounds hear sounds in words hear sounds in words letters that go letters that go

with sounds with sounds sound out/decode words made with sound out/decode words made with known letters-sounds known letters-sounds read connected text read connected text answer comprehension questions.answer comprehension questions.

Try teaching Try teaching ANYANY of the skills without first teaching of the skills without first teaching the ones listed before. Students won’t get it.the ones listed before. Students won’t get it.

3.3. Start sections with Start sections with big ideasbig ideas..

Big ideas are like the picture on the cover of a Big ideas are like the picture on the cover of a jigsaw puzzle box. jigsaw puzzle box.

The big idea (picture) helps to make sense of the The big idea (picture) helps to make sense of the separate parts. separate parts.

““Addition is just counting forward by ones.” Addition is just counting forward by ones.” Then Then show how. show how. A diagram that depicts causes and sequence of A diagram that depicts causes and sequence of genocide. Then examine examples. genocide. Then examine examples.

The concept of representative government. Use The concept of representative government. Use it to it to examine past, current, and possible future examine past, current, and possible future governments.governments.

4.4. Teach Teach all four phasesall four phases of mastery of mastery

FluencyFluency

AcquisitionAcquisition RetentionRetention

GeneralizationGeneralization

There’s an effective method for There’s an effective method for teaching each phase….teaching each phase….

5.5. Teach new knowledge (Teach new knowledge (acquisitionacquisition phase of phase of masterymastery) in a ) in a systematic, explicit, direct waysystematic, explicit, direct way? ? General procedureGeneral procedure

Gain attention. Gain attention. “Eyes on me.”“Eyes on me.” Frame instruction. Frame instruction. “Now you’ll learn to…”“Now you’ll learn to…” Model, lead, test the first example in the Model, lead, test the first example in the

acquisition setacquisition set; e.g., how to sound out words or ; e.g., how to sound out words or solve math problem.solve math problem.

Model. Lead, test the next examples in the Model. Lead, test the next examples in the acquisition set.acquisition set.

Test/check all examples---delayed acquisition Test/check all examples---delayed acquisition test.test.

Test new examples. “These are new Test new examples. “These are new examples, but examples, but you can (sound them out, solve you can (sound them out, solve them with the them with the routine). I’ll show you how routine). I’ll show you how (model)… Now your (model)… Now your turn…”turn…”

Correct all errors---model, lead, test, start Correct all errors---model, lead, test, start over, over, retest retest

Hold on. There’s an incoming message….Hold on. There’s an incoming message….

6.6. Systematically work on the three other Systematically work on the three other phases of phases of masterymasterya. a. Fluency: accuracy plus speed. Fluency: accuracy plus speed.

Model fluency.Model fluency. “I’ll show you how to read “I’ll show you how to read sentences sentences fast.” fast.”

Teach component skills to fluency.Teach component skills to fluency. Saying Saying sounds fast -> sounds fast ->

reading letters fast -> reading words fast.reading letters fast -> reading words fast. Use pacing devices.Use pacing devices. Clapping, metronome. Clapping, metronome. Repetition.Repetition. “Let’s read it again the fast way. “Let’s read it again the fast way.

Error limit Error limit is two.” is two.” Speed drillsSpeed drills, one minute timings. Graph., one minute timings. Graph.

Words correct/ 140 * GoalWords correct/ 140 * Goal minute 120 minute 120 100 * * *100 * * * 80 * * 80 * * 60 * *60 * * 40 * * 40 * * 20 *20 * Fluency drillsFluency drills

b.b. Generalization.Generalization. Use a generalization set-Use a generalization set---examples that --examples that

differ in nonessential ways (e.g., different differ in nonessential ways (e.g., different numbers) but are the same in essential numbers) but are the same in essential ways (e.g., how you treat them---as ways (e.g., how you treat them---as examples of the same KIND of problem).examples of the same KIND of problem).

Model how to show that new examplesModel how to show that new examples are the same (in how you treat them) as are the same (in how you treat them) as the ones in the acquisition set.the ones in the acquisition set.

Work on them one at a timeWork on them one at a time: model, : model, lead, test.lead, test.

Gradually, fade out the model and lead.Gradually, fade out the model and lead.

c. c. Retention.Retention. Cumulative review. All examples Cumulative review. All examples

from the from the last lesson plus most of the last lesson plus most of the second to last second to last lesson, plus some of lesson, plus some of previous lessons.previous lessons.

