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Total Instructional Alignment

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  1. Total Instructional Alignment Lincoln County Schools Based on Lisa Carter’s work

  2. Guiding Questions • 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 who have learned?

  3. 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.

  4. Domains of Total Instructional Alignment Alignment of standards, instruction and assessment Alignment of practice in the school (planning, collaborating, calibrating, designing interventions, designing enrichments, teaching and assessing)

  5. The Dog Test

  6. Labrador Retrievers come in three basic colors: black, yellow, and chocolate. These colors are always solid. Therefore, if you encounter a big black dog that closely resembles a Labrador retriever, but has a white spot on his chest, you will know it is not a purebread dog.

  7. Labrador retrievers may start out as cute little puppies, but they quickly grow up into great big dogs. Females can weigh between 65 and 75 pounds, and males can weigh 75 to 85 pounds. Some Labrador retrievers have been know to weigh more than 100 pounds.

  8. There are many things to consider if you are interested in owning a large dog. Do you have the space? Do you have the time? Do you have the patience?

  9. At dog shows, Labrador retrievers are in the sporting class division. They have all the characteristics of active hunting dogs.

  10. They are great swimmers.

  11. retrieve effortlessly,

  12. have keen senses, and great strength,

  13. and are intelligent and obedient.

  14. They are very aware of their surroundings, and their keen senses make them an excellent choice as guide dogs and detectors of illegal drugs.

  15. Because they are so obedient, you will see as many Labrador retrievers in the obedience ring at dog shows as you will in the conformation ring.

  16. Most Labrador retrievers have very sweet dispositions. Their nature is to please people, and they do not discriminate.

  17. So, if you want a guard dog for protection, a Labrador retriever might not be your first choice. At best, a Labrador retriever might lick an intruder to death.

  18. The Dog Test How many show-ring patterns might a judge ask a dog handler to use during conformation. Distinguish between obedience and conformation in dog judging. What color puppies are possible when a black Labrador retriever is bred to a yellow Labrador Retriever? True or False: Labrador retrievers are considered working class dogs. Name four class divisions a dog can be entered in during conformation judging.

  19. The Dog Test continued Why do Labrador retriever owners need big backyards? A Labrador retriever must accumulate 15 points to become a champion. How many of these points must be accumulated at major shows? Describe what it means when a dog is entered as a “Special” during competition. What does the competition title “Best of Breed” mean? List three characteristics of a good hunting dog.

  20. The Dog Test Answers Four Patterns Obedience has to do with how dogs act and conformation has to do with how they look. All three colors: black, yellow, and chocolate False Puppy, Open, Bred by Exhibitor, and American Bred. They are big and need a lot of room to play and exercise. Two points must be from major shows. The dog has already won a championship. The best representative of a dog’s breed. Keen senses, obedience, intelligence, endurance and stamina.

  21. Lessons From the Dog Test • Missing Content • Unnecessary Content • Prior Knowledge • Shared Knowledge • Shared Ignorance • Transfer Knowledge • Bloom’s Taxonomy • Lucky Guess

  22. All = School Independent and School Dependent Students

  23. The Old Model Curriculum Instruction I C E Evaluation

  24. Total Instructional Alignment I Instruction C Curriculum E Evaluation

  25. Drilling Deeper: TIA Tools and Processes

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

  27. Effective Implementation of TIA: Tools and Processes

  28. Essential Alignment Tools Standards-based/objective-based instruction Higher-order thinking Task analysis to determine essential knowledge and skills Effective ongoing assessment Quality instructional strategies

  29. Standards-Based -Objective-Based Instruction

  30. Higher-Order ThinkingKnowledge Comprehension Application Analysis Synthesis Evaluation(Blooms’ Taxonomy)

  31. Designing Short-Term Instructional Maps Short-term maps refer to daily and weekly lesson planning. Weekly plans, in contrast to unit plans, are developed closer to when instruction occurs. Daily plans elaborate the weekly plan, providing details about learning objectives, materials, strategies, and assessment.

  32. Designing Short-Term Instructional Maps Short-term maps refer to daily and weekly lesson planning. Weekly plans, in contrast to unit plans, are developed closer to when instruction occurs. Daily plans elaborate the weekly plan, providing details about learning objectives, materials, strategies, and assessment.

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

  34. 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

  35. 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

  36. 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

  37. 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

  38. 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

  39. 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

  40. 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

  41. Task Analysis

  42. Task Analysis Begin with the standard (refer to TIA document). Analyze the standard: “What should the student know and be able to do?” Identify all of the necessary tasks to master the standard (task analysis - TIA document). Clarify the learning objective - the outcome (not the teaching objective). Sequence the tasks in the order of simple to complex.

  43. Task Analysis The learner will use correct form to swim freestyle without assistance a distance of 50 yards across the pool.

  44. Scoring RubricLevel 3: Proficient The learner uses appropriate freestyle arm strokes and kicking action to successfully swim a distance of 50 yards across the pool without assistance. The learner utilizes appropriate breathing techniques associated with freestyle swimming and consistently displays proper form while swimming the distance of the pool.

  45. Scoring RubricLevel 1: Novice The learner does not use appropriate freestyle arm strokes and kicking action to successfully swim a distance of 10 yards across the pool. The learner needs assistance while attempting to swim and does not utilize appropriate breathing techniques associated with freestyle swimming.

  46. Scoring RubricLevel 2: Partially Proficient Scoring RubricLevel 4: Advanced Proficient

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

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

  49. Securing Appropriate Resources