EDN 301Instructional Design and Evaluation

Martin KozloffFall, 2012

Moral Obligations

As a teacher, you’ll have a contract with children, families, state, and society to teach well. It’s a moral obligation. And I have a contract with you, the citizens of North Carolina, and schools that employ you, to fulfill my moral obligation to teach you well. I’ll work hard to ensure that you leave this course knowing exactly how to (1) design, (2) deliver, (3) evaluate, and (4) improve curriculum materials and instruction. You’ve got my word on it.

Grading is based on attendance, assignments, and participation. Do yourself a favor---Do NOT cut class. Understand that there’s no competition for grades. In addition, we’ll do the course projects together. All YOU have to do is be in class, pay attention, do assignments with due diligence, and ask questions if you don’t understand something---in other words, be SERIOUS. Here are the criteria.

A. The student rarely misses class; turns in all assignments; assignments are on time and cover all that was requested; assignments reveal a lot of work beyond what was requested; assignments have few errors; and the student actively participates in class.

B. The student rarely misses class and turns in all but a few assignments; assignments are on

time and cover most of what was requested; assignments reveal a little work beyond what was requested; assignments have few errors; and the student occasionally participates actively.

C. The student rarely misses class; does all but a few assignments with the minimum asked

for; some assignments are late; and the student occasionally participates in class. D. The student often misses class, and/or the student hands in only about half

the assignments and/or many assignments do not do what was asked or do it poorly, and some assignments are late; and the student rarely participates in class.

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F. The student often misses class, and/or the student hands in only a few assignments and makes many errors (does not seem to get it); and the student rarely participates in class.

A few ground rules.

1. Turn off your cell phones. I’ll leave mine on in case of a campus emergency, or a family emergency. For example, my wife may want a piece of pie.

”Here’s the pie, Lady!”

2. You get a lower grade if you hand in assignments late.3. I’ll be available at least 10 hours a week to talk with you. Email me at kozloffm@uncw.edu4. My website is http://people.uncw.edu/kozloffm/home.html5. Read this document on professional standards of conduct. http://www.uncw.edu/ed/advising/documents/StandardsofPC.pdf6. See this on violence. http://www.uncw.edu/safe%2Drelate/7. On disabilities, go here. http://www.uncw.edu/stuaff/disability/8. Here’s a graphic of the conceptual framework. http://www.uncw.edu/ed/pdfs/cf.pdfA

Here are some words of wisdom.

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1. “…a confusion of the real with the ideal never goes unpunished.” [Johann Wolfgang von Goethe, the last person to know everything] In other words, not knowing the difference between what you (or even 200 million persons) believe to be true, and what IS true, will lead to actions that will have BAD consequences.

2. Our world is full of Wars, Revolutions, Riots, Nuclear Armament, Famine, Demographic Shifts, Political Corruption, Eco-scams, Terrorist attacks, Junk Science, and Economic Collapse It’s NOT smart to be ignorant of these.

3. In fact, “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.”

[Thomas Jefferson to Charles Yancey, 1816]

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Why? Because:

1. When citizens don’t know what the Constitution says, they don’t know when it’s violated.

2. When citizens don’t know principles of economics, they can’t understand (and can’t critically evaluate) proposals and actions of political candidates and governments.

3. When citizens don’t know history, they don’t see that their civilization is repeating what earlier civilization did as they declined.

4. When citizens don’t know math, science, and logic, they are easily fooled by junk science and propaganda. And YOUR job is to lead future citizens from ignorance to knowledge.

5. “If you tell a lie big enough and keep repeating it, people will eventually come to believe it.” Joseph Goebbels, propaganda minister of the Nazi Third Reich

6. “Speaking the Truth in times of universal deceit is a revolutionary act."

“To see what is in front of one's nose requires a constant struggle."

"Political language. . . is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.”Anti-fascist and anti-Communist George Orwell (Eric Arthur Blair), author of 1984 and Animal farm….

True believers as far as the eye can see. Dead bodies as far as the eye can see.

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Nazi rally, Nuremberg. http://asianmalerevolutions.com/files/nazi---nuremberg-1-large.jpgCity of Desden after firebombing by Allies. http://www.holocaust-history.org/~dkeren/cremation/dresden-pyre01.jpg

The red pill of reality.Our federal government---as with other national governments (Greece, Italy, Spain, Argentina, Japan, Portugal, among others)—is broke. More than broke. The federal budget deficit (revenue from taxes minus expenditures) http://en.wikipedia.org/wiki/United_States_public_debt) is 14 trillion dollars, and is growing by billions of dollars every hour. The interest on this debt puts us OVER 100 trillion in the red.

The same goes for states, counties, cities and towns.

Here’s what this means for you, right now.

1. Many school districts are laying off teachers and are not hiring new ones.

2. You’re competing with ed school students all over the country for a smaller pool of jobs.

3. You can’t depend on governments or private companies to give you jobs, pay your retirement, or pay your health insurance.

4. No one knows what’s going to happen. For the near future---perhaps much longer--- it doesn’t look good.

These guys tell it.http://blogs.the-american-interest.com/wrm/2011/08/05/the-invisible-hand-is-writing-on-our-wall/

http://en.wikipedia.org/wiki/Argentine_economic_crisis_(1999-2002)

http://topics.nytimes.com/top/news/business/series/the_reckoning/index.html

And now the good news!

For one thing, you’ve chosen an honorable career for which there will always be a demand. 5

Second, with the right skills, you can get employment in occupations outside education---designing training programs for businesses, for instance. In contrast, students in sociology, creative writing, English Lit, or journalism will be graduated owing or having spent $50,000, but will have few skills anyone wants to pay for.

Third, if you are smart and RISE to the occasion (REALITY), you’ll become SERIOUS and SELF-RELIANT [if you aren’t already] real quick. Why? Because you get it that you can’t depend on “the system” to provide jobs and security. The “system” is broken! Slackers are doomed.

My advice to you, Pilgrim, is:

1. Work hard and long to become proficient [know your stuff]---starting now. Employers want to SEE and HEAR that you know how to TEACH. They do NOT care to hear that you like children. So do pedophiles! They don’t want to hear your “philosophy” or read your portfolio. They want hard evidence of what you BRING! So…. Keep a binder---“Procedures Manual”---of important documents on learning, effective instruction, methods for teaching reading, math, etc., assessing learning, tested materials, trustworthy publishers. This is a course assignment. I’ll tell you what some of these materials are.

