Deeply Aligned Curriculum:

1. Deeply Aligned Curriculum: How to create classroom assessments and activities that align to the written and tested curriculum

2. Starting with the GAME Plan • Goals – What do we learn? • Activities – How will we learn it? • Measurement – How will we know we’ve learned it? • Evaluation – Where do we go from here?

3. GOALS Identify and write effective learning targets that align to the written curriculum using student-friendly language Compose test items that align to the context of the statewide testing Analyze cognitive level of test items, indicators, and classroom tasks and examine how these align Create classroom activities and intervention strategies that align to the statewide curriculum and tests

4. ACTIVITIES • Walkabout peer review • Rubrics • Hands-on cooperative activity • ABA • Gallery Hop • Think, Ink, Pair, Share

5. MEASUREMENT • Product: Completed lesson alignment • Carousel

6. EVALUATION • Plus/Delta/Rx • Be thinking: Where do we go from here?

7. Content • Pre-requisites • Vocabulary • Knowledge & skills • Key concepts • Extension How will I share with students? How will I go beyond?

8. Is this an effective learning target? • Do #5-20 on page 167 • Legislative Branch • Explain the causes of World War II • Write a narrative paragraph • Work on your lab project • Fractions • Add fractions and mixed numbers • Describe some battles from the Civil War • Cooking

9. An effective learning target should: • Describe learning goals, not activities (the WHAT and not the HOW) • Tell specifically what the students will be able to know or do • Use indicators from Ohio’s Academic Content Standards • Be “just right” for one lesson unit

10. Activity – Walkabout Peer Review Goal: Identify and write clear, appropriate learning targets • Choose indicators and analyze vocabulary, prerequisites, and extensions • Write learning targets for chosen indicators • Use the sheet in your folder to record your work

11. Walkabout Peer Review • Fill out the form in your folder with: indicator/learning targets, pre-requisites/vocabulary, and extensions • Put your completed form on your desk • Tour the room to look at the work of other groups • Mark one favorable comment and one suggestion for improvement on each form in the appropriate rectangle

12. Context • Test format – MC, SA, ER • Given information • Given materials • Distractors • Performance verbs How will I share with students? How will I go beyond?

13. Activity – Using a Rubric • Examine previously released test items to identify performance verbs, given information, test format, and distractors • Use a rubric to evaluate sample tests for alignment to released items • In pairs, create a 6-question test, based on the learning targets you developed in Activity 1 that is aligned in context with the OAT/OGT • Go over your assessment with a peer from another table, using the rubric

14. Cognitive Level • Bloom’s Taxonomy • Recall – know, understand • Process – apply, demonstrate • Analyze – compare, generalize • Evaluate – use in new situations How will I share with students? How will I go beyond?

15. Activity – Hands-on • Using the Cognitive Wheel, match given tasks to the appropriate cognitive level from the wheel • Examine the Surveys of Enacted Curriculum to evaluate cognitive levels required for your grade level indicators and past tests

16. Lunch Time!

17. Activity - ABA • Grab a partner • Decide who will be “A” and who will be “B” • “A” speaks for 60 seconds of review; B speaks for 90 seconds; A speaks for 30 seconds • You may use notes • You must continue speaking, even if you repeat yourself

18. Classroom Application • Teaching strategies • Classroom activities • Relevance to life • Formative/summative assessment • Interventions How will I share with students? How will I go beyond?

19. The Big Questions • What do students need to learn? (Goal) • How will they learn it? (Activities) • How will I know students have learned it? (Measurement) • What will I do if they don’t learn it? (Evaluation) Rick DuFour

20. Using the GAME Plan Goals – set clear learning targets Activities – geared to knowledge or skills • Access previous knowledge • Add new knowledge • Apply in a variety of situations • Summarize Measurement – ongoing check for understanding and intervention plan Evaluation – How’d we do?

21. Activity – Gallery Hop • Select a learning target and write it on a large post-it • Identify strategies (you may use the Strategy Ring) that would work to: • Access previous knowledge • Add new knowledge • Apply knowledge in a variety of situations • Summarize and/or check for understanding • Put your selections on a large post-it and be ready to explain why you chose those strategies • Share with whole group using a Gallery Hop.

22. Activity – Think, Ink, Pair, Share What will you do if they don’t learn? Brainstorm: • What can you do in class to work with small groups? • What resources do you have in your classroom? • What resources do you have outside of your classroom? Write down your intervention plan Share with a partner Share with the whole group

23. Summing it all up • Goal: Write a learning target from a selected indicator. List prerequisites, vocabulary, knowledge/skills, and extensions • Activities: Select classroom activities that support your target and be able to justify your selections • Measurement: Ongoing assessment and intervention plan • Evaluation: Develop a 6-question assessment aligned to content, context, and cognitive level of the OAT/OGT

24. Activity – Carousel Go to the large post-its around the room. On each post-it, write one thing you have learned about the topic posted. After everyone has participated, you may circle the room again to see what others have written. Add to your own notes as needed.

25. Evaluate the Process Please fill out a small post-it with a: • Plus (things that helped you learn) • Delta (things that didn’t help you learn) • Rx (where do we go from here?)

26. Thank you!!! How can I help? Bonny Buffington Knox County Educational Service Center 740-393-6767 Bonny_buffington@knoxnet.k12.oh.us