Models Packet

8/3/2019 Models Packet

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Curry/Samara ModelCurriculum, Instruction, & Assessment

A Tool to Transfer Scientific Research on Authentic Achievement to the Classroom

Overview

The No Child Left Behind (NCLB) Act requires states to adopt a specific approach to testing andaccountability, to raise academic achievement of all students, and to take direct action to improve poorly

performing schools. According to (NCLB), teachers are the key to school improvement; and allimprovement efforts must be based on scientific research. The U.S Department of Educations Title IIDraft Guidance June 6, 2002 includes a review of scientifically based research on teacher effectiveness.The review of relevant research found that the most important influences on teacher effectiveness areteachers general cognitive ability, followed by experience and content knowledge. The Draft Guidelinesalso identified traditional college coursework leading to advanced degrees and ad-hoc independentworkshops as being ineffective. However, specific curriculum-focused and reform-centered professionaldevelopment was identified as promoting effective instruction. This position supports the view of Wileyand Yoon, (1995); Brown, Smith, and Stein, (1996); and Kennedy, (1998), that suggests professionaldevelopment focusing on academic content and curriculum that is aligned with standards-based reformwill improve teaching practice and student achievement . The Draft Guidelines concluded that

professional development should be more focused on the content that teachers will be delivering and thecurriculum they will be using. Teachers must be provided systems that link and align standards,curricula, assessment and accountability (Whitehurst, 2002 p.10).

Curry/Samara Model of Curriculum, Instruction & Assessment

The Curry/Samara Model (CSM) addresses the call for a school improvement model that linkscurriculum, assessment, accountability, and teacher effectiveness. The (CSM) integrates a standards-

based approach to curriculum development, through targeted professional development. The (CSM)dimensions of curriculum (content, process and products) are its foundational components. The modelallows teachers to organize differentiated instruction to increase student achievement in mixed-abilityclassrooms. Differentiating curricula that modifies the content, process, and products has been widelyrecommended in the literature as being an effective strategy to address academic diversity (Plucker &McIntire, 1996; Morelock & Morrison, 1997; Tomlinson, Moon & Callahan, 1998; Tomlinson, 1999).

Description of the Curry/Samara Model FoundationalComponents

Content Dimension: The content dimension focuses on theinformation that is included within learning experiences.Content may be divided into two parts: factual (or required)and global. Factual content includes the facts, details, andrules that relate to the topic of study. Global content includesthe issues, problems, and themes related to a topic of study(or spanning multiple topical areas across variousdisciplines). Specific strategies for differentiating content for all students are provided using the corecurricular as the foundation for differentiation (Samara, 1998 p. 7).

Process Dimension: The process dimension addresses both the cognitive and affective domains. Thecognitive domain focuses on thinking skills and may be divided into two sections: basic and abstract.Basic cognitive processes include the skills of recalling, understanding, and using information. Abstract


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cognitive processes include the mental skills of creative thinking, critical thinking and problem solving.The affective domain focuses on feelings, beliefs, perceptions and attitudes. The purposes of theeffective domain are to assess students level of interaction with content; reinforce content throughactivities that have personal meaning to students; and, responding to the affective needs of students (p.7-8).

Product Dimension: The product dimension includes the tangible and intangible means through whichstudents demonstrate what they have learned. Products may be classified as written, visual, verbal, andkinesthetic. The purposes of product forms are to accommodate various learning styles and learning

preferences, provide suitable and adequate forms for the presentation of complex information and/or productive thinking (p. 8-9).

The content, process and product dimensions are opperationalized through a 3-6 week unit of study. Theunit of study contains a content outline and 30 cell matrix divided into four quadrants. Teachers createactive learning objectives within the quadrants. Each objective includes the process (introduced by acognitive verb), the content to be addressed, and the product. The quadrants serve as the basis for differentiating the core curriculum, and regrouping students for instruction.

Unit Matrix

Quadrant One: Instruction in this quadrant focuses on assisting students to master information through basic thinking skills and demonstrating their competency through traditional product forms that may beassessed through objective criteria. Indicators may be taught through direct whole group instruction inthis quadrant.

Quadrant Two: Instruction in this quadrant reinforces student mastery of the required content byrequiring students to use the abstract thinking skill of create thinking, critical thinking and problemsolving. Students demonstrate their content competencies and abstract thinking skills through traditionaland/or innovative product forms. The products serve as vehicles for students to demonstrate contentmastery and higher-order thinking skills. Objectives may be taught through large group instruction,

small group instruction (for like ability or cross-ability groups), or for individual students throughlearning centers.