What to download and save. Helpful sites Downloads and on-line materials.

2. Learn the technical core of proficient teaching---the absolute essentials you’ll use in ALL your teaching. Put aside everything else. It’s a simple decision. What do you need to survive in the forest? Choose one set: (1) knife, fire starter, water, extra clothing; or (2) umbrella, lace hanky, book on saving the rain forest, shoe shine kit. Choose #1 and live. Choose # 2 and die in a week. [But you have a lace hanky and a shoe shine.]

I will teach you the technical core.

3. Be a tough consumer. There’s NO time to passively receive and believe baloney, fantasy, untested “innovations” (fads), and poor research.

Ask questions. “Exactly how will I use this method when teaching?”

Do literature reviews, to inform yourself. “Hey! Just a minute! Has this been tested?” A few minutes searching the Web will yield enough information.

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http://en.wikipedia.org/wiki/Learning_styles

http://www.sciencedaily.com/releases/2009/12/091216162356.htm

Download, save, and watch Telling the difference between baloney and serious claims ppt

4. Get organized.a. Get and print good research and commentary that tell you exactly how to teach. For example, http://reading.uoregon.edu/big_ideas/

b. Evaluate, select, and improve instructional materials (programs, textbooks, and supplementary materials). http://www.soprislearning.com/cs/Satellite?c=Page&childpagename=Sopris%2FSopris_Layout&cid=1277940983053&pagename=Sopris_Wrapper&rendermode=previewnoinsite

c. Find opportunities and contacts not only in teaching but in related areas as well (e.g., teaching English overseas; companies that hire tutors).

5. Develop a posse of reliable and smart pals who help each other find materials and opportunities.

Okay, Pilgrims. Let’s Ride!

“Geeeyyapp, Muffinz.”

WE’LL WORK ON FOUR PROJECTS.

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1. Go here. http://people.uncw.edu/kozloffm/CoursesTaught.html Notice all of the documents. I write these for YOU, not for me. [I already know the stuff.] When you leave here, you need a set of tools. These docs are among your tools. So, I will take the essential docs and put them in a folder on the desktop. You will drag the folder to your flash drive.

2. You’ll keep a notebook that includes (1) the finished projects we’ll do; (2) blank copies of these projects that you can use when you are teaching; (3) some of the documents that I ask you to download as part of assignment 1. This the notebook WILL SHOW POTENTIAL EMPLOYERS THAT YOU ARE SKILLED AND SERIOUS! And you will use it as a resource when you work with programs and textbooks---which is most of what you’ll do.

3. You will teach from programs and textbooks. You need to know how to evaluate, select or reject, and improve programs. We will do that.

4. We’ll develop lessons from textbooks, original literature, internet, and your own stock of knowledge.

5. Finally, we’ll design instruction for a whole day. What will you teach first, second third, etc. What are the objectives for each chunk? How will you teach so that students meet the objectives?

Assignments 3-5 apply and integrate all the essential skills that will make you a great teacher.

I. Introduction

Big Idea 1. Good teaching is applied epistemology (theory of knowledge – Greek, episteme’). Here’s why.

1. A curriculum is (1) all of the knowledge to teach (and students to learn):(2) the objectives that define learning of each bit of knowledge taught, and (3) the sequence in which knowledge is taught. The sequence must be a logical progression---first teach knowledge elements needed to learn and use more complex knowledge that CONSISTS of the elements. Do a knowledge analysis of the more complex knowledge to see what its elements are. So, teach kids to

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paddle, kick, and breathe (elements) before you throw them in the pool and expect them to assemble the elements into a routine (complex whole).

2. The knowledge you’ll teach is stored in two places: (1) in your brain, and (2) in curriculum materials, such as programs, textbooks, PPT presentations, internet documents, original documents (plays, poems, letters, constitutions, etc.), and other media that represent (depict, portray) reality (sculpture, paintings, dance, music).

3. But what IS knowledge? Knowledge is a representation of reality. Language is the primary means of representation. Human beings even translate paintings, sculpture, music, and dance into language.

Mary Cassatt“This painting represents and depicts—and stores knowledge of--the mother-child bond, tenderness, protectiveness, and women’s place in the cosmos.”

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Pieta. Michelangelo. What does this say about (what does it represent OF) reality? What BACKGROUND knowledge (pre-skills) do you need to get it? And to translate IT into words?

4. There are ONLY five ways that human beings represent reality, as knowledge, with language. In other words, there are only five KINDS of knowledge.

The five kinds of knowledge are (a) Concept knowledge---classes of events that share features. The class of things that are blue, dogs, furniture, political systems, republics. Each individual thing IN a concept is an EXAMPLE. (b) Fact knowledge--the connection between an individual thing and one of its features. “This table (subject) is blue (predicate).” “This gold coin (subject) cost me 1500 dollars (predicate).”

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(c) List knowledge---the connection between an individual thing (Thomas Jefferson) or a class of things (things that are political systems) and a set of features. “Thomas Jefferson was the third president, wrote the Declaration of Independence, and lived in Virginia. “Political systems include democracies, dictatorships, republics, monarchies, aristocracies, oligarchies, and theocracies.” (d) Rules or propositions knowledge. Connections among classes or categories

of things (that is, concepts).

Two kinds of connections: how categories are part of one another, and how

categories cause changes in one another. (1) Categorical rules or propositions. “All things in the class of digs are in the class of canines.” “Some political systems are prone to corruption.” “No human invention is perfect.”

(2) Causal rules or propositions.

“As the demand (orders put in) for gold coins increases, the price of gold coins increases.”

“Whenever events of type X happen, events of type Y happen.” “The more events of type A happen, the less events of type B happen.”

(e) Routine knowledge---sequences of steps that accomplish something: solving math problems, sounding out words, describing a process, explaining

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an event.

5. The above five kinds of knowledge are the only kinds of knowledge that human beings can GET from reality, and then store and communicate with language and other media.

6. The most efficient and effective way to store and communicate knowledge is with simple declarative statements: Subject (what the statement is about)…predicate (tells more about the subject).“This dog’s name (the subject is individual) is Caesar (predicate).” Fact knowledge.“Monarchies (the subject is a class) are political systems in which one person rules, usually on the basis of heredity (predicate).” Concept.“The six New England states (subject) are Maine, New Hampshire, etc…” List.“Some mushrooms (subject) are poisonous to humans (predicate). Rule.“To multiply two parentheses (subject), first multiply the first term in each parenthesis; next….” Routine.

