Texas ASCDs Boot Camp for Curriculum Administrators

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Texas ASCDs Boot Camp for Curriculum
Administrators

• Dr. John A. Crain

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GUIDING QUESTIONS

• What is curriculum?
• Whats wrong with using the Texas Essential
  Knowledge and Skills (TEKS) as a district/campus
  curriculum? Why arent they sufficient?
• How do you use the TEKS as a framework for
  developing district/campus specific curriculum?
• What are some processes for developing district
  or campus-specific curriculum within the TEKS
  framework?
• What really is alignment?
• How do you create and structure knowledge and
  skills within a curriculum document?
• What are the options and processes for designing
  units of instruction?

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WHAT IS CURRICULUM?
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Differences Between Curriculum and Instruction
How
Why
What
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The WHAT Content Standards--the stuff

• Knowledge
• Concepts Cognitive Curriculum
• Data/Facts
• Skills
• Attitudes
• Values Affective Curriculum
• Beliefs
• Judgments
• Strength
• Endurance Psychomotor Curriculum
• Coordination

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The WHY Performance Standardsthe result,
outcome, objective, etc.

• What we want students to do with the stuff.
• The complexity or sophistication with which we
  want students to do something with the
  stuffthe Application / Analysis / Synthesis /
  Evaluation of Blooms.

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HOW?

• The instruction
• What the teacher will do to teach
• What the students will do to learn
• Instructional activities
• The organization and sequence of content and
  activities.
• The processes through which the students will
  learn the curriculum.

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Our Focus--Cognitive Curriculum Texas Essential
Knowledge and Skills

• Knowledge
• Concepts
• Data/Facts
• Cognitive Skills

WHAT?
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Negotiable vs. Non-negotiable
The WHAT is non-negotiable. The WHY is
non-negotiable.

• The HOW is negotiable within limits
• The children learn what that are supposed to
• learn.
• They are treated with courtesy and dignity.
• The paint generally stays on the walls.
• The teacher is accountable for students learning
  
• the curriculum.

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Common Errors in Curriculum Development

• Lining up the TEKS and then assuming you have an
  aligned curriculum
• Trying to do too many of the steps at one time
• The checklist phenomenon--writing instruction and
  backloading curriculum
• Beginning with horizontal alignment

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Major Elements of Curriculum Development

• Vertical alignment of each sequence of student
  expectations, including the articulation of
  specific content standards
• Organizing the aligned student expectations into
  bundles--into rational, coherent units of
  instruction, including time lines (e.g., by
  6-weeks or by a discrete number of days)
• Creating exemplar instruction for all or some
  percentage of the units of instruction

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Whats Wrong With The Texas Essential Knowledge
and Skills As A Curriculum Document?

• The TEKS are a framework for curriculum
  developmentNOT the curriculum.
• The TEKS are broad expectations for student
  learning (The student is expected to.).
• The TEKS lack specificity.
• The TEKS are not organized into rational,
  coherent units of instruction with recommended
  time lines

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Such as and Including

• The content standard for student expectations is
  articulated in the such as and including
  statementsthe specific academic content (the
  What) that students will learn.
• Such as means that the given content is
  negotiable.
• Including means that the given content is
  non-negotiable.

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The Case for Specificity

• Assumption
• Every Student Expectation should have an
  including . . . statement.

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The Critical Questions

• Are both the content standard and performance
  standard sufficiently specific that
• 1. Would a new teacher know exactly what
• students are supposed to learn and at what
  level
• they are to demonstrate that learning?
• 2. Could a test item writer construct a test
  item that
• would be aligned with that learning?

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ENGLISH LANGUAGE ARTSStandard 1 Specificity
Third-Grade (105 Student Expectations)
Unique Examples
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ENGLISH LANGUAGE ARTSStandard 1 Specificity
Seventh-Grade (138 Student Expectations)
Unique Examples
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ENGLISH LANGUAGE ARTSStandard 1 Specificity
Twelfth-Grade (121 Student Expectations)
Unique Examples
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ELA mechanics TEKS--without examples/specification
sa lined up curriculum
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Science TEKS--without examples / specifications
a lined up curriculum
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ELA mechanics TEKS--with examples /
specificationsan aligned curriculum
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Science TEKS--with examples / specificationsan
aligned curriculum
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The TEKS are disjointed (i.e., they are arranged
in strands, not in coherent units of
instruction.
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Texas History Strands