Quadrant Three: Students are introduced to complex content that relates to the previously masteredcontent. The focus on instruction is on developing depth of knowledge and the "big ideas" related to anarea of study. Students investigate themes that extend from the factual information to generalizationsand real world understandings. Indicators may be taught through large group instruction, small groupinstruction (for like ability or cross-ability groups), or for individual students through learning centers.

Teachers may also decide to begin a unit of study in this quadrant by posing an issue or a problem-basedquestion to students. Activities may also be used to extend the area of study to multiple disciplines and

to provide students with opportunities to pursue areas of personal interest

Quadrant Four: Students utilize abstract thinking skills with complex content that was introduced inQuadrant Three to extend learning experience beyond the classroom. Instruction focuses on issuedevelopment, problem solving, exploring the "big ideas" related to the theme under study (p. 8-11).

The Curry/Samara Model incorporates the tools to equip teachers with instructional practices to promotestudent achievement of higher order cognitive development (authentic achievement).

Source: http://www.curriculumproject.com/CSM-Researchbasis.htm


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SOURCE: coekate.murraystate.edu / ... /Stevens_Forces__Motion_SBU.do


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Renzulli Enrichment Triad

The Enrichment Triad Model was developed by Joseph Renzulli in 1977 for use with gifted andtalented students. Over the years, it has proven to be an excellent model to use with all students.The goal of the Enrichment Triad Model is to encourage creative productivity in students. This is doneby providing background information and exposing students to various topics, teaching themprocess-training skills, and providing opportunities for students to apply those skills through

independent projects.

Type I Enrichment experiences are aboutdiscovering, stimulating and inspiring interest.Enrichment activities are designed to exposestudents to a wide variety of disciplines, topics,occupations, hobbies, persons, places, andevents that would not be covered in a regularclassroom. Type 1 experiences can involve thefollowing: Contacting speakers; arrangingdemonstrations, trips, and/or performances;and using varied materials such as films,slides, videos, print and non-print media

Type II Enrichment experiences come in twovarieties: thinking skills, and working skills.Thinking skills encourage creativity, problemsolving and critical thinking. The working skills include how-to skills, the appropriate useof various resources, and written, oral andvisual communication skills. Both types of skills are needed to successfully complete a Type IIIIndependent Investigation. Enrichment Activities promote the development of thinking and feelingprocesses such as: creative thinking, problem solving, and critical thinking skills; a wide variety of specific learning how-to-learn skills; skills in the use of advanced-level reference materials; andwritten, oral, and visual communication.

Type III Enrichment experiences are academic investigations, artistic productions, or otherprojects or endeavors in which the student becomes a first-hand inquirer and practicing professional,focusing on a topic or problem of intense, personal interest. Enrichment Activities involve pursuing

self-selected areas (within guideline topics) for advanced content acquisition and process trainingin which students assume the role of first-handinquirer. The goals of these typ e activitiesinclude the following: providing opportunities toapply interests, knowledge, creative ideas, andtask commitment to a selective problem;acquiring advanced-level understanding of knowledge (content) and methodology (process);developing authentic products; developing self-directed learning skills in the areas of planning,organization, resource utilization, timemanagement, decision-making, and self-evaluation; developing task commitment, self-confidence, and feelings of creativeaccomplishment.

To the right, is the three ring conception of giftedness .(Reprinted with permission from Creative LearningPress).


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Renzulli Learning is based on the Enrichment Triad Model . By answering the questions in the InterestAreas, Ability, Expression Style, and Learning Style sections, a profile is generated for each student.Once a profile is generated, the student is able to go to the Enrichment Activities which are designedto build interest (Type I activities), develop skills (Type II activities) and encourage the production of independent or small group work (Type III activities).

To learn more about the Enrichment Triad Model and the Schoolwide Enrichment Model , go towww.gifted.uconn.edu/sem/semexec.html.

Sources: http://renzullilearning.com http://www.aps.edu/aps/gifted/renzulli.html


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William and Mary CurriculumIntegrated Curriculum Model

CURRICULUM FRAMEWORK

The Integrated CurriculumModel (ICM)

The development of exemplary curriculumframeworks and units of study for classroomuse with high ability learners has been anemphasis at the Center for Gifted Educationsince its inception. Center materials aregrounded in the Integrated Curriculum Model(VanTassel-Baska, 1986, 1995, 2002), whichis designed to respond to gifted learnerscharacteristics of precocity, intensity, andcomplexity through its three dimensions of advanced content, higher level processesand product development, and

interdisciplinary concepts, issues, andthemes. The Integrated Curriculum Model(ICM) is comprised of three interrelateddimensions.