7. Subject matter does not matter. It always boils down to the five kinds of knowledge. The difference is WHAT the knowledge is about, not what KIND of knowledge (fact, list, etc.) it is.

8. Examples of knowledge stored in text. Here’s the first amendment to the U.S. Constitution.

Article I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Concepts: Congress, law, establishment, religion, speech, press, peaceable assembly, the people, the Government, petition, grievances.

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List: the six rights enumerated.

Here’s the second amendment.

Article II.

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Concepts: Militia, well-regulated, state, the people, arms, keep arms, bear arms, infringed.

List: keep arms and bear arms.

Rules: (a) Stated. A well-regulated Militia is necessary to the security of a free state. (b) Implied. Whatever is necessary to the security of a free state must not be infringed. Keeping and bearing arms is part of a well-regulated Militia. The people have a right to keep and bear arms that is prior to any government.

So, if you’re going to teach these amendments [which contain content knowledge], you’d be teaching what’s IN them---what they say---and what they say IS the concepts, lists, and rules above. Which means that YOU must know what concepts, facts, lists, and rules are, and how to teach each kind. Which leads us to... 9. Most skills (sequences of steps) and most materials that store knowledge contain many knowledge parts/elements. Notice all of the knowledge parts in the amendments = the lists, concepts, and rules. Notice all the knowledge parts in decoding a word = reading left to right (rule), the sounds that go with the letters (concepts), saying sounds.

If you analyze a chunk of knowledge (e.g., a rule or routine) or materials into the knowledge parts or elements, it’s called KNOWLEDGE ANALYSIS.

For instance,….

Skills. Students are given a table of X and Y data points. Think of all they must know [all you must teach] to find the values for Y = mX + b. What steps must they learn in order to go from the data points to the equation? What rules must they know and use to do each step?

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Summary: Any skill consists of knowledge parts/elements = the steps and all of the concepts and rules needed to do each step.

10. You MUST have a terminal performance (some kind of mastery test), with performance objectives, for every chunk of knowledge in a curriculum---task, lesson, set of lessons, chapter, unit, whole curriculum.

End of Whole Curriculum: Textbooks and/or Program

End of Units or Chapters or Sets of Lessons | | | | | |

End of Lessons |L1 L2 L3 |L4 L5 L6 L7 L8| L9 L10 L11 L12| L13 L14 L15 L16| L17 L18 L19 L20 L21

End of Tasks: Lesson 1.

Task 1. Sound that goes with m. Sound that goes with aTask 2. Hear Teacher say words slowly. Say those words fast.Task 3. Hear Teacher say words slowly. Say those words fast.Task 4. Review sounds that go with a and m.Task 5. Review say it fast. (Tasks 2 and 3).

End of Lines of wording and extra cues provided by which Tasks are accomplished and objectives are met; e.g., Task 1, Lesson 1.

1. I’m going to touch under this sound and say the sound. [Touch first ball of the arrow…..] mmmmm [Frame and model]

2. Your turn to say the sound when I touch under it….. Get ready…” [Immediate acquisition test] mmm

3. Yes, mmm [Verification]

If you DON’T test after every little and bigger unit, you WILL make the error of assuming that your students have the knowledge needed to go on to the next

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task, lesson, set of lessons, chapter, unit, or curriculum, when they are NOT firm. Result = CUMULATIVE DYSFLUENCY. Their learning and performance gets worse and worse and worse the more new material you pile on top of an increasingly large foundation of errors and gaps. And your job gets harder and harder and harder. And the NEXT grades’ teachers are totally wrecked because they have to teach everything the kids don’t know and all the new material. Which is impossible.

11. Mastery tests (for the end of a curriculum, units and chapters in textbooks and sets of lessons in programs, lessons, and tasks in lessons) have four functions: a. Assess whether students learned new material (acquisition phase), can apply earlier knowledge (e.g., routine for sounding out words) to new examples (generalization phase), can perform earlier and new knowledge faster and accurately (fluency), and remember earlier taught knowledge (retention).

b. Use the assessment to decide whether to (a) go on to the next task, lesson, chapter, set of lessons, or unit); or to (b) firm up weak knowledge elements via models and practice); or to (c) reteach very weak knowledge.

c. Integrate knowledge elements into larger wholes. For example, (1) use knowledge of how to say sounds, how to say a sequence of sounds slowly, how to say a sequence of sounds fast, and of what sounds go with which letters to sound out words and then say them fast. run “rrruuunnn” (segment) “run” (blend)… and (2) use knowledge of concepts, facts, lists, rules, and routines (theories, descriptions) to write an essay on how the Constitution was written.

d. Build confidence. “We can do it!”

11. So,

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a. Give mastery tests at the end of the whole curriculum. A sample of knowledge taught earlier and new short answer, multiple choice, essay, project. Make sure that some questions and all essays and projects require INTEGRATING knowledge elements.

b. Give mastery tests at the end of each unit (a few chapters) in textbooks. Same as for whole curriculum.

c. Give mastery tests at the end of each set of lessons in programs. Same as above.

d. Give mastery test (a “review” or “check out”) at the end of each lesson (whether you use programs that HAVE lessons, or you turned textbooks into a sequence of lessons). Same as above.

e. Give mastery test (a “check” or “immediate acquisition test) at the end of every task---a short communication in lessons, for teaching ONE thing. “Your turn to sound it out…Get ready…”“Your turn to say the definition of monarchy.”“Your turn to multiply these two parentheses.”

Summary of main points.1. The terminal performance is what students do at the end of a Task, Lesson, Set of lessons, Chapter, Unit, and Curriculum.2. The terminal objectives are how students will do the terminal performance. 3. The terminal performance and terminal objectives tell you what to teach (elements/part skills) before you work on the terminal performance. So, you have to do a knowledge analysis of the material.4. The terminal performance USES (integrates) all of the part skills taught earlier.

Before we go any further…

Study this: Overview [Powerpoint] of the course. Main concepts/knowledge.

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And this. Main ideas.

Then do this review. We’ll go over it in class so you can improve your answers. This will make a nice intro to your notebook.

II. Our Projects

We are going to do GREAT work here. You will end up like these guys….

Courageous, skilled, tough, morally responsible.

NOT like these guys…

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FIRST PROJECTAssessing, Selecting or Rejecting, Improving, and Using Programs

[One kind of curriculum material]

“Watch dis!” “Yeeeeehaaaa!” “Haaaaalp!”

