slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Raising Standards: Showing our Students How to Align Curriculum Standards With Their Instructional Units PowerPoint Presentation
Download Presentation
Raising Standards: Showing our Students How to Align Curriculum Standards With Their Instructional Units

Loading in 2 Seconds...

play fullscreen
1 / 24

Raising Standards: Showing our Students How to Align Curriculum Standards With Their Instructional Units - PowerPoint PPT Presentation


  • 137 Views
  • Uploaded on

Raising Standards: Showing our Students How to Align Curriculum Standards With Their Instructional Units. Pamela Luft Kent State University. Using Standards for Instruction?!. The Need: Schools are under increasing pressure to raise student outcomes and use state standards for teaching.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Raising Standards: Showing our Students How to Align Curriculum Standards With Their Instructional Units' - benjamin


An Image/Link below is provided (as is) to download presentation

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.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Raising Standards:Showing our Students How to Align Curriculum Standards With Their Instructional Units

Pamela Luft

Kent State University

Transition Services Preparation & Training

using standards for instruction
Using Standards for Instruction?!
  • The Need:
    • Schools are under increasing pressure to raise student outcomes and use state standards for teaching.
  • The Problem:
    • Content standards often are vague and difficult to use for teaching (Popham, 2001).
    • Concrete and definitive lessons about a specific task are unlikely to address the nature or scope of these standards.

Transition Services Preparation & Training

using standards for instruction3
Using Standards for Instruction?!
  • Conflicting Expectations:
    • Special and Deaf Education use behavioral objectives to ensure measurable outcomes.
    • This provides a foundation for accountability, yet:
      • State standards are much broader than even a series of related lessons and by nature, are vague and not easily quantified.
      • A linear task analysis of standards can result in a nearly-overwhelming array of steps and sub-steps to achieve for any one standard.
    • Examples:
      • 10th grade: Vocabulary Acquisition
        • Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

Transition Services Preparation & Training

using standards
Using Standards?!
  • The Result:
    • Schools and teachers need guidance in integrating:
      • Vague and broad content standards with;
      • Measurable, observable, and accountability-focused behavioral objectives that are based on task analyses;
      • To result in a series of unified lessons that lead to achievement of these standards.
  • Higher Education’s Responsibility:
    • University programs are expected to prepare their graduates appropriately and appropriately.
    • Prevent graduation of teachers unable to effectively incorporate standards into their teaching

Transition Services Preparation & Training

unsuccessful integration
Unsuccessful Integration
  • Concrete and definitive lessons with measurable outcomes—
    • but that poorly address the standards.
  • Lessons that address clear and specific aspects of standards—
    • but result in fragmentation that doesn’t address broader knowledge and skill learnings
  • Lessons that address breadth of standards—
    • but lead to little depth of learning, or
    • become unwieldy and ineffective

Transition Services Preparation & Training

promoting good teaching that incorporates state standards
Promoting Good Teaching That Incorporates State Standards
  • Aim for depth, rather than superficial breadth (TIMMS report)
    • Develop lessons based on unit themes
      • Broad themes can address the comprehensive nature of standards
      • Unit themes support redundancy of learning
        • increasing depth of understanding
        • allowing expansion and extension of related skills and knowledge—the standards
      • Unit themes link individual tasks and activities to reduce fragmentation and build these broader knowledge and skill learnings.

Transition Services Preparation & Training

using what we know about good instructional practice
Using What We Know About Good Instructional Practice
  • Exemplary instruction should:
    • Be based on high standards;
    • Incorporate depth of understanding within reasonable breadth; and therefore
    • Accommodate and reflect standards-based and outcomes-driven learning.
  • Poor instruction can occur despite:
    • Standards-based and outcomes-driven learning.

Transition Services Preparation & Training

new resources on using standards
New Resources on Using Standards
  • Linking IEPs to State Learning Standards by Miller & Hoffman (2002).
    • Importance of standards and IDEA
    • Identifying standards that meet student needs
  • Connecting Standards and Assessments Through Literacy by Conley (2005).
    • Purposes and requirements of standards and assessments
    • Integrating test-taking skills with instruction
  • Aligning transition and standards-based education: issues and strategies by Kochhar-Bryant & Bassett (2002)
    • Importance of using standards with transition
    • General tips for usage

Transition Services Preparation & Training

exemplary instruction
Exemplary Instruction
  • Is more than clear links and observable outcomes
  • Should provide:
    • Inquiry and problem-solving focus
    • Depth of understanding
    • Clear relationships and interrelationships among broad and life-long concepts
      • Redundancy of key concepts across diverse content

Transition Services Preparation & Training

conceptually focused teaching units that incorporate standards
Conceptually Focused Teaching Units that Incorporate Standards
  • Understanding by Design (Wiggins and McTighe, 1998)
    • Provides a process for incorporating standards with Stage 1 of unit design
    • Based upon research on learning and teaching (http://www.ubdexchange.org/resources.html).

Transition Services Preparation & Training

unit design process
Unit Design Process
  • Stage One:
    • Incorporate external standards:
    • “Unpack” them into meaningful and teachable chunks.
      • Review the standard for those elements that are
        • (a) worth being familiar with,
        • (b) what is important to know and understand, and
        • (c) what is authentic and relevant and of life-long value to the student.

