total instructional alignment defining designing and aligning educational systems for learning
Download
Skip this Video
Download Presentation
Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning

Loading in 2 Seconds...

play fullscreen
1 / 68

Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning - PowerPoint PPT Presentation


  • 120 Views
  • Uploaded on

Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning. Presented by Lisa Carter. Meaningful Change Makes a difference and has a positive impact on student learning. 1. Knowledge 2. Conditions of support.

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 'Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning' - kellsie


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
total instructional alignment defining designing and aligning educational systems for learning

Total Instructional AlignmentDefining, Designing, and Aligning Educational Systems for Learning

Presented by

Lisa Carter

slide2
Meaningful Change

Makes a difference and has a positive impact on student learning.

1. Knowledge

2. Conditions of support

the work of professional learning communities and tia
The Work of Professional Learning Communities and TIA
  • What is that we want our students to learn?
  • How will we know they have learned and learned well?
  • How will we respond to those students who have not learned?
  • How will we challenge those that have learned?
slide11
7. The new mission of schools, compulsory “learning for all”, can be delivered in the old system of compulsory “attendance for all!”
a school or school district can do instructional alignment during a summer workshop
A school or school district can “do” Instructional Alignment during a summer workshop.
slide15
Deep Understanding 1

Total Instructional Alignment ensures equity in learning opportunities for all students through alignment of standards, curriculum, assessment, and instruction.

what is total instructional alignment
What Is Total Instructional Alignment?

It is making sure that what we are teaching, what we are assessing, and

how we are teaching are congruent.

the three domains of total instructional alignment
The Three Domains of Total Instructional Alignment

Alignment of the system

Alignment of standards, curriculum

and assessment

Alignment of instructional practice

slide18
Alignment of the

Instructional

Delivery System

12

11

10

9

8

7

6

5

4

3

2

1

k

Mom

Dad

slide19
12

11

10

9 9 9 9 9 9

8

7

6

5

4

3

2

1 1 1 1 1 1

k

Alignment of the System Through Horizontal Structures

Planning Agenda

slide20
12

11

10

9

8

7

6

5

4

3

2

1

k

Alignment of the System Through Vertical Structures

100

75

Planning Agenda

100

slide21
Deep Understanding 2

Alignment of time structures through flexible scheduling and grouping practices ensures students the opportunity to learn based on their unique learning clocks.

slide22
What Do We Know?

1. Time affects learning.

2. Schools were never designed to

teach all children.

slide23
The Research of John Carroll

Aptitude =

Degree of learning =

Time spent

Time needed

what affects time spent
What Affects Time Spent?

Perseverance

Attention span

Opportunity structures

what affects time needed
What Affects Time Needed?

Aptitude

Prior knowledge

Quality of instruction

slide26
What We Know

Students come to us with a variance of

knowledge and skill level.

Students learn at different rates.

Learning is an incremental process.

slide27
What We Do

Group students for instruction based on chronological age.

Give all students the same amount of time to learn the same amount of content.

slide28
Alignment of the System

Second Grade

Algebra 2

English II

First Grade

Algebra 1

English I

Time

x

Norm

x

Rodney

x

Kim

x

Mary

x

Kathy

x

Sam

x

Tia

x

Miguel

x

Joey

x

Jane

Content

slide30
The School of Horace Mann
  • Over 100 years old
  • Built around the agrarian calendar
  • Modeled after the factory
  • One size fits all
slide31
The Four Circles of Time

12

1

11

Extended School Time

2

Actual School Time

10

Academic Time

3

9

Engaged-Learning Time

4

8

5

7

6

slide33
All =

School Independent and

School Dependent Students

I

C

Instruction

Curriculum

Evaluation

E

slide34
Total Instructional Alignment

I

C

E

Instruction

Curriculum

Evaluation

slide35
Any innovation you bring into the classroom or school to improve outcomes on student assessments presumes that there is already alignment of the intended (curriculum), taught (instruction), and tested (evaluation) objectives. The innovation itself will not improve outcomes if alignment does not exist.
slide37
In order to successfully align instruction, teachers need tools, processes, time, materials, resources, and support!
essential alignment tools
Essential Alignment Tools
  • The congruence matrix
  • Standards-based/objective-based instruction
  • Higher-order thinking
  • Task analysis to determine essential knowledge and skills
  • Effective ongoing assessment
  • Quality instructional strategies
slide40
The Congruence Matrix

One Grade Level or Subject Area

Norm-Referenced

Test

Standard Benchmark Criterion-

or SLE Referenced Test

Other

higher order thinking remember understand apply analyze evaluate create revised blooms taxonomy
Higher-Order ThinkingRememberUnderstandApplyAnalyzeEvaluate Create(Revised Blooms’ Taxonomy)
slide44
Constructing Learning Objectives – Z Chart

Behavior

Learning

Level of Thinking

Unit or Strand

1

2

General

Doing - Verb

3

Specific Content

4

Specific

slide45
Constructing Learning Objectives

Objective:

The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals.