VERY few folks know how to do this. Your future school principal won’t know how. Even veteran teachers don’t know how. That’s why schools often use poor materials, and can’t understand why kids aren’t learning. But YOU WILL know how to do this. So, when it’s time for your school or district to “adopt” new materials, you can provide the ROUTINE we’re going to work on. This field needs knowledgeable leaders. You can be one.

Preparation. You need some background knowledge before we can assess, select, improve, and use programs.

a. Main ideas.

b. Programs are curriculum materials that usually teach TOOL SKILLS (such as language, reading, writing, logic, and math)---skills fundamental to just about all other knowledge. In contrast, textbooks, original literature (etc.) are usually filled with CONTENT (such as science concepts, poems and plays, or accounts of historical periods and events). Note: Tool skills are needed to read, get information from, and organize this content knowledge. So, early grades should give students a solid background of ______ __________s. And if students DON’T have solid background knowledge of _______ _______s, it means that upper grades teachers have to teach BOTH _____ _______s AND content knowledge.

And that is IMPOSSIBLE.

Program materials are divided into LESSONS.

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Each lesson has CLEAR OBJECTIVES---what students will do at the end of the lesson.

In many programs, lessons consist of small amounts of teacher-student interaction that accomplishes a specific instructional function.

Task 1. Review earlier knowledge [work on retention]Task 2. Frame instruction---topic; objectives.Task 3. Teach new knowledge using appropriate procedure for acquisition. Model Lead Test/checkTasks 4-6. Repeat T2-3 for new knowledge.Task 7. Work on generalization of earlier knowledge---apply to new

examples.Task 8. Work on fluency with earlier knowledge.Task 9. Review and firm knowledge of elements. Integrate new knowledge and earlier knowledge into a whole--project, discussion

Look at any lesson.1. What is DONE in [what is the instructional function of] different tasks? Gain attention? Frame instruction? Model information? Lead? Test/Check? Fluency-building? Generalization? Retention? Is there a place for reteaching? For firming?

2. Look at tasks for teaching different KINDS of skills. Look at wording. Look at the use of examples.

3. Compare and contrast lessons. Look at Lesson 3. Sounding out the first word. How does this task integrate elements/part-skills/pre-skills taught earlier?

Notice how the tasks in a lesson (above) are arranged in a logical progression. It’s logical to do Task 11 ONLY after students are firm on all of the elemental skills needed (Task 10).State the logic in the rest of the arrangement.

Lessons also are usually organized in a LOGICAL PROGRESSION. This means that basic or elementary skills (part skills), called pre-skills, are taught BEFORE more complex skills (consisting of the parts) are taught.

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Lessons1 2 3 4 5 |6 7 8 9 10 11 12 13 14 15| 16 17 18 19 |20 21 22 23 24 25 Unit 1 | Unit 2 | Unit 3 | Unit 4

Each lesson (and unit) USES/APPLIES what was taught earlier, and TEACHES pre-skills needed to learn what is taught next. That’s what logical progression means. This requires a prior knowledge analysis of the FINAL terminal performance.

Knowledge Analysis of Terminal Performance of 100 Easy Lessons

Skills Knowledge Needed

Go here and fill it out.

Programs usually have some sort of placement test to see where in the program sequence a student ought to start---based on the student’s background knowledge. For example, some students might start at lesson 1. Other students might start at lesson 30, because these students already have the knowledge taught in lessons 1-29. This means that students can be grouped so that each student gets exactly what he or she needs.

Instruction (teacher-student communication) is usually (1) focused (on objectives), (2) systematic (carefully worded), (3) explicit (teacher TELLS what she is doing), and (4) direct (“Here’s the information.”).

Read this. Tightly-coupled knowledge systems and systematic, explicit, focused instruction

Many programs provide scripts---exactly what the teacher is to say---that have been tested to ensure that they communicate in a logically faultless (clear) way. Scripts are especially useful for new teachers---as a kind of professional development---just as scripts are useful for actors, sheet music is useful for musicians, blue prints are useful for carpenters, and written procedures are useful for surgeons, plumbers, electricians, lawyers, and auto mechanics. Would you rather have an expert tell you exactly what to say (until you can do it yourself) or would you prefer to spend all your time at night and on weekends making up what you’ll say for four hours of instruction the next day?

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Here’s what focused, systematic, explicit, direct instruction looks like when you are teaching something new---the phase of acquisition. This is like a melody!

Gain attention. “Boys and girls. Eyes on me… Excellent. Now you’re ready to learn.”

Frame instruction. “Now you’ll learn the definitions of different kinds ofpolitical systems. [What will be learned.] When we’re done, I’ll give examples, and you’ll tell me what kind of political system each example is. [The concrete objective of the instruction.] We’ll use this information when we read the Declaration of Independence tomorrow.” [How the information will be used.]

Model. “Get ready. Oligarchy [write on board]…. Spell oligarchy… Oligarchy is a political system ruled by a small group based on wealth or military power, run for the benefit of the ruling class.”

NOTE! That was NOT logically clear communication. Compare with this.

“…Spell oligarchy… Yes, oligarchy. The definition of oligarchy has four parts. Oligarchy is a ONE political system TWO ruled by a small group THREE based on wealth or military power, FOUR run for the benefit of the ruling class. Say those four parts of the definition of oligarchy…”

Lead. “Say that definition with me.”

Test/check. “Your turn. What’s the definition of oligarchy?”

Verification. “Yes, perfect! An oligarchy IS a political system ruled by a small group based on wealth or military power, run for the benefit of the ruling class.”

Examples and nonexamples. Name each kind. Refer to the definition.

Delayed acquisition test. Give all of the examples and nonexamples and have students identify them and then use the definition to justify their response.

Generalization. Give new examples and nonexamples and have students identify them and explain their response.

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Good programs teach all four phases of learning: (1) acquisition of new knowledge (initial instruction to build accuracy: getting it right), (2) generalization of knowledge to new examples; (3) fluency (using knowledge fast, taught by repetition and “speed drills”), and (4) retention (sustaining accuracy and fluency over time through frequent review).

Good programs do a knowledge analysis of each bit of information that is taught (that is, identify all the knowledge involved in learning the new information), and use the analysis to identify possible errors that students will make. Good programs tell the teacher how to prevent these errors (by using pre-corrections: “Be careful. Make sure that you sound out each letter.”) and how to correct errors (“That letter makes the sound ffff. What sound?”).

