Curriculum Calibration Process

1. 0 Curriculum Calibration Process • Select an assignment you give to students. • Determine what students are being asked to do or demonstrate that they know. • Identify skills and topics in the assignment as well as the learning objectives. • Using the standards (or a searchable database), locate the actual grade level and standards addressed in the assignment. • The standards being taught should be at grade level and explicit or the assignment will need revision! CCCOE - Curriculum Calibration

2. 0 Grade K CCCOE - Curriculum Calibration

3. 2nd Grade 0 CCCOE - Curriculum Calibration

4. 0 CCCOE - Curriculum Calibration

5. Grade 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th Assignments 0.9 1.8 2.7 3.3 3.9 4.6 5.2 5.8 6.6 7.0 7.8 7.8 By 7th grade, students are in “intensive intervention” at 2 grade levels below. By 5th grade, students are working on assignments one grade level below. 0 DataWorks’ Findings The Instructional Gap CCCOE - Curriculum Calibration

6. 0 Closing “The Achievement Gap” • Actually, it’s an Instructional Gap… • To raise student achievement, you must ensure that the curriculum taught and the assignments given are aligned to grade-level standards. CCCOE - Curriculum Calibration

7. 0 Research also shows… Talent Maintenance • 20% of students will do well regardless of instruction. Talent Development • 80% - 100% of students will do well because of the instruction. DataWorks Educational Research CCCOE - Curriculum Calibration

8. 0 Moving to a Standards-based Practice • In order to use Curriculum Calibration effectively, however, it’s important to start with: 1) Using Backwards Planning, 2) “Deconstructing” the standards, and 3) Determining which standards are most important for students to master. CCCOE - Curriculum Calibration

9. Traditional Practice Select a topic. Design instructional activities. Design and give an assessment. Give a grade or feedback. Move on to a new topic. Standards-based Practice Select standards. Locate/design a calibrated assessment aligned to these standards. Plan instructional activities to assure that each student can achieve these standards. Use data from assessment to give feedback, re-teach, or move to next level. 0 1) Backwards Planning CCCOE - Curriculum Calibration

10. 0 Standards have two parts: A topicoften recurs at many grade levels, but the skillrequired becomes increasingly more rigorous. CCCOE - Curriculum Calibration

11. 0 Practice: Skill and Topic …word problems involving dollar bills, quarters, dimes, nickels, and pennies… Solve Use app. symbols CCCOE - Curriculum Calibration

12. 0 Practice: Skill and Topic … of stories or poems; …to stories …of experiences when appropriate to clarify ideas, thoughts, and feelings. Create audio recording Add drawings or other visual displays recounts CCCOE - Curriculum Calibration

13. Resources pp. 4-7 0 Bloom’s Taxonomy • CA content standards were developed with Bloom’s Taxonomy in mind. • Six levels of thinking, with each level organized by complexity and challenge. • Good tool to determine the skill levels of standards in order to develop lessons and assignments that address the depth and rigor of grade-level standards. CCCOE - Curriculum Calibration

14. Critical thinking level organized by complexity. 0 Bloom’s Taxonomy = critique, compare, support Evaluation = compose, hypothesize Synthesis Analysis = compare, develop Application = organize, use, solve Comprehension = restate, explain, rewrite Knowledge = name, define, identify, list CCCOE - Curriculum Calibration

15. How do you ensure that questions engage students in deeper critical thinking and not merely prompt them to recall information that they’ve read or been told? Bloom’s taxonomy can help students ask and answer their own questions. Goal is for questions to provide students with an opportunity to think and the teacher with an opportunity to check for understanding. 0 Developing Authentic QuestionsChecking for Understanding CCCOE - Curriculum Calibration

16. 0 Using Bloom’s Taxonomy to Develop Questions Example: 6th grade class • The teacher uses Bloom’s taxonomy with her students to ask and answer their own questions in a daily Jeopardy-type game. • Introduce students to a Bloom’s prompt to guide the creation of questions. (See Resource, pp. 4-7) • Have groups of students create questions based on the information they are studying that day. The number of points is determined by the level of the question on Bloom’s taxonomy. • This process allows the teacher to check for understanding twice – when students create the questions and when they play the game. CCCOE - Curriculum Calibration

17. 0 Student-Created Questions Using Bloom’s Taxonomy Example: 6th grade student-created questions during a unit of study about Egypt: CCCOE - Curriculum Calibration

18. 0 Using Bloom’s Taxonomy to Organize Questions Example: 2nd grade teacher-prepared questions to be used during her interactive read-aloud of “Nana Upstairs and Nana Downstairs”: CCCOE - Curriculum Calibration

19. 0 Deconstructing the Standards • A single content standard may contain multiple skills and topics. • This means that a single standard may have multiple learning objectives. • So teaching for student mastery of the standards becomes more complex. CCCOE - Curriculum Calibration

20. 0 Deconstructing the Standards • In order to ensure that instruction is on grade-level and achieves thebreadth and rigorof the standards, teachers must address both: • Skill and topic and • Multiple learning objectives. CCCOE - Curriculum Calibration

21. 0 Activity: Multiple Learning Objectives With a partner or your school team: • Deconstruct a standard on your table by breaking them down into the multiple learning objectives. • How many skills and topics will need to be taught for each standard? CCCOE - Curriculum Calibration