• History
• Geography
• Economics
• Government
• Citizenship
• Culture
• Science, technology, and society
• Social studies skills

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STEP 1 Vertical Alignment (Scope)

• WHY?
• Assure Equity
• Provide a Rational System
• Reduce Gaps and Unproductive Redundancies

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Equity

• Quality Assurance To The Community
• The State of Texas says, through TEKS It
  doesn't matter whether you live in Highland Park,
  El Paso, Houston, San Antonio, or The Rio Grande
  Valley. The State of Texas guarantees that your
  10th grader will have the opportunity to learn
  "X."
• Your ISD must say It doesn't matter which
  attendance zone (campus) you live in. Our ISD
  guarantees that your 4th grader will have the
  opportunity to learn "X" It doesnt matter whose
  7th grade Texas History class you are in, you
  will have the opportunity to learn x.

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Rational System

• Is your district a confederacy of independent
  school districts or a single system?
• We Are Either
• a rational system, with a vertically-aligned
  curriculum for all campuses or
• an irrational system in which no one part knows
  (or cares) what other parts of the system are
  doing.

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Alignment Makes Education in Your I.S.D. a System
- continued

• Teachers Are Part of a System
• Schools cannot be one-room schools located
  side-by-side along a common hallway.
• Teachers are not independent subcontractors--we
  have a responsibility to deliver the goods.
  (knowledge and skills) that the system says we
  are to deliver.

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Reduce Gaps and Unproductive Redundancies in
Knowledge and Skills

• Critical In Mathematics
• Do we progress through division in a rational
  way, based on TEKS?
• Do we know at what grade level division using
  two-digit divisors is taught?
• What prerequisite skills must be mastered before
  teaching division using two-digit divisors? At
  what grade level are those skills introduced and
  mastered?

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Reduce Gaps of Knowledge and Skills - continued

• Desirable In Literature
• Are we teaching literature, or are we reading
  stories?
• There are six sub-sets of the short story
• Satire
• Historical
• Mystery
• Gothic
• Science Fiction/Fantasy
• Realistic

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Reduce Gaps of Knowledge and Skills - continued

• Desirable In Literature (continued)
• Which kinds of short stories do we want students
  to read as they advance through the curriculum?
• At which grade level will that particular kind of
  short story be introduced?
• Will that particular kind of short story be
  studied again? If so, at what grade levels?
• Do we use a consistent set of language, 12-K in
  teaching the critical attributes of that genre of
  literature? If "character" is one of those
  attributes, do all teachers, 12-K, use the same
  set of language in teaching character (e-g..
  types of characters protagonist, antagonist,
  narrator, foil, stenotype?

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Reduce Gaps of Knowledge and Skills - continued

• Desirable In Literature (continued)
• Do we consciously choose, teach, and emphasize
  specific comprehension strategies (e.g.
  monitoring when comprehension breaks down, making
  connections?)
• Are we using expository and narrative reading as
  models for writing (e.g. problem/solution
  organization, sequential, order of importance).

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Reduce Unproductive Redundancies

• How many time do students need to read
  Charlottes Web or James and the Giant Peach?
• How many times do they need to do the plant
  unit?
• How many times do they need to make Pilgrim hats
  and Pilgrim collars?
• Do all students need to spend the 1st six weeks
  reviewing the previous years instruction?

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Aligned vs. Lined Up

• Until the district addresses the
• issue of specificity, it can only
• produce a lined-up curriculum,
• not an aligned curriculum.

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The Universe of Possibilities

• In determining
• the specific content standard,
• it is desirable that someone at the table
• know the universe of possibilities
• a real content expert.

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ELA mechanics TEKS--without examples/specification
s
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The Universe of Punctuation
Thirteen Punctuation Marks

• quotation marks (9 rules)
• hyphen (7 rules)
• dash (4 rules)
• parentheses
• brackets
• ellipsis dots

• period (2 rules)
• question mark (3 rules)
• quotation mark (1 rule)
• comma (23 rules)
• colon (4 rules)
• semicolon (6 rules)
• apostrophe (2 rules)

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The Universe of Comma Rules

• items in a series
• city/state
• day/year
• quotations
• greeting of a letter
• nominative of address
• compound sentence
• complex sentence
• compound/complex sentence
• with Sr., Jr., Ill, etc.
• two adjectives that modify same noun
• Appositive
• with, too, also, yes, wall, etc.
• with yes, no, why, well, etc used at the
  beginning of a sentence