Good programs have frequent mastery tests or checkouts (assessments) of all phases of learning.

Example of Mastery Tests/Checkouts for 100 Easy Lessons . Lessons 1-10

Blank template for Mastery Tests/Checkouts for 100 Easy Lessons

Good programs tell the teacher what to do depending on the mastery tests; for example, to reteach certain lessons.

What’s this got to do with you? You need to know how to (1) evaluate, (2) select or reject;

(3) improve; and (4) teach from programs.

I will teach you everything you need to do this well!!

Look at some programs here.

1. Teach Your Child to Read in 100 Easy Lessons.

Assignment. Examine Teach Your Child to Read in 100 Easy Lessons. Go here to see content.

Write answers to the questions on this document. Questions on 100 Easy. We will discuss your examination in class. Then you’ll edit your document. Then you’ll print your document and put it in a notebook.

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2. SRA McGraw-Hill. http://www.sradirectinstruction.com/

3. Sopris West http://www.soprislearning.com/cs/Satellite?c=Page&childpagename=Sopris%2FSopris_Layout&rendermode=previewnoinsite&pagename=Sopris_Wrapper&cid=1277940983053

Example of evaluating and improving a lesson. These are additions to the Stein lesson on adding 3 numbers. Make it yours. Print it and bind it with the handout of sample lessons from Stein.

Criteria for evaluating and improving lesson

Assessing and Improving Curriculum Materials Document examines main ideas.

The form below is what we fill out. I will post our ongoing copy as we add to it.

YOU add to it. Then hand it in at the end of the course (email). Put 2 hard copies (blank and completed) in binder.

Form for Assessing and Improving Curriculum Materials and Instruction [BLANK TO FILL OUT for future use in schools]

9:30 Class. Form for Assessing and Improving 100 Easy Lessons .

11:00. Class. Form for Assessing and Improving 100 Easy Lessons .

Stuff that will help us work on the above form.

a. Main ideas. b. Skill Trace for decoding

c. Example of Mastery Tests/Checkouts for 100 Easy Lessons . Lessons 1-10

d. Blank template for Mastery Tests/Checkouts for 100 Easy Lessons

e. Example of Working on all four phases/mastery test

f. Partial ASSESSMENT OF 100 EASY LESSONS. DOWNLOAD AND STUDY!!!

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g. What Lessons Look Like

Second Project Teaching From Materials That Contain Content Knowledge---Textbooks, Original docs,

Internet, and Your Own Stock of Knowledge.

What information is there in textual and other media?

Look at this poem. http://aduni.org/~heather/occs/honors/Poem.htm

Does the poem itself tell you what to teach? No. The stuff on the side of the page is what YOU would have to add.

Look at this historical document. http://www.ushistory.org/DECLARATION/document/index.htm

Does the document itself tell you what to teach? No? So, are you just going to read it to students and expect them to GET knowledge from it? No. So, what ARE you going to do?

Look at this document. http://www.archives.gov/exhibits/charters/declaration_style.html

Notice the author’s comments on the Declaration. THAT is what YOU add so that you have SOMETHING to instruct---to pass on to students.

In summary….

Unlike programs, when you teach from textbooks, original documents, internet, and your own stock of knowledge, YOU have to…..

Develop OBJECTIVES for each chunk of material and for the end of the curriculum---the TERMINAL PERFORMANCE AND TERMINAL OBJECTIVES.

SELECT INFORMATION from the materials relevant to the objectives.

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Arrange chunks of information within lessons and across a sequence of lessons in a LOGICAL PROGRESSION.

Develop SCRIPTS for how you will present information during the phases of acquisition, and how you will check to ensure that students have gotten the information.

Develop methods for building generalization, fluency, and retention.

Develop mastery tests for acquisition (Did they get it?), generalization (Can they apply it?), fluency (Can they do it fast?), and retention (Do they remember it?)

In other words, you have to make textual materials more like a program! Otherwise, HOW will you teach from these materials? You can’t read to students.

http://www.ratical.org/co-globalize/BillOfRights.html#1

http://saintpetersbasilica.org/Altars/Pieta/Pieta.htm

http://www.potw.org/archive/potw351.html

http://www.archives.gov/exhibits/charters/declaration_transcript.html In the second paragraph. In the third paragraph.

http://www.theamericanrevolution.org/

Your job is to help students identify, focus on, learn/understand, organize, and get the bigger significance of the knowledge elements (facts, concepts, lists, rules) in materials. “Bigger significance” means explanation, guideline, story, etc.

How do you do this? How do you teach from textbooks and other CONTENT materials?

a. You SELECT from these MATERIALS facts (about dates, persons, places, events), lists (of groups, events, persons), concepts (militia, monarchy, rebellion, tyranny, colony, rights), and rules or propositions (Tyranny tends to provoke resistance) that when integrated provide a whole---a big picture, a story, a set of guidelines, a coherent description, or an explanation.

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b. Show students what the finished product or big picture looks like that will INTEGRATE all the pieces of knowledge in the lesson, unit, or curriculum. Call this an advance organizer. For example, read or at least summarize the story that THEY will eventually read; work a math problem and briefly describe each step; summarize a play; go over an outline for a chapter; or present a diagram of an historical period. This is like showing the cover of the jigsaw puzzle box.

Synopsis of King Lear. http://www.shakespeare-online.com/plots/learps.html

Timeline of the American Revolution. http://www.ushistory.org/declaration/revwartimeline.htm

Keep the advance organizer in view so students can map each bit of new information onto it.

c. Use a ROUTINE to COMMUNICATE and ORGANIZE/INTEGRATE the facts, lists, concepts, and rules that you selected from the materials. The TEACHING routine is a logical sequence of steps: “First we have to…. Then we…. Now we can… Next we….. And finally, we….” In other words, students have to learn some things before others. 1. You have to know how to SAY sounds before you can learn to… 2. Say the sound that goes with a letter, and you have to3. Know the sounds that go with several letters before you can 4. Sound out a word. And you have to know how to sound out words before you can5. Read them accurately and fast---fluently. And you have to read accurately and fast, and you have to6. Know vocabulary (what words mean) in order 7. Easily to answer questions---i.e., comprehend text.

Do you see that teaching number 7 requires first teaching 6, which requires first teaching 5, which requires teaching 4, which requires first teaching 3, which requires first teaching 2, which requires first teaching 1? Why?