The ICM has been translated into acurricular framework and set of teachingunits in the areas of language arts, socialstudies, and science.

ICM FEATURES

Overarching Concepts Advanced Content Process-Product

Change In- depth Elements of Reasoning

Systems Advanced Reading Research

Patterns Primary Sources Problem-based Learning

Cause & Effect Advanced skills Inquiry Skills

VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners: An introduction. In J. VanTassel-Baska & C. A. Little (Eds.),Content-based curriculum for high-ability learners (pp. 1-23). Waco, TX: Prufrock Press.

Curriculum materials have been developed in each of the major content areas (language arts, mathematics, science, andsocial studies). Materials are disseminated either through the Center for Gifted Education, Kendall/Hunt PublishingCompany, or Prufrock Press.

Source: Center for Gifted Education, The College of William and Mary: http://cfge.wm.edu/curriculum.htm

A Teachers Guide to using Navigators: http://cfge.wm.edu/assets/navigator_teachers_guide.pdf


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William and Mary Teaching Models

Within the William and Mary curriculum units, specific teaching models are used to strengthen students criticalthinking skills. Each of the models is used within the context of a particular unit of study. Each of the models is flexibleand may be adapted to use in many classroom lessons.

The Literature WebThe Literature Web is a model designed to guide interpretation of a literature selection by encouraging a reader toconnect personal response with particular elements of the text. The web may be completed independently and/or asa tool for discussion. Recommended use is to have students complete the web independently and then share ideas ina small group, followed by a teacher-facilitated debriefing. The web has five components:

Key Words : interesting, unfamiliar, striking, or particularly important words and phrases contained within thetext

Feelings : the readers feelings, with discussion of specific text details inspiring them; the charactersfeelings; and the feelings the reader infers the author intended to inspire

Ideas : major themes and main ideas of the text; key concepts Images and Symbols : notable sensory images in the text, pictures in they readers mind and the text that

inspired them, symbols for abstract ideas

Structure : the form and structure of the writing and how they contribute to meaning; may identify suchfeatures as use of unusual time sequence in narrative, such as flashbacks, use of voice, use of figurativelanguage, etc.; style of writing


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The Hamburger Model for PersuasiveWritingThe Hamburger Model uses the familiar metaphor of asandwich to help students construct a paragraph or essay.Students begin by stating their point of view on the issue inquestion (the top bun). They then provide reasons, or evidence, to support their claim; they should try to incorporateat least three supportive reasons (the patties). Elaboration onthe reasons provides additional detail (the fixings). Aconcluding sentence or paragraph wraps up the sandwich (thebottom bun).

The Dagwood Model is an extended version of thesandwich metaphor (i.e. the famous sandwich of thecartoon character). This model is designed to help studentsconstruct a persuasive essay which also addresses thearguments of the contrasting viewpoint. Thus, the sandwichcontains multiple layers of "patties" or reasons and their contrasting viewpoints, as well as many "fixings" or elaborations.


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The Vocabulary WebThe Vocabulary Web is a tool for exploring wordsin depth. It asks students to investigate a singleword in detail, finding its definition, synonyms andantonyms, and etymological information. With thisinformation, students then identify word families,or other words using the same meaning-based

stems as the original word; and they provide anexample of the word, which may be a sentence or analogy using the word, a visual or dramaticrepresentation, or another creative form.

Pauls (1992) Elements of ReasoningPauls (1992) Elements of Reasoning is a model for critical thinking and emphasizes the following eightelements: issue, purpose, point of view, assumptions,concepts, evidence, inferences, and implications or consequences. Teachers may wish to introduce theseterms to students, using a familiar issue such assomething being discussed in the school or community; teachers should then encourage the useof the terms and the model in approaching problemsand issues.


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Reasoning About a Situation or EventBased on the elements and premise of the Paul model, this reasoning model should be used when analyzing aspecific event where two or more people or groups of people conflict with one another and have a vested interest inthe outcome of the event.

Analyzing Primary Sources The Analyzing Primary Sources model has been developed as a means for teaching students how to confront ahistorical document, the questions to ask of it, and how to critically examine information they receive. The chartguides students from establishing a context and purpose for the source to evaluating and interpreting the source,including its authenticity/reliability and consequences/outcomes.


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Research ModelThe Research Model provides students with a way to approach an issue of significance and explore it individually andin small groups. Its organization follows major elements of reasoning. Teachers are encouraged to model each stageof this process in class.


