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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:

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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Session Questions number of detours and redirects.

  • What are the critical curriculum design & delivery features for intervention research?

  • How do these differ across content, grade/age, teacher characteristics, administrative units, etc.?


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Teacher Quality: Reading and Writing number of detours and redirects.

Mathematics

& Reading

Vocabulary & Early Reading

What lessons have we learned from IES development & efficacy projects?


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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


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


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Big Idea: consider along the 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.


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Curriculum Design Principles consider along the

  • Big Ideas

  • Strategic Integration

  • Conspicuous Strategies

  • Primed Background Knowledge

  • Judicious Review

  • Mediated Scaffolding

    (Kame’enui, Carnine, Dixon, Simmons & Coyne, 2002)


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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.



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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


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Texas A&M & University of Texas Personnel Comprehension through Content and Case-Situated Professional Development: Year 01 Design Experiment

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


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Research Question for Teacher Quality Comprehension through Content and Case-Situated Professional Development: Year 01 Design Experiment

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?


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Proposed Outcomes Comprehension through Content and Case-Situated Professional Development: Year 01 Design Experiment

  • 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.


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Experimental Design Comprehension through Content and Case-Situated Professional Development: Year 01 Design Experiment


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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.


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Design by Content Considerations teach. Quadrant 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?



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A teach. ccountability& 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.


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Vocabulary & Comprehension Standards teach.

  • 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);


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Sample Social Studies Content Standards teach.

  • 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.



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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.



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What Does Your Curriculum Promise and What Does it Replace? different programs?

  • 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.


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Case 1 different programs?Week 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


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Which vocabulary strategies best fit social studies content? different programs?

  • 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


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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.


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Integrate Multiple Strategies Existing Text & Curriculum


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What design unit fits the content & context? Existing Text & CurriculumCumulative & 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


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Teacher Existing Text & Curriculum

Student

Intervention Design: How will you scaffold strategy introduction?


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Design X Context Considerations Existing Text & CurriculumQuadrant 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?


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Delivery X Content Considerations Existing Text & CurriculumQuadrant 3

  • Will curriculum content supplement or supplant instruction?

  • Who will deliver intervention and are there special characteristics of these individuals?


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Delivery by Context Existing Text & CurriculumQuadrant 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?


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For a copy of this presentation: Existing Text & Curriculum

http://teacherquality.tamu.edu