Because each NEXT skill in the sequence consists of the ones BEFORE!! This is what is meant by a LOGICAL PROGRESSION or SEQUENCE.

So, in what order would you teach these ELEMENTAL reading skills?

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Also, do you see that each NEXT skill in the CURRICULUM SEQUENCE integrates all of the elementary schools taught earlier?

You do? Then tell how sounding out a word (4) integrates 1-3. Hint: sounding out a word is a ROUTINE consisting of steps. What skill is IN each step?

Here’s another example of wholes that consist of parts that are taught and assembled into the whole via a logical instructional SEQUENCE.

You solve this (a + b) (c – d) by multiplying in a sequence. The ROUTINE is:First: a x bOutside: a x dInside: b x cLast: b x d.

This FOIL routine INTEGRATES all of the parts---the four multiplications.

Another example. In history, the routine that you teach students for extracting information from texts and then organizing the information into a whole (a thick description of an historical event) might be to:

Step 1: Examine the materials, extract dates, and make a timeline. [Model how; have students do it with you; have students do it by themselves.]

Step 2: Examine the materials again and extract information (facts, lists, concepts) that describe each period on the timeline. [Model how; have students do it with you; have students do it by themselves.]

Step 3. Examine the materials again and develop a set of generalizations (rules) that might EXPLAIN the events; for example, When exploitation (taxation) and coercion (laws and imprisonment) by a ruling class reach a certain point, it sets in motion a process of resistance in the citizenry, which increases the use of coercion by the ruling class, ending in open rebellion against the ruling elite. This rebellion is facilitated by printing presses, by groups that spread the rebellion ideology, and by organized militia. [Model how; have students do it with you; have students do it by themselves.]

Again, this three-step ROUTINE organizes and integrates important knowledge in the materials into a coherent (parts stick together) WHOLE.

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Look at the ROUTINE, above, for sounding out words. What are the steps in the routine? What parts skills does the routine integrate into a whole---saying the word?

If possible, give students a way to represent and save the routine---for example, a diagram, a sample, or a script. This makes them independent of YOUR instructions.

EXAMPLES OF TASKS, LESSONS, AND UNITS

Task: Teaching Facts

Task: Teaching List. Panoply.

Task: Teaching List. Phases of Mitosis

Task: Teaching Sensory Concept. On

Task: Teaching Higher-order Concepts with Synonyms

Task: Teaching Higher-order Concept. Simile

Task: Teaching Rule-relationship: War

Lesson: Teaching Higher-order Concept. Granite

Lesson: Teaching Rule-relationship. Temperature/pressure

Lesson: Teaching Routine. Sounding Out Words

Lesson: Teaching Routine. Analyzing Declaration of Independence

Lesson: Teaching Routine. Slope

Lessons (several) on U.S. History

Examples of lessons on how to teach the six kinds of knowledge.

Example of unit organization: plant life cycle

How to introduce a unit on the Declaration of Independence. PPT

Unit on U.S. Constitution

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http://people.uncw.edu/kozloffm/lessononamericanhistory.doc Read it. This is what YOU MUST be able to do by the time you teach. I’ll show EXACTLY HOW.

Assignment 1. How to design and deliver instruction from textbooks and supplementary materials.Application to Elementary and Secondary Education

Seven point lesson plan

What superior teachers do

Designing and delivering instruction from textbooks and supplementary materials How to

Blank to Fill Out when you are a teacher

Partly filled out by me; to be finished by you (Persian War)

Routine for Designing Instruction from Textbooks. Example for teaching American Revolution

Guided Notes Using the Cornell Note-taking Method. BLANK COPY.

Poems

Resources

How to Teach Vocabulary

Some Big Ideas in Social Science Find big ideas to teach---to introduce an organize information in a section.

Advance Organizers [And all below.]

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How to use the following documents Glossary for English lit course Glossary for Declaration of Independence

Guided notes for Declaration of Independence Glossary for early America unit

Guided notes for civics course Guided notes on revolutionary America Guided Notes for Blake’s The chimney sweeper Guided notes on history course Cornell note-taking system Cornell note-taking. Blank page Guided Notes Using the Cornell Note-taking Method

Resources and Example of Teaching The Bill Of Rights

Routine for Designing Instruction on the Bill of Rights. Partly filled out

Guided Notes with the Cornell Note-Taking Method. Partly filled out

Features of Nondemocratic, Statist, Totalitarian Governments

Features of Nondemocratic, Statist, Totalitarian Governments PPT

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Some Big Ideas in Social Science

Quotations relevant to writing the Constitution

Constitution Text

Writing the Constitution

**************************************************

Resources and Example of Teaching the American Revolution or Declaration of Independence

Instruction on Background to American Revolution or on Declaration of Independence

[This shows the whole routine for designing instruction.]

Designing instruction on the Declaration

Text of Document

Background information

http://www.loc.gov/rr/program/bib/ourdocs/DeclarInd.html

http://www.ushistory.org/Declaration/

Analyzing the Declaration

Rhetorical analysis of Declaration

Rhetorical devices

Introducing (Framing) instruction on the Declaration

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U.S. Constitution. Lists (e.g., rules in each Article and Amendment; list of Amendments); concepts.

Federalist 10. How factions develop; difficulties they pose. Republics vs. democracies.

Anti-federalist. Patrick Henry speech. Anti-federalists did not want a strong central government. They wanted a confederation of states.

The Jacksonian Tradition. Jacksonians. Who are they? Walter Russell Mead. Concepts, lists, rules, propositions

Resources and Example of Teaching Science

Inflation, recession, depression, business cycle: concepts, rules/propsitions, routines (explanations)

The Krebs cycle. Main page.

Mitochondrion. Background knowledge.

Phases of the Krebs Cycle.

Resources and Example of Teaching the Persian Wars

Designing and Delivering Instruction from a Textbook. html Persian Wars

[This shows the whole routine for designing instruction.]

Designing and Delivering Instruction From a Textbook. Doc Persian Wars

[This shows the whole routine for designing instruction.]

Persian Wars Powerpoint Can be used along with guided notes and text.

Persian or Greco-Persian Wars

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Greek panoply—weapons and armor

Spartan poetry and memorials

1. All the elements and how to arrange them into tasks, lessons, and units

Main document. Summary of the course with links to docs that tell more.

Assignment worked on by 9:30 class. TERRIFIC!!

Clear comprehension and communication. How to translate complex, muddy language into simple declarative statements.

