Leadership module 3 introduction to content alignment
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Leadership Module 3: Introduction to Content Alignment. Module 2 Review. During Module 2, we worked on developing common vocabulary and understanding of key curriculum terms. Recall and explain the definitions of foundational curriculum terms

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Leadership Module 3: Introduction to Content Alignment

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Leadership module 3 introduction to content alignment

Leadership Module 3: Introduction to Content Alignment


Module 2 review

Module 2 Review

  • During Module 2, we worked on developing common vocabulary and understanding of key curriculum terms.

    • Recall and explain the definitions of foundational curriculum terms

    • Organize foundational terms into a framework of logical relationships

  • Today, we are going to build on that work with some key concepts and terms specific to alignment.


Objectives

Objectives

  • Summarize the relationship between the Iowa Core Curriculum and the Iowa Core Content Standards and Benchmarks

    2.Remember and explain key alignment concepts and terms


The relationship

The Relationship

  • There are two state-level education policy documents that speak to what students should learn.

    • Iowa Core Content Standards and Benchmarks (CCSB)

    • Iowa Core Curriculum (CC)

  • Though related, these two documents are not interchangeable.

    • The Iowa Core Content Standards and Benchmarks are broad statements of critical content.

    • The Iowa Core Curriculum provides further detail related to the Iowa Core Content Standards and Benchmarks, and extends beyond them.


The relationship1

The Relationship


Whole group activity the relationship

Whole-Group Activity: The Relationship

  • Review the example document: MATHEMATICS Core Content Standards and Benchmarks and The Iowa Core Curriculum

  • Note the following features of the relationship displayed

    • The broad nature of the Iowa Core Content Standards and Benchmark statements

    • The specific nature of the Iowa Core Curriculum compared to the Iowa Core Content Standard and Benchmark statements

    • The layout of the document (i.e., general to more specific)


The relationship making the connections

The Relationship: Making the Connections


Understanding alignment

Understanding Alignment

  • What is Alignment?

    • To paraphrase…The extent to which and how well all policy elements (e.g., content, instruction, and assessment) work together to guide instruction and, ultimately, student learning (Webb, 1997).

    • In other words…content, instruction, and assessments need to provide clear messages about the important goals and outcomes of the educational system.

    • Alignment information can be thought of as a characteristic of the relationship among content, instruction, and assessment


Understanding alignment1

Understanding Alignment

  • The purpose of alignment work is to determine the extent to which content, instruction, and assessment are in agreement AND facilitate student learning.

  • It’s not just an event…it’s a process!


Why alignment is important

Why Alignment is Important

  • Aligned content, instruction, and assessment provide clear messages about important goals and outcomes.

  • Conversely, when policy elements contradict each other, increased stress and pressure may be placed on educators and students.


Why alignment is important1

Why Alignment is Important

  • Having alignment data provides valuable information about system functioning to be used for improvement efforts.

  • Poorly aligned instructional content with assessments can “result in our underestimating the effect of instruction on learning” (Anderson, 2002).


Why alignment is important2

Why Alignment is Important

  • What research tells us the impact of alignment on student outcomes

    • As alignment between what is taught and assessments increases, so to do student outcomes (e.g., Gamoran et al., 1997; Cohen, 1987).

    • This is true even for students with low achievement, low SES, and ethnically and culturally diverse groups.

    • Important to consider both topical/ conceptual information, as well as cognitive complexity when measuring alignment.


Alignment logic and the iowa core curriculum

Alignment Logic and the Iowa Core Curriculum

  • The Iowa Core Curriculum defines the Essential Concepts and Skill Sets students need to learn.

  • The content of instruction should be guided by (aligned with) the Iowa Core Curriculum.

  • Fair assessment practices means students are assessed on what they are supposed to learn (align assessments with the Iowa Core Curriculum).

  • Fair assessment practices also means students are assessed on what they have will have or had an opportunity to learn (align assessments with instructional content).


Rationale for alignment

Rationale for Alignment

  • In other words…

    • figure out what to teach (i.e., the Iowa Core Curriculum),

    • teach it, and

    • assess it

  • Because if we don’t…

    • we are being unfair, and

    • adults and children get confused and frustrated

  • Instead, the goal of alignment with the Iowa Core Curriculum is to…

    • reduce confusion

    • improve opportunity to learn for students, and ultimately

    • improve outcomes for each and every student


Some thoughts to consider

Some Thoughts to Consider

  • There are a wide variety of experience and roles within a building, district, at the AEAs and Department of Education.

  • To develop a common understanding about the Iowa Core Curriculum, we all need to have professional conversations about practices we engage in or observe.

  • As our common understanding improves, it will help ensure that all students in Iowa have an equitable opportunity to learn the Essential Concepts and Skill Sets found in the Iowa Core Curriculum.


Connecting activity to iowa core implementation plan

Connecting Activity to Iowa Core Implementation Plan

  • FIRST, in leadership teams, each person or pair address one specific outcome from the implementation plan.

  • SECOND, relate key learnings from instruction and assessment segment and content alignment segment to your assigned outcome. Make any additions or corrections to the outcome response activity sheet p5.

  • THIRD, come back as a team and make corrections to your team response sheet.


Module 3 evaluation

Module 3 evaluation

  • Reminder Emails will be sent on December 18th.

  • We appreciate your time and participation for Iowa Core feedback!

Feedback sheets


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