• phrases in a series
• inverted names in a list
• to separate name from academic degree
• to set off contrasted words, phrases, clauses
• to set off transitional words or expressions
• introductory prepositional phrase
• introductory participial or absolute phrase
• restrictive and nonrestrictive clauses
• to set off words, phrases, and clauses that would
  otherwise be unclear

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Taxonomy of Literature
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Taxonomy of Literature

• No pattern or reoccurrence of rhythm, rhyme,
  meter sentence form

• Reoccurrence of
• rhythm, rhyme,
• meter verse form

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Taxonomy of Literature

• Not completely factual
• Plot
• Setting
• Character

• Mood
• Theme
• Conflict
• Point of View

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Taxonomy of Literature

• Plot (long)

• Plot (short)

• Theme (explain
• nature or human
• nature)

• Plot Performed

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Taxonomy of Literature

• Not completely factual
• Plot
• Setting
• Character

• Mood
• Theme
• Conflict
• Point of View

• Theme
• (ridicule, scorn
• failings of
• individual or
• society)

• Theme
• (explains
• history)
• Plot, setting
• characters
• based on
• history

• Mood
• (suspense)
• Plot (structure
• to solution)

• Theme (romance,
• adventure)
• Characters(idealized)

• Setting (improbable ornonrealistic)
• Characters (frequently exaggerated)

• Plot, setting,and charactersare all plausible

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REPRESENTING TEXT GRAPHICALLY
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REPRESENTING TEXT GRAPHICALLY
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How Do You Accomplish Vertical Alignment?

• Alignment document is a technical, quality
  control documentnot a document from which
  teachers plan daily/weekly instruction.
• Configuration of Design Teams 12-K teacher teams
  with a facilitator who has a deep knowledge of
  the discipline and the grade level (Exception
  social studies which may be K-3, 4-7, 5/8/U.S.
  History, 6/World History/World Geography.
• Facilitator may be
• District content specialists
• External to the district (ESCs, district
  collaboratives/co-ops)
• Teachers who are content experts
• Someone must be an expert at group facilitation

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How Do You Accomplish Vertical Alignment?
(continued)

• Task Define/give specific examples of the TEKS,
  sufficient that a teacher new to the profession
  or to your school district would know precisely
  what to teach and a test item writer would know
  what to test.
• The TEKS performance standards (the verbs) rarely
  need changing at this stage.
• The content standards are frequently vague and
  need definition.
• In defining a content standard, the best
  definitions will come by beginning with the
  universe of possibilities. (Thats why so much
  content expertise is needed in the process.)

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Caveats

• K-8 vertical alignment and 9-12 vertical
  alignment are rather straightforwardthe TEKS
  frameworks are identical and charts like the
  science and math charts from the Dana Center
  line up the TEKS.
• Alignment of grades K-8 with grades 9-12 is
  somewhat problematic.

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Alignment between K-8 and 9-12

• 9-12 fragments into discrete, sometimes
  disconnected courses (e.g., Algebra I and
  Geometry Biology and Chemistrysome TEKS
  alignment others do not)
• K-12 alignment is challenging except in terms of
  aligning big concepts and/or unless a
  discipline (e.g., chemistry) asks the question
  What foundation experiences do we want students
  to have somewhere in the K-8 science journey?--a
  whole different process.

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A Possible Role for 9-12 Teachers in the K-8
Alignment Process

• A physics expert can sometimes be helpful in
• advising the K-8 team on the universe of
• possibilities for each TEKS as well as the
• foundation experiences in physics concepts.
• Caveat Beware the danger of the we-know-
• what-we-are-doing-and-you-dont
• phenomenon.

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Alignment of Process Skills

• Aligning process skills like those in science and
  social studies should probably be left to the end
  as you begin Step 2, bundling of student
  expectations--unit construction and time lines.
• The process skills take on meaning and
  specificity only when applied to other academic
  content.

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Step 2 Bundling Student Expectations to
Create Rational Coherent Units of Instruction

• The vertical alignment document produced in Step
  1 was a technical, quality control document.
• It was not the document that teachers will use to
  plan daily/weekly instruction.
• The individual student expectation now must be
  bundled into rational, coherent units of
  instruction with a time line (6-weeks, discrete
  number of days).

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Putting the Aligned Student Back Together What
will be frontloaded to drive the unit?

• History
• Geography
• Economics
• Government
• Citizenship
• Culture
• Science, technology, and society
• Social studies skills

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Putting the Aligned Student Back Together What
will be frontloaded to drive the unit?

