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Developing a Common Language about CurriculumAcademy 2012
AgendaDeveloping a Common Language
about CurriculumActivity: Working with Curriculum
StandardsReading: A Guaranteed and Viable
CurriculumActivity: Using Curriculum to Guide
InstructionReflectionTools for Facilitating Discussions
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ActivityWith your table groups, discuss
the following question:
WHAT IS CURRICULUM?
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Differences BetweenCurriculum and Instruction
How
What
Why
Content Standard
Performance Standard Instructi
on
The “WHAT” – Content Standards…“the stuff”1. Conceptual Knowledge
2. Procedural Knowledge Cognitive
Curriculum3. Factual Knowledge
4. Metacognitive Knowledge 5
The “WHY” –Performance Standards—the result, outcome, objective, etc. The verb and its modifiers.
What we want students to do with the “stuff”.
The complexity or sophistication with which we want
students to do something with the “stuff”—the
Application / Analysis / Synthesis / Evaluation of
Bloom’s.
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Why are the Performance Standards so important?
Student ExpectationsThe student is expected to:
Performance Standard Content Standard
WHY? WHAT?
“verb” “some stuff”
analyze characters, including their traits, motivations, conflicts, points of view, changes, and
relationships 7
Curriculum Belongs to the System and is Non-Negotiable
WHY?Complies with the LawAssures EquityProvides a Rational SystemReduces Gaps and Unproductive Redundancies
Reduces/Refocuses Teacher Planning Time
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Working with the Curriculum Standards
Circle the Performance Standard
Put a box around “including” and “such as” clarifications.
The remaining text will be the Content Standard underline the Content Standard
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Working with the Curriculum Standards
On the chart paper, record the TEKS in this format:
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Science1.9A
Sort, Classify
LIVING AND NONLIVING THINGS
Including, but not limited to:• Whether they have basic
needs• Whether they produce
offspring
Performance Standard
(verbs, the WHY)
Content Standard
(nouns, the WHAT)Clarifications &
Specificity
What’s Wrong With The Texas Essential Knowledge and Skills As A Curriculum Document? The TEKS are a framework for curriculum
development—NOT the curriculum.
1. The TEKS lack specificity.
2. The TEKS are not organized into
rational, coherent units of instruction
with recommended time lines
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Specificity in the TEKSThe content standard for student
expectations is articulated in the “such as…” and “including…” statements◦This clarifies the specific academic
content (the “What”) that students will learn.
“Such as…” means that the given content is negotiable.
“Including…” means that the given content is non-negotiable.
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Next Steps:Develop Specificity in all TEKS and Vertical AlignmentDefine/give specific examples of the
TEKS content standards, sufficient that a teacher new to the profession or to your school district would know precisely what to teach and a test item writer would know what to test.
Ensure that content is vertically aligned without gaps and unnecessary overlaps.
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Differences BetweenCurriculum and Instruction
How
What
Why
Content Standard
Performance Standard Instructi
on
The “HOW” – Instruction
The instruction ◦What the teacher will do to teach
◦What the students will do to learn
Instructional activities & materials
The processes through which the students will learn the curriculum.
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Using Curriculum to Guide Instruction
Sit with your grade level team.Log into Pinterest. Search
“designteam” under the search tab of “people”.
Each content area has a board. Select a content area board to begin.
Preview the pinned activities in that content area and select one that you might consider using with your grade level.
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Using Curriculum to Guide Instruction
Guiding Questions:What is the content standard of
the activity?What grade level content does it
match?What is the performance standard
of the activity?How would you adjust the activity
to meet the performance standard of the TEKS for your grade level?
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Reflections
What were the big aha’s during this process?
What implications does this have for your grade level planning sessions?
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Tools for Facilitating DiscussionWhat are some phrases you can
use to promote alignment of activities to the curriculum?
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Assessing our Learning Target
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