Practice translating complex, muddy language into simple declarative statements

Six kinds of knowledge: INTRODUCTION

General procedure for teaching new knowledge---phase of acquisition

Procedures for teaching the six kinds of knowledge: BRIEF

Procedure for teaching facts

Procedure for teaching lists

Procedure for teaching sensory concepts

Procedure for teaching higher-order concepts

Procedure for teaching rules

Procedure for teaching routines

Making sure tasks, lessons, units, and curriculum are coherent---practice on elements needed for the application below.

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Application: Blank copy of how to design lessons. We’ll use the above to plan daily lessons in kindergarten. Hand in at end of semester. NC Standard Course of Study for Kindergarten. Use items here for “Application” assignment above.

Use THIS doc to do the assignment on kindergarten curriculum. I have done lesson 1. Use it as a model.

Document for Monday/Wednesday

Document for Tuesday/Thursday

EXAMPLES OF TASKS, LESSONS, AND UNITS

Task: Teaching Facts

Task: Teaching List. Panoply.

Task: Teaching List. Phases of Mitosis

Task: Teaching Sensory Concept. On

Task: Teaching Higher-order Concepts with Synonyms

Task: Teaching Higher-order Concept. Simile

Task: Teaching Rule-relationship: War

Lesson: Teaching Higher-order Concept. Granite

Lesson: Teaching Rule-relationship. Temperature/pressure

Lesson: Teaching Routine. Sounding Out Words

Lesson: Teaching Routine. Analyzing Declaration of Independence

Lesson: Teaching Routine. Slope

Lessons (several) on U.S. History34

Examples of lessons on how to teach the six kinds of knowledge.

Example of unit organization: plant life cycle

How to introduce a unit on the Declaration of Independence. PPT

Unit on U.S. Constitution

USE THE DOCS BELOW FOR EVEN MORE DETAIL ON THE ABOVE.

2. Curriculum, Instruction, and Objectives DOWNLOAD AND PRINT. No, really. Objectives (statements that say what students are to learn) tell you what to teach---namely, the knowledge identified by the objectives. Objectives also tell you what to assess—namely, what students do (relative to the objectives), the curriculum and curriculum materials (what knowledge was taught and the sequence in which it was taught), and instruction (how you communicated with students.

Objectives Starting assessment of students Use this curriculum and curriculum materials What students What students know and don’t Use this kind of instruction: more or less are to learn know relative to the objectives scaffolded

Ongoing assessment (progress monitoring, mastery tests) End assessment of terminal performance

Continue with scope and sequence, materials, and instruction vs. revise these in light of assessments

2. More detailed examination of objectives; curriculum; knowledge analysis; part and wholes (elements and more complex skills; pre-skills; phases of learning and objectives for each (acquisition, generalization,

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fluency-building, retention); starting, ongoing, and ending assessment.

3. Forms of knowledge and how to teach each one.

4. Designing thematic units, lessons in thematic units, and tasks in lessons. How to script these.

5. Application assignment.

Main Ideas in Designing and Assessing Instruction

1. Human beings organize what we know (about how things are connected) into knowledge

systems: biology, mathematics, history, literature, and many more.

2. Knowledge or information is stored in different places. (1) Programs, usually for teaching tool skills (reading, spelling, writing, math) in a

systematic, direct, focused way. (2) Textbooks and internet documents, usually for teaching content knowledge

(literature, sciences, history). (3) Original documents (e.g., U.S. Constitution, poems, letters). (4) Your mind.

3. But what IS it that is stored, that you can know and teach? Answer: KNOWLEDGE. WHAT is knowledge? What do you know when you know something? Answer.

Knowledge is of connections. Things can be connected five ways.

4. So, there are five kinds of knowledge:

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(1) Simple facts. For example, a specific event (signing the Declaration of Independence) is connected with a specific date (July 4, 1776).

(2) Lists. For example, a name (Bill of Rights) is connected with a list of things (the first

ten amendments to the U.S. Constitution).

(3) Concepts. Things (examples) are connected (grouped into categories) because they have common features; e.g., things that are blue, things that are mammals. There are two kinds of concepts.

a. Sensory or basic concept: colors, shapes. One example shows all of the defining features. Therefore, can be taught with examples.

b. Higher-order or abstract concepts: democracy, justice, voting. Features are spread out in time and space. Therefore, examples can’t be shown. Therefore, teach with a verbal definition (to identify the defining features) followed by examples that show the defining and the irrelevant features.

(4) Rule-relationships, or propositions. Whole sets of things (categories, concepts) go together. There are two kinds of rule relationships that are stated by propositions:

a. Categorical. One class (concept) is completely, partly, or not at all part of another class or concept.

All dogs are canines.

Some fungi are poisonous to humans.

No confusing of the real and the ideal goes unpunished.

b. Causal or functional or hypothetical. One class changes along with another class.

The change may be causal or correlational.

a. When X occurs, Y occurs.

b. Whenever X occurs, Y occurs. (X is a sufficient condition for Y)37

c. If and only if X occurs will Y occur. (X is a necessary condition for Y.)

d. The (more, less) X happens, the (more, less) Y happens.

(5) Routines. Actions are connected into a sequence of steps for getting something done; e.g., brushing your teeth, solving math problems.

Forms of Knowledge

Assessment of "Forms of Knowledge"

5. The point is to help students to acquire and use the knowledge that is stored in different

places.

This means that YOU have to identify the knowledge you want students to “get.” Sources of

knowledge include a state’s or a county’s standard course of study, scientific research, opinions of

experts, and your own expertise.

Curriculum Standards Assessment of Knowledge of Curriculum Standards

6. Curriculum

(1) A curriculum is knowledge to teach (drawn from knowledge systems) and the sequence for

teaching it.

(2) A curriculum consists of strands of similar subject matter. For example, counting (e.g., forward

and backwards, by ones or by multiples), addition (one-column, two-column, etc.), and

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subtraction, are three strands in a math curriculum.

(3) A curriculum should identify and teach both new knowledge and the pre-skills (parts, elements)

needed to learn the new knowledge. Pre-skills should be taught first---before the more

complex skills that consist in part OF pre-skills.

(4) A curriculum should identify and teach both content knowledge (e.g., poems, plays,

novels) and the tools skills (large pre-skills, such as reading, comparing and contrasting)

needed to learn the content knowledge.

