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Evaluating the Alignment and Quality of the Taught Curriculum

Virginia Department of Education Office of School Improvement. Evaluating the Alignment and Quality of the Taught Curriculum. 2013-2014. Agenda. What are the basic components of a Taught Curriculum? How do we measure the quality of the basic components of our Taught Curriculum?. Question 1.

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Evaluating the Alignment and Quality of the Taught Curriculum

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  1. Virginia Department of Education Office of School Improvement Evaluating the Alignment and Quality of the Taught Curriculum 2013-2014

  2. Agenda • What are the basic components of a Taught Curriculum? • How do we measure the quality of the basic components of our Taught Curriculum?

  3. Question 1 What are the main components of a Taught Curriculum?

  4. What is the Taught Curriculum? • The Taught Curriculum is the enactment or implementation of the Written Curriculum by a teacher with a specific group of students. • Evidence: • Lesson Plans • Lesson Observations

  5. Which lesson plans should we use? • Created by the person who will be implementing the lesson • Should explain how the Written Curriculum will be adapted for specific student needs • Variety of high and low performing teachers Written Curriculum Taught Curriculum

  6. Main Components for both Lesson Plans and Lesson Observations • Alignment with/of Standards, Big Ideas, and Objectives • Sequence/Pacing • Student Learning Experiences • Assessments • Supporting Resources

  7. Reading the Tool

  8. Basic Component: Alignment with/of Standards, Big Ideas, and Objectives (Lesson Plans)

  9. Basic Component: Alignment with/of Standards, Big Ideas, and Objectives (Lesson Observations)

  10. Objectives • What the student will accomplish during the given lesson, including the: • Behaviorsstudents will exhibit to show learning • Conditionsunder which the students will exhibit those behaviors • Criteriathe teacher will use to determine whether students meet the objective.

  11. Why Objectives? • Focus the learning for teachers and students • Students show increased student achievement when teachers communicate clear objectives to students and provide quality formative feedback to students • Students take greater risks and persevere longer when they know the objectives and criteria. (Brookhart, 2008; Hattie & Timperley, 2007; Shute, 2008).

  12. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective. Objectives and Standards • English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. • e) Distinguish between active and passive voice.

  13. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective. Objectives and Standards • English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. • e) Distinguish between active and passive voice. Behavior

  14. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective. Objectives and Standards • English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. • e) Distinguish between active and passive voice. Conditions

  15. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective. Objectives and Standards • English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. • e) Distinguish between active and passive voice. Criteria for Success

  16. Objectives and Standards: Practice • Math 7.5b: The student willsolve practical problems involving the volume and surface area of rectangular prisms and cylinders

  17. Basic Component: Sequence/Pacing (Lesson Plan)

  18. Basic Component: Sequence/Pacing (Lesson Observation)

  19. Determining the Sequence of the Lesson Based on the Lesson Purpose • Is the lesson deductive (teacher introduces and explains concepts, then has students apply and practice)or inductive (teacher provides examples, students generate organization or explanation)? • What are the major outputs expected in the lesson? • Where does the lesson fall in the unit?

  20. Types of Lessons: How would each of these be sequenced? What would the beginning, middle, and end of each lesson look like?

  21. Basic Component: Quality of the Student Learning Experiences (Lesson Plan)

  22. Basic Component: Suggested Learning Strategies (Lesson Observation)

  23. Strategies & Average Effect Sizes on Achievement* *Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

  24. Strategies & Average Percentile Gain on Achievement* *Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

  25. Basic Component: Assessment (Lesson Plan)

  26. Basic Component: Assessment (Lesson Observation)

  27. The Power of Formative Assessment • “…the most powerful single influence enhancing achievement is feedback.” • Feedback from teachers to students (e.g., specific feedback on strengths and areas for improvement) • Feedback from students to teachers (e.g., what they know and do not know, effectiveness of strategies) *Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

  28. Basic Component: Supporting Resources (Lesson Plan)

  29. Basic Component: Supporting Resources (Lesson Observation)

  30. Question 2 How do we measure the quality of the basic components of our Taught Curriculum?

  31. How do these pieces fit together? Review a Lesson Plan and a Lesson Observation using the tools.

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