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Parallel Curriculum

What is the Parallel Curriculum Model?

The Parallel Curriculum Model is a set of four interrelated designs that can be used singly, or incombination, to create or revise existing curriculum units, lessons, or tasks. Each of the four

parallels offers a unique approach for organizing content, teaching, and learning that is closelyaligned to the special purpose of each parallel.

The Parallel Curriculum Model combines four basic instructional designs into a single, flexible package. This model was created with a number of purposes in mind.

It provides teachers with a comprehensive framework for designing, evaluating andrevising their curriculum, and at the same time allows them to improve the units, lessonsand tasks that make up the curriculum.

It allows them to align general, gifted and special education curricula, while providing allstudents the opportunity for continuous intellectual and personal growth.

It increases the power and authenticity of the knowledge that students acquire. Using high quality curriculum design, this model encourages teachers to observe and

develop the abilities of their students. Reinforces the need to think deeply about learners and the content that they study.

What are the Four Facets of a Qualitatively Differentiated Curriculum?

Core: The essential nature of a discipline. Connections: The relationships among knowledge. Practice: The applications of facts, concepts, principles, skills, and methods as scholars,

researchers, developers, or practitioners. Identity: Developing students interests and expertise, strengths, values, and character.

Why Four Parallels?

Qualitatively differentiated curriculum isnt achieved by doing only one thing or one kindof thing.

Students are different. Students have different needs at different times in their lives. Parallels can be used individually or in combination.

Theoretical Underpinnings of the Parallel Curriculum Model

Respect the unique characteristics of the learner Be organized around the structure of knowledge Reflect content selection and procedures that will help maximize the transfer of

knowledge, understanding, and skill Select content (representative topics) that best represent the essential structure of the

discipline


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Place a premium on the development of process skills, the appropriate use of methodology within content fields, and consider goals or outcomes in terms of concreteand abstract products

What are the purposes for the Parallel Curriculum Model?

Provides teachers with a comprehensive framework with which they can design, evaluate,and revise existing curriculum

Improves the quality of the curriculum units, lessons, and tasks Enhances the alignment among the general, gifted, and special education curricula Increases the authenticity and power of the knowledge students acquire and their related

learning activities Provides opportunities for continuous professional, intellectual, and personal growth Offers teachers the flexibility to achieve multiple purposes Reinforces the need to think deeply about learners and content knowledge Uses high quality curriculum as a catalyst for observing and developing abilities in

learners Allows flexibility to address varying needs and interests of learners

How does Parallel Curriculum Model Provide a Qualitatively Differentiated Curriculum?

Opportunities to learn the core knowledge (enduring facts, concepts, principles, andskills) within a discipline.

Opportunities to transfer and apply knowledge using the tools and methods of the scholar,researchers, and practitioner.

Opportunities to learn about the numerous relationships and connections that exist acrosstopics, disciplines, events, time, and cultures.

Opportunities for students to develop intrapersonal qualities and develop their affinitieswithin and across disciplines.

Who might design Parallel Curriculum Model curriculum?

Any educator with an interest in enhancing and developing meaningful curriculum for a widevariety of learners, including students whose abilities often go undiscovered in school becausethey do not fit the traditional image of successful learners. As a result, they are frequentlyscreened out of advanced learning opportunities and removed further from opportunities to havetheir abilities recognized and developed.

Curriculum developers Special education teachers Gifted teachers Classroom teachers Vertical and grade level teams Subject area departments

SOURCE: GES usb


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CPS Model

Notes from Gary Davis's Creativity is Forever - 1998 Kendall Hunt http://members.optusnet.com.au/charles57/Creative/Brain/cps.htm )

The strategy originally was formulated by Alex Osborn (1963), creator of brainstorming, founder of the CreativeEducation Foundation (CEF) and co-founder of a highly successful New York advertising agency.

idney Parnes , a bright and creative person who followed Osborn as President of CEF, invested nearly 40 yearseaching creativity workshops and course and thinking about the creative process.

The model is usually presented as five steps, but sometimes a preliminary step is added called mess-finding whichnvolves locating a challenge or problem to which to apply the model.

The total six stages are:

1. Mess-finding (Objective Finding)2. Fact-finding3. Problem-Finding4. Idea-finding5. Solution finding (Idea evaluation)6. Acceptance-finding (Idea implementation)

The steps guide the creative process. They tell you what to do at each immediate step in orde to eventually produce oner more creative, workable solutions. A unique feature is that each step first involves a Divergent thinking phase in

which one generates lots of ideas (facts, problem definitions, ideas, evaluation criteria, implementation strategies), andhen a convergent phase in which only the most promising ideas are selected for further exploration.