Always include items on which Always include items on which students students were not firmwere not firm..

ReteachReteach as needed. as needed. Use retention information (e.g., which Use retention information (e.g., which

students miss which items) to students miss which items) to improve improve teaching in general (e.g., use teaching in general (e.g., use more more examples during acquisition) examples during acquisition) and to and to individualize (e.g., special individualize (e.g., special sessions of sessions of intensive instruction).intensive instruction).

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

8.8. Identify possible errors and provide Identify possible errors and provide correction procedurescorrection procedures..

““When student makes reading When student makes reading error:error:

‘‘That words is….’That words is….’

‘ ‘What word?’….What word?’….

‘‘Spell….Spell….

‘ ‘Start over.’”Start over.’”

9.9. Provide Provide organizersorganizers, such as , such as diagrams diagrams that summarize a that summarize a lot of information, lot of information, outlines outlines of the information, and of the information, and guided guided notesnotes (outline of presentation with space for taking (outline of presentation with space for taking notes).notes).

1. Definition of political system1. Definition of political system

2. 2. Kinds of Definitions Advantages/ Typical Kinds of Definitions Advantages/ Typical

cycles cycles

political disadvantages of political disadvantages of changechange

systemssystems**monarchy**monarchy**aristocracy**aristocracy**oligarchy**oligarchy**direct democracy**direct democracy**representative **representative democracydemocracy

10.10. Provide scripts.Provide scripts. Eyes on me. Sitting big.Eyes on me. Sitting big.

New sound. fNew sound. f

Watch my finger.Watch my finger.This sound This sound [touch under f][touch under f] is ffff. is ffff.Again, this sound is ffff.Again, this sound is ffff.When I touch under the sound, YOU say When I touch under the sound, YOU say the sound the sound with mewith me. Get ready. . Get ready. ffffffffYour turn. What sound? Your turn. What sound? ffffffffffYes, ffff.Yes, ffff.

Some persons will tell you that Some persons will tell you that “scripts rob teachers of creativity. “scripts rob teachers of creativity. Don’t use scripted programs!”Don’t use scripted programs!”

These persons are These persons are notnot your friend! your friend!

They They won’t be in school won’t be in school with with you you when you try to teach, with when you try to teach, with no ideano idea what you are supposed to say. what you are supposed to say.

And all you have is some dippy little And all you have is some dippy little “lesson plan.”“lesson plan.”

Members of all professions, Members of all professions, sports, and arts follow (and sports, and arts follow (and master) some form of script. master) some form of script.

In fact, the script (the protocol, In fact, the script (the protocol, the way of doing things) the way of doing things) DEFINES expertiseDEFINES expertise..

For instance.…For instance.…

Surgeons follow protocols.Surgeons follow protocols. Premedication was carried out through a dart injection. 300mg tiletamine-Premedication was carried out through a dart injection. 300mg tiletamine-

zolazepam was administered intramuscular (i.m.). After 10 minutes, the animal zolazepam was administered intramuscular (i.m.). After 10 minutes, the animal could be transferred to the presurgery room (very good muscular relaxation). 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 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 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 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. malleolus (nervus tibialis anterior) and plantar (n. fibularis profundus and n. plantaris internus) of the affected extremity.plantaris internus) of the affected extremity.

Induction was performed with intravenous (i.v.) propofol 1mg/kg and midazolam Induction was performed with intravenous (i.v.) propofol 1mg/kg and midazolam 0,1 mg/kg.0,1 mg/kg.

Endotracheal intubation was performed with a rect branch laryngoscope and Endotracheal intubation was performed with a rect branch laryngoscope and endotracheal tube n° 8 for assisted respiration. Protocol was planned for endotracheal tube n° 8 for assisted respiration. Protocol was planned for maintenance of anesthesia (parenteral anesthesia). A butorphanol infusion was maintenance of anesthesia (parenteral anesthesia). A butorphanol infusion was initiated at 10g/kg/hr. Bradypnea was noticed and assisted ventilation initiated.initiated at 10g/kg/hr. Bradypnea was noticed and assisted ventilation initiated.