• Reading
• Literary Elements Response
• Writing
• Thinking
• Listen/Speaking
• Viewing/Representing

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Activity

• What are all of the issues which must be
  considered and addressed in designing a unit of
  instruction?
• Answer the question for yourself.
• Find a Learning Buddy
• Pair share to compare and contrast your responses.

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Unit Template
   
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Why include The Language of Instruction

• Consistency of instruction
• Critical for economically disadvantaged and
  second language learners

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Adding The Language of Instruction

• Example Unique instructional vocabulary that the
  district wants all math teachers to use.
• Example Big Concepts and their critical
  attributes around which the district wants to
  build curricular units at each grade level.
• Example TAKS language

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Critical Attributes in Concept-Based Curriculum

• Those things (i.e., characteristics, traits)
  about the concept that never change.
• Those things (i.e., characteristics, traits)
  about the concept that make it different/unique
  from other concepts.
• -Madeline Hunter
• Example mammal

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So what?

• Why are critical attributes important?
• Why should they be included in the Language of
  Instruction as part of a curriculum document?

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Identifying and Teaching The Critical Attributes
of A Concept (or Skill) Are Essential Because.

• The concept remains abstract for many learners
  unless it can be made more concrete.
• Generating examples/non-examples in a meaningful
  way depends on critical attributes.
• The critical attributes are the generalizations,
  principles, and rules that Jacobs, Tomlinson,
  Garmston, McTighe, and others talk about.
• Adds depth, complexity, connectivity, and
  consistency of language.

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CHANGE

• CRITICAL ATTRUBUTE
• a characteristic of all change

• I. All change involves the alteration of one or
  more of the attributes ofthe original.
• A. The alteration of some attributes is
  through elimination.
• B. The alteration of some attributes is
  through addition
• C. The alteration of some attributes is
  through rearranging
• D. The alteration of some attributes is
  through modification
• II. All changes have one or more causes.
• A. The causes of some change are
  controlled/uncontrolled
• B. The causes of some change are internal
• C. The causes of some change are external
• D. The causes of some change are
  known/unknown

DISTINGUISHING ATTRIBUTES characteristics that
makes one change different from other changes
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CHANGE

• CRITICAL ATTRUBUTE
• a characteristic of all change
• DISTINGUISHING
• ATTRIBUTES characteristics that makes one
  change different from other changes

• III. Change occurs according to a process.
• A. Some change processes are cyclical.
• B. Some change processes are linear.
• C. Some change processes are incremental
  (steps/degrees).
• IV. All changes have one or more effects.
• A. The effects/results/consequences
• of some changes are unknown.
• B. The effects /results /
• consequences of some changes
• are predictable / unpredictable.
• C. The effects of some changes are
• preventable/ not preventable.
• D. The effects of some changes are
• positive, negative, or neutral.

Working draft from Parkland HS, Ysleta ISD, El
Paso
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Identifying Critical Attributes of a Concept
There is a seven-step, inductive process for
identifying the critical attributes. The process
will fill in the blanks of the template below.
These are the process steps for forming
generalizations (an inductive thinking process.)

• I. All (concept) have/are _______.
• A. Some (concept) have/are_____
• B. Some (concept) have/are_____
• C. Some (concept) have/are_____
• II.. All (concept) have/are _______
• A. Some (concept) have/are_____
• B. Some (concept) have/are_____
• C. Some (concept) have/are_____

• III. All (concept) have/are _______.
• A. Some (concept) have/are_____
• B. Some (concept) have/are_____
• C. Some (concept) have/are_____
• IV. All (concept) have/are _______
• A. Some (concept) have/are_____
• B. Some (concept) have/are_____
• C. Some (concept) have/are_____

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In general, units of instruction will be built
around the teaching learning of concepts and
cognitive skills.
What are cognitive skills?

• Analytical Thinking Skills cognitive processes
  that deepen understanding. (Examples
  categorizing, classifying).
• Critical Thinking Skillsthinking skills that
  are used to analyze and evaluate data and
  evidence in order to develop, judge the
  effectiveness of, or respond to an argument or
  position. (Examples inductive thinking,
  determining bias, judging the accuracy of
  information).
• Executive Processes cognitive processes that
  are involved in synthesizing, generalizing, and
  applying knowledge. Examples summarizing,
  metacognition, generalizing).
• Creative Thinking Skills skills that are
  involved in creative production.