Level of Thinking

Unit or Strand

1

2

remember

Mammals

Doing - Verb

3

Specific Content

4

listing

Three characteristics

of a mammal

slide46
Constructing Learning Objectives

Objective:

The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals.

Level of Thinking

Unit or Strand

1

2

understand

Mammals

Doing - Verb

3

Specific Content

4

Three characteristics

of a mammal

slide47
Constructing Learning Objectives

Objective:

The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals.

Level of Thinking

Unit or Strand

1

2

apply

Mammals

Doing - Verb

3

Specific Content

4

Three characteristics

of a mammal

slide48
Constructing Learning Objectives

Objective:

The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals.

Level of Thinking

Unit or Strand

1

2

analyze

Mammals

Doing - Verb

3

Specific Content

4

Three characteristics

of a mammal

slide49
Constructing Learning Objectives

Objective:

The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals.

Level of Thinking

Unit or Strand

1

2

evaluate

Mammals

Doing - Verb

3

Specific Content

4

Three characteristics

of a mammal

slide50
Constructing Learning Objectives

Objective:

The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals.

Level of Thinking

Unit or Strand

1

2

create

Mammals

Doing - Verb

3

Specific Content

4

Three characteristics

of a mammal

slide51
Behavioral Objectives
  • design a well-balanced meal.
  • label the parts of a cell.
  • compare any two fractions using >,< or =.
  • justify the actions of a story character.
  • create a model of the solar system.
  • explain three causes of the Civil War.
  • solve ten addition problems (two digits added to two digits with regrouping).
  • distinguish between obedience and conformation in the judging of dogs.

1

2

3

4

task analysis
Task Analysis

Formulate the objective

Clarify the objective

Identify all essential learnings

Sequence in the order of simple to complex

task analysis1
Task Analysis
  • The learner will use correct form to swim freestyle without assistance a distance of 50 yards across the pool.
slide54
U.S. History

The learner will interpret economic, social, and political trends of the late 19th and early 20th centuries.

advanced math
Advanced Math

The learner will find the zeroes, vertical asymptotes, and horizontal asymptotes of a basic function or a rational function through analysis of the polynomials in the numerator and denominator and sketch the graph of a rational function labeling the horizontal and vertical asymptotes and the x- and y- intercepts.

.

english ii
English II

The learner will write a literary analysis to show understanding of repetition, mood/tone, maxims, anecdotes, and figurative language in Chinese and Japanese poetry.

primary math
Primary Math

The learner will tell time to the hour, half hour, and quarter hour.

slide62
Deep Understanding 3

Designing appropriate remediation and enrichment opportunities aligned to individual student needs ensures student learning success.

effective schools are data driven and results oriented

Effective Schools Are Data Driven and Results Oriented

Definition

In the effective school, student academic progress is measured frequently using a variety of assessment procedures. The results of the assessments are used to improve individual student performance and to improve the overall instructional program

First generation

Teachers monitor student progress

Second generation

Students monitor their own progress

two ways to view assessment

Two Ways to View Assessment

A tool to assist in the sort and select mission of the school.

A tool that helps us gain invaluable information about student learning and allows us to make better instructional decisions.

slide65
Traditional Classroom

Instruction

.

10-20%

.

.

30-40%

40-50%

F’s

D’s

C’s

B’s

A’s

50-60%

Test or quiz

Record Grade

.

80-90%

.

.

80-90%

80-90%

F’s

D’s

80-90%

C’s

B’s

A’s

Formative Test

Second Test

Dr. Thomas Guskey

Implementing Mastery Learning

Corrective or Enrichment

slide66
The Mastery Learning Model

Unit 2

Enrichment

Lesson

Unit 1

Corrective

Lesson

Test A

Test B

Dr. Thomas Guskey

Implementing Mastery Learning

contact information
Contact Information

Lisa Carter

3628 Lakeshore Drive

Hope Mills, NC 28348

910.424.3004

910.987.1234 (cell)

[email protected]

www.TotalInstructionalAlignment.com

ad