The hemodynamic function remained stable, with light bradycardia at the The hemodynamic function remained stable, with light bradycardia at the beginningbeginning of the surgical intervention. The intrasurgical measures are shown in of the surgical intervention. The intrasurgical measures are shown in Table 1.Table 1.http://images.google.com/imgres?imgurl=http://www.ispub.com/xml/journals/ijvm/vol1n2/http://images.google.com/imgres?imgurl=http://www.ispub.com/xml/journals/ijvm/vol1n2/chimp-tbl1.jpg&imgrefurl=http://www.ispub.com/ostia/index.php%3FxmlPrinter%3Dtruechimp-tbl1.jpg&imgrefurl=http://www.ispub.com/ostia/index.php%3FxmlPrinter%3Dtrue%26xmlFilePath%3Djournals/ijvm/vol1n2/%26xmlFilePath%3Djournals/ijvm/vol1n2/chimp.xml&h=434&w=636&sz=60&hl=en&start=34&um=1&tbnid=ebDwq71e-chimp.xml&h=434&w=636&sz=60&hl=en&start=34&um=1&tbnid=ebDwq71e-jrPfM:&tbnh=93&tbnw=137&prev=/images%3Fq%3Dsurgical%2Bprotocol%26startjrPfM:&tbnh=93&tbnw=137&prev=/images%3Fq%3Dsurgical%2Bprotocol%26start%3D21%26ndsp%3D21%26um%3D1%26hl%3Den%26client%3Dopera%26rls%3Den%26sa%3D21%26ndsp%3D21%26um%3D1%26hl%3Den%26client%3Dopera%26rls%3Den%26sa%3DN%3DN

Dancers follow dance notation.Dancers follow dance notation.

Martial artists follow the “forms.”Martial artists follow the “forms.”

Musicians and singers follow the score.Musicians and singers follow the score.

Basketball, football, baseball, and soccer Basketball, football, baseball, and soccer teams follow the play book---with diagrams of teams follow the play book---with diagrams of

who does what.who does what.

Contractors follow the blue printsContractors follow the blue prints..

Plumbers and electricians follow the “codes.”Plumbers and electricians follow the “codes.”

Human beings have spent thousands of years Human beings have spent thousands of years figuring outfiguring out, , organizingorganizing, and , and passing onpassing on knowledge knowledge of how best to do things.of how best to do things.

Each profession, art, and sport does different Each profession, art, and sport does different things in routine ways governed by things in routine ways governed by standards, all resting on a shared knowledge standards, all resting on a shared knowledge base.base.

Education IS supposed to be a profession. Education IS supposed to be a profession.

Expecting each teacher to create her own Expecting each teacher to create her own materials is the opposite of what a REAL materials is the opposite of what a REAL profession expects of members.profession expects of members.

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

Give up?Give up?

Okay, here’s what Okay, here’s what happens….happens….

This could be YOU.This could be YOU.

Bad things happen.Bad things happen.

You’ll become a nasty, nose poking, trumpet You’ll become a nasty, nose poking, trumpet blowing barf bag.blowing barf bag.

There’s There’s no wayno way a new teacher can a new teacher can design instruction as well as experts design instruction as well as experts who have worked for years on a who have worked for years on a program and have tested it and program and have tested it and revised it with thousands of revised it with thousands of students.students.

To “create” how you teach---the To “create” how you teach---the examples to use, the words to say, examples to use, the words to say, the methods to assess learning, the the methods to assess learning, the way to correct errors---will take five way to correct errors---will take five years; you will years; you will NOT NOT do a good job; do a good job; your students will be harmed your students will be harmed forever.forever.

Is this ethical?Is this ethical?

You’ll spend hours every night You’ll spend hours every night and all weekend doing it.and all weekend doing it.

You’ll be nuts in no time from You’ll be nuts in no time from overwork.overwork.

Making goofy faces and wearing Making goofy faces and wearing cheese for a hat.cheese for a hat.

Kitteh shows what you’ll look Kitteh shows what you’ll look like…like…

BUT!BUT!

When you use effective scripted When you use effective scripted programs, programs, YOU LEARNYOU LEARN howhow to to design and deliver instruction. design and deliver instruction. Just as you become a master Just as you become a master martial artist by doing what the martial artist by doing what the master does. master does. So, be creative… So, be creative…

Painting your toe nails.Painting your toe nails.Making stupid noises.Making stupid noises.Sewing buttons on your face.Sewing buttons on your face.

Boy, this makes me mad!Boy, this makes me mad!

MiniKitteh MiniKitteh agrees….agrees….

There are three levels of There are three levels of quality in materialsquality in materials——textbooks and programs—in books, on CDs, and on the textbooks and programs—in books, on CDs, and on the

internet.internet.

Pretty Pretty goodgoodExcellentExcellent

1. 1. Doesn’t cover what is needed---Doesn’t cover what is needed---

content has significant gaps. content has significant gaps.

