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Curriculum, Instruction and Assessment

This session will explore the relationship between curriculum, instruction, and assessment, with a focus on using data to inform instructional planning. Participants will learn strategies for creating effective lesson plans and utilizing standards to drive instruction. The session will also cover various assessment measures and their role in monitoring the learned curriculum.

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Curriculum, Instruction and Assessment

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  1. Curriculum, Instruction and Assessment Using Data Process Work Session April 30-May 1, 2010 Route 66 Casino, Albuquerque, NM Presented by: Tammy Yonnie, M.A., M.Ed.

  2. What to Expect… • Understand the relationship between curriculum, instruction and assessment.

  3. Fact • The students who are three years behind in math at the end of third grade must make two years of growth every year to catch-up by the end of sixth grade (one year of normal growth plus one year of catch-up growth) (Fielding, L., Kerr, N., Rosier, P. 2007).

  4. Fact • Poor readers typically are poor at math as well. Even students who are initially ahead in math will start to fall behind if they read poorly. There are more words than numbers in math textbooks, and the explanations and word problems become more complex as the curriculum advances. (Fielding, L., Kerr, N., Rosier, P. 2007).

  5. “When we want improvement, and we keep doing the same things and keep getting the same results- who, really, are the slow learners?” ( Montague, D., 2007).

  6. Activity • Prepare a 3-column pictorial chart representing how your teachers create daily lesson plans. • Above each column indicate the following: “Where we are?” “Where do we want to go?” “How will we get there?” • List at the bottom of each column, tools necessary to carry out the tasks of planning for instruction.

  7. Planning for Instruction * * * THINK, PAIR & SHARE. • Take a moment to reflect on how teachers in your school plan for instruction? • Is the process of planning for instruction uniform throughout your school? • How consistent are teachers when using standards to drive their instruction?

  8. Basic Instructional Planning as Taught by Teacher Education Programs • Listing learner objectives • Planning content and activities appropriate to the objectives • Constructing assessments informed by the objectives.

  9. Planning for Instruction

  10. Instructional planning is essential to teaching because it is the process by which teachers link curriculum to learning (Clark & Yinger, 1987).

  11. An effective Instructional Plan… ….displays a significant relationship between curriculum, instruction and assessment. • The writtencurriculum is what we want all students to know and be able to do (curriculum) • Thetaughtcurriculum outlines what will be taught and when (instruction) • The learned curriculum is monitored through various assessments (assessment).

  12. Instruction NWEA AIMSweb AIMS, NMSBA MEASURES Curriculum Guides Scope & Sequence Formative & Summative Classroom Assessment K-12 Framework CURRICULUM What students know and are able to do. ESSENTIAL SKILLS & KNOWLEDGE National Standards State Standards STANDARDS Development Implementation Professional Development Monitoring Curriculum Assessment

  13. Curriculum • The written curriculum represents the intended courses of study and sequences of learning opportunities in school. • School Curriculum • Curriculum Guides • Scope & Sequence • Formative & Summative Assessment • Classroom Assessment • K-12 Framework

  14. Instruction • The taught curriculum (Instruction) is the teaching and learning of knowledge. • Standards • Essential Skills & Knowledge: • What students know and are able to do

  15. Assessment • The learned curriculum (Assessment) is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. • Measures • NWEA • DIBELS • AIMS web • AIMS (AZ), NMSBA (NM), U-PASS (UT)

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