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AAA Curriculum Design and Delivery:

AAA Curriculum Design and Delivery:. Developing Interventions that Align, Advance, and Assimilate into the Content and Contexts of Schools. IES Conference Washington, DC June 2006 Deb Simmons Texas A&M University Scott Baker University of Oregon Mike Coyne University of Connecticut.

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AAA Curriculum Design and Delivery:

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  1. AAA Curriculum Design and Delivery: Developing Interventions that Align, Advance, and Assimilate into the Content and Contexts of Schools IES Conference Washington, DC June 2006 Deb Simmons Texas A&M University Scott Baker University of Oregon Mike Coyne University of Connecticut

  2. The path from design & delivery to evidence may involve a number of detours and redirects.

  3. 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.?

  4. Teacher Quality: Reading and Writing Mathematics & Reading Vocabulary & Early Reading What lessons have we learned from IES development & efficacy projects?

  5. 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

  6. There are some fundamental design & delivery dimensions to consider along the theory > curriculum > implementation > evidence road.

  7. 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.

  8. Curriculum Design Principles • Big Ideas • Strategic Integration • Conspicuous Strategies • Primed Background Knowledge • Judicious Review • Mediated Scaffolding (Kame’enui, Carnine, Dixon, Simmons & Coyne, 2002)

  9. 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.

  10. Curriculum design and delivery must covary with content and context.

  11. 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

  12. Texas A&M & University of Texas Personnel Deborah Simmons – PI Sharon Vaughn & Bill Rupley - Co-PIs Angie Hairrell & Meaghan Edmonds – Project Coordinators Vic Willson – Statistician Ron Zellner – Technology Specialist Kristi Cleere – Project Specialist Glenda Bryns, Brandi Kocian, Kelly Lawrence – Graduate Assistants

  13. 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?

  14. 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.

  15. Experimental Design

  16. 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.

  17. 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?

  18. Curriculum Content: Social Studies

  19. Accountability& ResponsibilityDesign 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.

  20. 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);

  21. 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.

  22. How We Demonstrated Accountability & Alignment

  23. 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.

  24. What if you are working with multiple districts that have different programs?

  25. 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.

  26. Case 1Week 1 The Earliest Texans were hunters who later began to farm and settle in communities ________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 __________. Vocabulary List agriculture Native Americans artifacts quarry trading goods culturedescendants

  27. 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

  28. 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.

  29. Integrate Multiple Strategies

  30. 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

  31. Teacher Student Intervention Design: How will you scaffold strategy introduction?

  32. 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?

  33. Delivery X Content ConsiderationsQuadrant 3 • Will curriculum content supplement or supplant instruction? • Who will deliver intervention and are there special characteristics of these individuals?

  34. 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?

  35. For a copy of this presentation: http://teacherquality.tamu.edu

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