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Standards-Based Education Curriculum Alignment Project

Knowledge “One’s mind once stretched by a new idea, never regains its original dimension.” Oliver Wendell Holmes. Standards-Based Education Curriculum Alignment Project. Outcomes.

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Standards-Based Education Curriculum Alignment Project

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  1. Knowledge “One’s mind once stretched by a new idea, never regains its original dimension.” Oliver Wendell Holmes Standards-Based Education Curriculum Alignment Project

  2. Outcomes To describe the ongoing SVVSDteaching andlearning cycle that ensures that all students learn and can demonstrate mastery in the District’s adopted content standards and associated grade level expectations and evidence outcomes.

  3. With an elbow partner, when you are finished, stop and “say something.” The something might be a question, a brief summary, a key point, an interesting idea, or a personal connection.Report your conversation to your group. Please read the article “How Should Teaching Be Appropriately Depersonalized?” (McTighe and Wiggins, 2007)

  4. Teaching & Learning Cycle 1. What do students need to know, understand and be able to do? Study The Teaching and Learning Cycle’s six phases are interconnected and serve to answer these four questions: 2. How will we know students have learned? Design Putting the phases in place 3. How do we teacheffectively to ensure students learn? Plan 4. What do we do when students don’t learn or reachmastery before expectation? Analyze & Adjust

  5. What do students need to know, understand, and be able to do? Study As a standards-based district, we need to identify specifically and clearly the standards, grade level expectations, and evidence outcomes that all students should learn.

  6. How will we know students have learned? Design In order to ensure students learn the grade level expectations, evidence outcomes, 21st century concepts, and skills identified in district curricula, we must regularly monitor student learning through a variety of assessment strategies.

  7. Effective instruction is what causes students to learn. In standards-based district and schools, research-based instructional methods and strategies are used to deliver standards-aligned curricula and ensure students have adequate and equitable opportunities to learn. How do we teacheffectively to ensure students learn? Plan

  8. In standards-based districts and schools, students are provided multiple opportunities to learn, both in the classroom and beyond the classroom, through interventions, supplemental programs, or other support systems. Such supplemental learning opportunities are provided both to students who are not reaching mastery and/or who are performing above mastery. What do we do when students don’t learn or reachmastery before expectation Analyze & Adjust

  9. What Did You Hear? With an different elbow partner, What stood out from the key design features of the Teaching and Learning Cycle? What excites you about the new Teaching and Learning Cycle and makes you want to learn more? What is one question you have at this time? After listening to your partner, paraphrase their response.

  10. The SVVSD Teaching and LearningCycle was created to identify and describe those practices that have been found to be essential in providing a comprehensive standards-based education.

  11. Why a Cycle? • Research tells us it works! • The SVVSD Teaching and Learning Cycle is grounded in the principles of classroom practice and organization that research has demonstrated are the most effective methods in increasing student achievement.

  12. Keys… • According to McREL, one hallmark of successful school districts is the use of a broad but common framework for classroominstructional design and planning that provides a common instructional language or vocabulary, which leads to the consistent use of research-based instructional strategies in each school.

  13. Research • Other researchers agree — successful schools and school districts promote instructional coherence that specifies and aligns the content, tools, and methods of teaching and assessment (Newman, Smith, Allensworth, and Bryk, 2001).

  14. CADI • Using a common framework is consistent with the findings of an in-depth self assessment contained in the CADI Report. This report calls for the District to develop a more coherent and intentional approach to instruction and curriculum.

  15. Write three key ideas you remember from the meeting • Two things you want to explore • One point to ponder • In round robin fashion, share one idea each at your table.

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