7. How do you “move” knowledge from storage to students? Through INstruction. How do we learn? a. Acquiring knowledge. The “learning mechanism” uses a sequence of steps (a routine), called

“inductive reasoning,” to “get” knowledge from the examples that you give.

1. This is glerm. (/’_ What is glerm?

2. This is glerm. &*)’_ What is glerm?

3. This is glerm. \*^#( What is glerm?

4. This is NOT glerm. /’^# What is glerm?

5. This is NOT glerm. _&\* What is glerm?

6. This IS glerm. _&\*) What is glerm?

7. This IS glerm. /’(^# What is glerm?39

What feature makes something glerm?

What was the logical process by which you figured it out, or induced the generalization:

Glerm is……..?

Did you compare and contrast examples and nonexamples?

“Whenever it’s called glerm, there is………”

“Whenever it’s called NOT glerm, there is NOT….”

“Glerm must be whatever is always there when it’s called glerm and what’s NOT there when it’s called NOT glerm.

“Therefore, glerm is…..”

In summary, the “learning mechanism” performs a sequence of logical operations—

beginning with examples and ending with a general idea.

This [m] says mmm.What sound? [immediate acquisition test]

This [m] says mmm.

What sound? This [m] says mmm.

What sound? This [m] says mmm.

What sound? Point to each example and ask, “What sound?” [delayed acquisition test]

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b. The learning mechanism uses a different sequence of steps (routine),

called “deductive reasoning,” to apply or generalize knowledge to new examples.

“Here’s something new. Is it glerm?” *^%!^) [generalization test] If glerm is ) or (, and if a new thing HAS ( or ),

then the new thing is glerm. “What sound?” m [generalization test] [If all things shaped like this---m—say mmm,

and if this new thing is shaped like m, then this new thing says mmm. If you want students to get and to apply knowledge without struggling and failing, you

must design instruction in a way that enables the learning mechanism to DO inductive and deductive reasoning.

Gain attention. “Boys and girls.” “Eyes on me.” “SHUT UUUUP!” Frame the task. “New sound.” Present the information (model). “This sound [r] says rrrrrr.” Lead. Have students do it with you. “Say it with me.” Immediate acquisition test. “Your turn. What sound?” Correct any errors immediately. “This sound [r] says rrrr. What sound?” In other words, ***There is an OBVIOUS OBJECTIVE (when teacher points to letter and says “What

sound?” students say the correct sound within 2 seconds.”

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***Instruction (communication) is FOCUSED on the objective. ***Instruction is DIRECT. Teacher tells, demonstrates, models NEW and ESSENTIAL

information. ***Instruction is LOGICALLY SEQUENCED. Students already know the pre-skills. E.g.,

they know WHAT to look at; they know HOW to say the sound (rrrr). They know what “Your turn” says that they should do.

How Knowledge is acquired and applied brief

Making sense of what you read and hear expanded

Selecting and Presenting Examples Assessment of Knowledge of Selecting and Presenting Examples Teaching Sameness: "There are the same." Teaching Difference: "These are different."

8. Students must have certain pre-skills or background knowledge in order to acquire new

knowledge. You can’t multiply two-digit numbers until you can multiply one-digit numbers, can

write numbers, know the columns, know that some numbers consist of 10s and 1’s; and know how to

add. Do a knowledge analysis of what you want students to learn to DO---defined by

objectives.

Identify what students need to know (pre-skills, or elements) in order to learn it.

Then do a knowledge analysis of each of these elements or pre-skills. 42

Teach in a sequence that works on the pre-skills in a logical way. Knowledge Analysis

Assessment of Knowledge of Knowledge Analysis Form for Doing Knowledge Analysis

9. Students need assistance to acquire knowledge from examples and to apply knowledge to new examples. This assistance is scaffolding.

How Knowledge is acquired and applied

Curriculum: Organizing Instruction Around Big Ideas Assessment of Knowledge of Big Ideas

Advance Organizers [And all below.] How to use the following documents Glossary for English lit course Glossary for Declaration of Independence

Guided notes for Declaration of Independence Glossary for early America unit

Guided notes for civics course

Guided notes on revolutionary America

Guided notes on teaching Blake poem

Guided notes on history course

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Cornell note-taking system

Cornell note-taking. Blank page

Guided Notes Using the Cornell Note-taking Method

10. Some forms of storage and some methods of instruction (communication) have more scaffolding than others.

Original documents Original documents Textbooks Lecture Programs

with annotations

Least Most Scaffolding

Kinds of scaffolding: lessons; logical sequence; extra cues; specified examples and methods for acquisition, fluency, generalization, and retention; specified error correction; scripts for teacher; assessments and guidelines for using assessment information; multiple media (lecture, demonstration, PPT, etc.); guided notes; advance organizers such as diagrams; glossaries; pre-instruction on pre-skills

11. To ensure student mastery of knowledge, you must teach and assess four phases of mastery: (1) acquisition of new knowledge; (2) generalization of knowledge to new examples; (3) fluent use of knowledge; (4) retention of knowledge. Each phase has objectives, instructional methods, and assessments (with implications for future instruction---firm up, reteach, intensive instruction).

Instructional Objectives

Assessment of Knowledge of Instructional Objectives

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Example Sets

Phases of Mastery

Phases of Mastery Table

Assessment of Knowledge of Phases of Mastery

12. You must know what to do when students make errors or too little progress.

Four-Level Procedure for Remediation Assessment of Knowledge of Four-Level Procedure for Remediation

13. Teachers must know how to evaluate, select or reject, and if needed improve programs.ASSIGNMENT. WE WILL EVALUATE AND IMPROVE A PROGRAM.

14. Teachers must know how to evaluate, select or reject, and if needed improve textbooks. ASSIGNMENT. WE WILL EVALUATE TEXTBOOKS AND DESIGN INSTRUCTION.

15. Teachers must know how to evaluate and improve their own teaching.

Table for Assessing and Improving Instruction

Assessing and Improving Instruction

What we’re going to do.

We have TWO assignments. 45

They will prepare you to perform YOUR two main tasks as a teacher. AND they integrate all the knowledge we will have worked on earlier---identified in the list above.

1. Evaluate, select or reject, and improve curriculum/teaching materials, such as programs for teaching TOOL skills---reading, spelling, writing, math.

Assignment 2. How to evaluate, select or reject, and if needed improve programs.

1. We look at how a whole curriculum- program is organized (macro) and at the details of instruction (micro). 2. Then we improve the curriculum-program by adding instruction on more skills and by adding scaffolding.

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