The Osborne-Parnes Creative Problem Solving Process Notes from the CPSI 1998 brochure.

OF FF PF IF SF AF

ObjectiveFinding

FactFinding

ProblemFinding

IdeaFinding

SolutionFinding

AcceptanceFinding

Identify Goal,Wish, Challenge

Gather Data Clarify theProblem

Generate Ideas Select &StrengthenSolutions

Plan for Actio

What is the goal,wish, or challenge

pon which youwant to work?

What's the situation or background? What areall the facts,questions, data,feelings that areinvolved

What is the problemthat really needs to befocuses on? What isthe concern that reallyneeds to be addressed?

What are all the possible solutionsfor how to solve the

problem?

How can youstrengthen thesolution? WHow canyou select thesolutions to knowwhich one will work

best?

What are all theaction steps that neto take place in ordto implement yoursolution?

Some suggestions for activities at the various stages:

OF - Use this checklist of questions prepared by Parnes in 1981 to prod your thinking:


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What would would you like to get out of life? What are your goals, as yet unfilled? What would you like to accomplish, to achieve? What would you like to have? What would you like to do? What would you like to do better? What would you like to happen? In what ways are you inefficient? What would would you like to organise in a better way? What ideas would you like to get going? What relationship would you like to improve? What would you like to get others to do? What takes too long? What is wasted? What barriers or bottlenecks exist? What wdo you wish you had more time for? What do you wish you had more money for? What makes you angry, tense or anxious? What do you complain about?

FF - Use Who, What, When, Where, Why and How questions Who is or should be involved? What is or is not happening? When does this or should this happen? Where does or doesnt this occur? Why does it or doesnt it happen? How does it or doesn't it occur? ...and so on

PF - Listing alternative definitions of the problem

One principle of creative problem solving is that the definition of a problem will determine th enature of the solutions.n this step it helps to begin each statement with " In what ways might we (or I).... " (IWWMW).

What is the real problem? What is the main objective? What do you really want to accomplish? Whay do I want to do this?

F - The divergent-thinking, brainstorming stage. This is where a variety of idea-generation ("creativity") techniquesan be use. Ideas are freely proposed without criticism or evaluation, for each of the problem definitions accepted in theecond stage.

F - Three related steps:

1. Criteria for evaluation listed2. The ideas are evaluated (evaluation matrix is useful)3. One or more of the best ideas are selected

Criteria might include:

Will it work? Is it legal?

Are the materials and technology available?


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Are the costs acceptable? Will the public accept it? Will higher-level administrators accept it?

AF - ways to get the ideas into action.This may involved creating an action plan, which is a plan containing specifictep to be taken and a timetable for taking them.


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Understanding by Design (UbD)

Understanding by Design is a framework for designing curriculum, assessments, and instruction. UbD isa universal model for curriculum construction and an indirect model for gifted instruction. Teachers whouse this model need to consider four basic components as they create unit and lesson plans: whom theyteach (students), where they teach (learning environment), what they teach (content), and how they teach(instruction).

Key principles of UbD: Plan with the end in mind Teach and assess for learning Emphasize Big Ideas Ask Essential Questions Align instruction with desired learning

results Make meaning of the Big Ideas by

uncovering content Engage the learner

Understanding by Design is both a road mapand a checklist. As a road map it guides us toour destination of well designed curriculum,instruction, and assessment, avoiding wrongturns and delays. As a checklist it reminds us of what we need to do during the beginning,middle, and end of our journey.

The Understanding by Design process includesthree stages. These stages are as follows:

Stage 1: identify desired results of instruction,

Stage 2: determine acceptable evidence to judge whether the results were achieved and how wellthey were achieved, and

Stage 3: plan learning experiences and instruction.

Source: Wiggins & McTighe, 2005

WHERE TO is an acronym that can be helpful to remember UbD:

W = What will they be learning? Why it is worth learning? What evidence shows the learning?H = How will I Hook and engage learners?E = Equip students to master the learning with Experiences that develop and deepen understanding.R = Encourage Rethinking previous learning. Encourage Revision and Refinement.E = Evaluation and reflection of the learning.T = Tailor the learning activities to address the different readiness levels, learning profiles, and

interests of students.O = Organize for maximum engagement and effective learning.

SOURCE:http://ritter.tea.state.tx.us/ssc/downloads/toolkits/Shared%20Sections/Understanding%20By%20Design/Introduction%

20to%20UBD.pdf

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