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

1. Total Instructional AlignmentDefining, Designing, and Aligning Educational Systems for Learning Presented by Lisa Carter

2. Meaningful Change Makes a difference and has a positive impact on student learning. 1. Knowledge 2. Conditions of support

3. 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?

4. Total Instructional Alignment Ten Common Myths

5. Curriculum Alignment and Instructional Alignment are synonyms.

6. 2. Instructional Alignment is encouraging teachers to “teach the test.”

7. If we hold our breath, this accountability thing will go away.

8. Innovations, in and of themselves, can improve resultson student assessments.

9. Standards and expectations are synonyms.

10. 6. Standards stifle creativity.

11. 7. The new mission of schools, compulsory “learning for all”, can be delivered in the old system of compulsory “attendance for all!”

12. Give them the standards and teachers will figure it all out.

13. A school or school district can “do” Instructional Alignment during a summer workshop.

14. The textbook is my curriculum.

15. Deep Understanding 1 Total Instructional Alignment ensures equity in learning opportunities for all students through alignment of standards, curriculum, assessment, and instruction.

16. 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.

17. The Three Domains of Total Instructional Alignment Alignment of the system Alignment of standards, curriculum and assessment Alignment of instructional practice

18. Alignment of the Instructional Delivery System 12 11 10 9 8 7 6 5 4 3 2 1 k Mom Dad

19. 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

20. 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

21. 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.

22. What Do We Know? 1. Time affects learning. 2. Schools were never designed to teach all children.

23. The Research of John Carroll Aptitude = Degree of learning = Time spent Time needed

24. What Affects Time Spent? Perseverance Attention span Opportunity structures

25. What Affects Time Needed? Aptitude Prior knowledge Quality of instruction

26. 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.

27. 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.

28. 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

29. The School of Horace Mann

30. The School of Horace Mann • Over 100 years old • Built around the agrarian calendar • Modeled after the factory • One size fits all

31. 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

32. The Dog Test

33. All = School Independent and School Dependent Students I C Instruction Curriculum Evaluation E

34. Total Instructional Alignment I C E Instruction Curriculum Evaluation

35. 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.

36. Drilling Deeper: TIA Tools and Processes

37. In order to successfully align instruction, teachers need tools, processes, time, materials, resources, and support!

38. Effective Implementation of TIA: Tools and Processes

39. 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

40. The Congruence Matrix One Grade Level or Subject Area Norm-Referenced Test Standard Benchmark Criterion- or SLE Referenced Test Other

41. Standards-Based/Objective-Based Instruction

43. Higher-Order ThinkingRememberUnderstandApplyAnalyzeEvaluate Create(Revised Blooms’ Taxonomy)

44. Constructing Learning Objectives – Z Chart Behavior Learning Level of Thinking Unit or Strand 1 2 General Doing - Verb 3 Specific Content 4 Specific

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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