Transition Services Preparation & Training

unit design cont
Unit Design cont.
  • Stage One:
    • Standards often incorporate elements across all three aspects
      • Those at the heart, “c” are often most helpful in focusing unit and lesson planning.
    • Review these “core” standards to identify overarching and enduring understandings
    • Develop unit questions based on these standards and understandings
      • to focus and link the unit assessments and teaching activities

Transition Services Preparation & Training

unit design
Unit Design
  • Stage Two
    • Plan a variety of assessments that demonstrate achievement of standards
    • Use the Six Facets of Understanding
    • Examine evidence that demonstrates these overarching and enduring understandings
  • Stage Three
    • Plan lessons and activities that prepare students for the assessments that demonstrate their understanding

Transition Services Preparation & Training

development summary
Development Summary
  • Use Stage One’s:
    • overarching and enduring understandings,
    • which incorporate and unpack external standards,
  • To plan Stage Two’s:
    • assessments to collect evidence of these understandings,
    • across the Six Facets,
  • Which are supported by Stage Three’s:
    • learning experiences and instructional activities
      • that ensure that students have the necessary skills and knowledge
      • to fully and effectively demonstrate these understandings
      • across each of the Six Facets.

Transition Services Preparation & Training

external validation
External Validation
  • A growing number of university programs and colleges of education utilize this design process and its frameworks
    • It provides a valuable tool for addressing some of these instructional challenges.
  • Current programs using UbD:
    • Teachers College at Columbia University,
    • Penn State Univ.,
    • Old Dominion Univ.,
    • Vanderbilt Univ., and the Univ. of Maryland,

Transition Services Preparation & Training

strategies s tage one
Strategies: Stage One
  • Identify student needs through state standards and IEP/transition outcomes
  • Develop a web or outline of the different content areas
    • List the core standards for each content area
    • Incorporate student needs where appropriate
  • Expand and “explode” standards into components
    • Brainstorm all possible standard components and then revise or prioritize into their key components
    • Contact content area specialists for their input for delineating standards into their key components, and for facet and activity ideas
    • Use internet teaching resources and lists to initially expand standard-related activities

Transition Services Preparation & Training

strategies s tage one cont
Strategies: Stage One cont.
  • Examine unit web and synthesize content areas into several comprehensive, inquiry-based questions
    • Evaluate and choose a unit question that most effectively:
      • Utilizes the standards to achieve key learning outcomes and “core” content
      • Utilizes authentic and relevant, age-appropriate activities
  • Develop 1-3 overarching goals and outcomes
    • Develop goals that link content areas and student needs
    • Review goals, outcomes, and questions to ensure match and linkage
  • Use unit theme to expand content and unit cohesiveness:
    • List possible activities that fully develop core components of the standards
    • Address key student needs and interests

Transition Services Preparation & Training

strategies stage two
Strategies: Stage Two
  • Develop assessment activities for the six facets across each of the unit goals/outcomes
    • Use the facets for comprehensive and thorough evaluation
      • ensure that each unit goal is adequately represented
      • utilize culminating activities that can incorporate multiple goals and facets when possible
  • List unit goals that can be addressed in each facet
    • Combine into culminating projects or activities
    • Review the web outline of content areas to ensure coverage of each standard
  • Utilize facets to develop a rubric with scoring
    • Note specific standards addressed by each facet
    • Develop measurable outcomes and unit criteria for each facet

Transition Services Preparation & Training

strategies stage three
Strategies: Stage Three
  • Utilize facets to develop a listing of needed lessons and instructional activities
  • Review unit web of content standards to check for coverage
  • Ensure that activities are of sufficient quantity and quality
    • Students must be able to develop the skills that will lead to success across all six facets
  • Review activities for relevance and link to overall unit goals and overarching unit questions.
  • Use the activities listing to begin lesson plan development.

Transition Services Preparation & Training

supporting standards based instruction
Supporting Standards-Based Instruction
  • Unit design process reviews links to standards and student needs at each stage
  • Stages 1 & 2 provide design comprehensiveness
  • Stage 3 provides instructional specificity

Transition Services Preparation & Training

unit teaching barriers real or imagined
Unit Teaching Barriers:Real or Imagined?
  • Teachers in self-contained classrooms are assigned limited content responsibilities
    • Develop collaborative units between related classes
    • Use block scheduling and teaming
  • Resource room and itinerant teaching are fragmented
    • Incorporate classroom-based unit teaching for skill and remediation to retain conceptual links
    • Combine content areas into units that emphasize relevance and authenticity

Transition Services Preparation & Training

ensuring good teaching
Ensuring Good Teaching
  • Good teaching should predominate over scheduling or assignment concerns
    • Good teachers “find a way”
  • Unit-based teaching is supported by research and leads to successful and meaningful integration of standards
  • More information on utilization of unit design rubric—see Teaching Units: http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

Transition Services Preparation & Training

references
References
  • Conley, M. W. (2005). Connecting standards and assessment through literacy. Boston: Pearson.
  • Kochhar-Bryant, C. & Bassett, D. S. (2002) Aligning transition and standards-based education: issues and strategies. Arlington, Va. : Council for Exceptional Children.
  • Miller, L., & Hoffman, L. (2002). Linking IEPs to state learning standards: A step-by-step guide. Austin, TX: Pro-Ed.
  • Popham, W. J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Transition Services Preparation & Training