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.
Related searches for AAA Curriculum Design and Delivery:
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Developing Interventions that Align, Advance, and Assimilate into the Content and Contexts of Schools
Texas A&M University
University of Oregon
University of Connecticut
Teacher Quality: Reading and Writing number of detours and redirects.
Vocabulary & Early ReadingWhat lessons have we learned from IES development & efficacy projects?
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.
(Kame’enui, Carnine, Dixon, Simmons & Coyne, 2002)
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
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
What combination of professional development strategies and supports effectively help teachers
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.
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.
strategies to fit the 6-week units.
Challenge: How to make vocabulary instruction more comprehensive.
Case 1 different programs?Week 1
The Earliest Texans
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 __________.
agriculture Native Americans
trading goods culturedescendants
Teacher Existing Text & Curriculum
StudentIntervention Design: How will you scaffold strategy introduction?
For a copy of this presentation: Existing Text & Curriculum