Little or no work on fluency, Little or no work on fluency,

generalization, retention. generalization, retention.

Few stated and clear objectives. Few stated and clear objectives.

Illogical order; e.g., Illogical order; e.g., Teaches problems before students are Teaches problems before students are

firm on pre-skills needed to solve firm on pre-skills needed to solve problems. problems.

Presents text before it teaches big Presents text before it teaches big ideas and definitions of words IN the ideas and definitions of words IN the text; text;

Teaches unusual examples before Teaches unusual examples before common examples.common examples.

Does not align with state standard course of Does not align with state standard course of study. study.

http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/16grade1

Does not comply with state law. Does not comply with state law.

http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_115C/GS_115C-81.2.html

Uses teaching methods that are Uses teaching methods that are

untested or that are known to be untested or that are known to be

inineffective. effective. There are no organizers, such as There are no organizers, such as

outlines and guided notes, or outlines and guided notes, or these these

organizers communicate poorly organizers communicate poorly (e.g., (e.g., they are too complicated). they are too complicated).

Content contains politically correct, leftist Content contains politically correct, leftist propaganda, appealing to gullibility and desire to propaganda, appealing to gullibility and desire to belong. belong. “Che Guevara was a great revolutionary.” “Che Guevara was a great revolutionary.” [He was [He was

a degenerate, a murderer and coward.]a degenerate, a murderer and coward.]

““America is a (racist, sexist, classist society based America is a (racist, sexist, classist society based on exploitation.” on exploitation.” [Yes, millions leave every year.] [Yes, millions leave every year.]

““Gobal warming is a great danger.Gobal warming is a great danger. We must impose We must impose

regulations and taxes to reduce carbon emissions.”regulations and taxes to reduce carbon emissions.”

[How do YOU spell C O N T R O L? Temperature is [How do YOU spell C O N T R O L? Temperature is falling steadily. CO2 is a minute fraction of the falling steadily. CO2 is a minute fraction of the atmosphere and has NOTHING to do with raising atmosphere and has NOTHING to do with raising temperature. There was more CO2 in the temperature. There was more CO2 in the atmosphere BEFORE industrialization. Banning DDT atmosphere BEFORE industrialization. Banning DDT

has killed millions in Africa. Any more grand has killed millions in Africa. Any more grand schemes supported by junk science and appeals to schemes supported by junk science and appeals to

emotion?] emotion?]

2. Pretty Good2. Pretty Good

Covers most of what is Covers most of what is needed---but needed---but there are some there are some content gaps to fill. content gaps to fill.

Some work on fluency, Some work on fluency, generalization, retention. generalization, retention.

There are stated objectives. There are stated objectives. Generally logical order; Generally logical order;

e.g., e.g., teaches pre-skills teaches pre-skills needed for more needed for more advanced advanced skills. skills.

Pretty GoodPretty Good

Is aligned with state standard course of Is aligned with state standard course of study and study and state state law. law.

Generally uses teaching methods that are Generally uses teaching methods that are tested tested and known to be ineffective. and known to be ineffective.

Many good organizers. Many good organizers.

No political agenda except support for our No political agenda except support for our civilization. civilization.

However, needs However, needs supplementation of contentsupplementation of content from from internet or other materials, and internet or other materials, and more scaffoldingmore scaffolding (e.g., (e.g., more work on fluency; re-arrange order of instruction more work on fluency; re-arrange order of instruction so that pre-skills are taught first; more review to build so that pre-skills are taught first; more review to build retention; more organizers).retention; more organizers).

3. Excellent.3. Excellent.

Most scaffolding is there, but still Most scaffolding is there, but still needs some scaffolding, such as needs some scaffolding, such as outlines and guided notes, outlines and guided notes, vocabulary (concept) definitions, vocabulary (concept) definitions, more assessments, and ways to more assessments, and ways to “differentiate instruction” for “differentiate instruction” for different students. different students.

At this point, everything should be as At this point, everything should be as clear to you as it is to Kitteh….clear to you as it is to Kitteh….

So, you need to learn So, you need to learn how to assesshow to assess materials, and determine the materials, and determine the adequacy of adequacy of contentcontent, , sequencesequence, and , and scaffoldingscaffolding..

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

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

If you are teaching from a good to excellent If you are teaching from a good to excellent programprogram, you only need to practice the , you only need to practice the scripts and add a bit of scaffolding.scripts and add a bit of scaffolding.

For example:For example: More examples during initial More examples during initial

instruction instruction (acquisition phase).(acquisition phase). More work on fluency.More work on fluency. Additional visual cues; e.g., Additional visual cues; e.g.,

highlighting.highlighting. More detailed scripted procedures.More detailed scripted procedures. More work on vocabulary.More work on vocabulary.

But if you are teaching from a But if you are teaching from a textbook or other less-scaffolded textbook or other less-scaffolded materialmaterial, you have to do more., you have to do more.

Not all kittehs agree, however. Not all kittehs agree, however. Admiral Nelson says….Admiral Nelson says….

Teaching from Textbooks and Internet DocsTeaching from Textbooks and Internet Docs

1.1. Add Add contencontent (e.g., from internet) and t (e.g., from internet) and scaffolding.scaffolding.

2.2. Examine sections. Develop Examine sections. Develop long-term long-term objectivesobjectives. What are students . What are students supposed to do at the end of a supposed to do at the end of a chapter? Solve a range of math chapter? Solve a range of math problems? Conduct a chemistry problems? Conduct a chemistry experiment? Write a paper that states experiment? Write a paper that states the events leading to the American the events leading to the American Revolution, the persons and groups Revolution, the persons and groups involved, dates and places? involved, dates and places?


3.3. Examine the sections again. Based on Examine the sections again. Based on the long-term objectives, the long-term objectives, what facts, what facts, lists, concepts, rules, and routines IN the lists, concepts, rules, and routines IN the materials do you want students to learn?materials do you want students to learn? You can’t teach everything. You can’t teach everything.

4.4. Make guided notes and other organizers Make guided notes and other organizers for this content.for this content. For example, a diagram For example, a diagram of events leading to the American of events leading to the American Revolution; a protocol for conducting the Revolution; a protocol for conducting the chemistry experiment.chemistry experiment.


5.5. Develop a sequence for instruction.Develop a sequence for instruction.

In history, the information should be In history, the information should be presented in a way that presented in a way that tells a tells a storystory. .


In other subjects, information should be In other subjects, information should be presented in a presented in a logical progressionlogical progression..

For instance, students For instance, students learn pre-skillslearn pre-skills first (e.g., first (e.g., definitions and rules) definitions and rules) before before they learn OTHER they learn OTHER things that things that require require that they know the definitions that they know the definitions and rules.and rules.

The sequence you develop may not be the same The sequence you develop may not be the same as in the textbook—especially if you add material.as in the textbook—especially if you add material.

Sometimes you may be baffled, like these Sometimes you may be baffled, like these guys….guys….


6.6. Decide how you will present the Decide how you will present the information.information.

** Short lectures and or Powerpoints, ** Short lectures and or Powerpoints, with frequent question and answer? with frequent question and answer?

** Socratic method. Students read ** Socratic method. Students read

sections; the teacher asks questions; sections; the teacher asks questions; there is discussion relevant to the there is discussion relevant to the long-term objectives? long-term objectives?

““So, how does this event (Boston Massacre) So, how does this event (Boston Massacre) help us to understand the Revolution?”help us to understand the Revolution?”


7.7. Write scriptsWrite scripts for how you will for how you will present the information. present the information.

How will you teach How will you teach vocabulary/concepts? Definitions? vocabulary/concepts? Definitions? What examples?What examples?

What questions will you ask What questions will you ask regarding the text they just read?regarding the text they just read?


8.8. How will you assess learning of everything you How will you assess learning of everything you teach teach whilewhile you teach---acquisition tests? you teach---acquisition tests? ** Frequent questions during.** Frequent questions during.

““So, what is the definition of tyranny?”So, what is the definition of tyranny?”““Make up an example of representative Make up an example of representative

democracy.” democracy.”

** Short tests after a section is worked on.** Short tests after a section is worked on.““Here is a list of the words we worked on Here is a list of the words we worked on

today. Write a brief definition of each one. today. Write a brief definition of each one. Give an example and a nonexample. Give an example and a nonexample. Explain.”Explain.”


9.9. How will you correct errors? How will you correct errors?


10.10. What will you do if assessment What will you do if assessment shows that some students are not shows that some students are not getting it?getting it?

**** Reteach? Reteach?

**** Intensive instruction? Intensive instruction?Four-Level Procedure for Remediation

Well, that’s about it. Time for beddy-bye.Well, that’s about it. Time for beddy-bye.