(Tomlinson, Carol Ann et al. The Parallel
Curriculum, National Association for Gifted
Children and Corwin Press, 2002.)
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Even though we talk about concepts and skills
as two distinct issues, behind every skill there
is a concept. A skill usually involves
following process steps and/or rules.
2 / 3 ? 1 / 2 _____
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Activity - Concepts Behind the Skills

• Find a Learning Buddy.
• Discuss Why do you invert and multiply? Whats
  the concept behind the skill?

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What we have to know to teach any skill,
including critical thinking

• Critical Attributes of the Concept (traits,
  characteristic) and
• Critical Attributes of the Skill (process steps,
  rules)

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Conclusion The Concept

• a statement
• about an individual person, place, thing, or
  event that
• can be supported by accurate information.

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A conclusion can either take the form of a fact
statement or an opinion statement.A fact
conclusion George Washington was the first
President of the United States. An opinion
conclusion George Washington was a good
President.
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The Skill Process Steps for Validating A
Conclusion (deductive process)

• Hypothesize or take a given conclusion.
• Gather data through research, observation, and/or
  experimentation.
• Verify the accuracy (and sometimes objectivity)
  of the data.
• Determine whether or not there is sufficient data
  to support the conclusion you started with.
• Note Sufficiency is typically determined by
  the
• stakes involved in accepting and/or acting on
  the conclusion.

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Everything that is not isolated data or a skill
is a concept. Different Kinds of Concepts
What are concepts?
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1. Fluffy Concepts
bears bluebonnets apples

• Concepts that are not central themes / concepts
  of a discipline.
• Connect activities.
• Contributes no depth or complexity or
  connectivity to learning.

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2. Discipline Specific Concepts

• "Concepts that exist only or primarily within a
  discipline.
• Can be the central themes and concepts of the
  discipline. Examples
• revolution (history)
• polarity (science)

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3. Minor Themes/Concepts

• Concepts that exist in more than one discipline,
  but not in all.
• Concepts that are central themes/concepts in
  more than one discipline. Examples
• Conflict (literature, history)
• Ratio/Proportion (sciences, mathematics)

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4. Universal Themes/Concepts

• Concepts that exist in all disciplines.
• Concepts that are central themes/concepts in all
  discipline. Examples
• Patterns
• Structure
• Systems
• Change
• Relationships
• Balance/Equity

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In each of the models, taken as a pure model,
one of these kinds of concepts is frontloaded and
becomes the organizing principle for the unit.
Discipline Parallel
Multidisciplinary Interdisciplinary
Problem Specific Discipline
Based
Discipline Specific Concept
Minor Theme
UniversalConcept
Real WorldProblem
Discipline Specific Concept
or Parallel Data/Facts
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For Discipline-Specific Curriculum
Discipline Parallel
Multidisciplinary Interdisciplinary
Problem Specific Discipline
Based

• A discipline specific concept is front-loaded
  (e.g., a literary genre).
• A cognitive skill (e.g., drawing conclusions).
• The rest of the unit is built around that concept
  or cognitive skill

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English Language Arts
Math
Science
Social Studies
Binomial Equations
Determining Point Of View
Magnetism
The U.S. Constitution
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Discipline Specific Unit
Unit
Frontload
Backload
WHAT? Discipline Specific Concept
Critical Attributes of
the Concept WHY?
Performance Standards HOW?
Cognitive Skill(s) Critical Attributes of the
Skill(s) Instruction (teacher / learner
activities) Resources Student Products Assessment
TEKS
Does differentiation go in adistrict curriculum
document?
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What gets Frontloaded?
Discipline Parallel
Multidisciplinary Interdisciplinary
Problem Specific Discipline
Based
OPTION 1 Parallel (complimentary) Data/Facts
from one discipline
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Parallel Discipline (Facts / Data)
Social Studies
Language Arts
Science
Math
Red Badge of Courage
U.S. Civil War
??
??
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Parallel Disciplines Unit
Unit
Frontload
Backload
WHAT? Data/Facts From One
Discipline
WHY? Performance Standards HOW?
Data/Facts from a Second Discipline Cognitive
Skills Critical Attributes of the
Skill(s) Real-world issues (problem, question,
discrepant event) Instruction (teacher / learner
activities) Resources Student Products (sometimes
common) Assessment
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Parallel Discipline Minor Theme
Discipline Parallel
Multidisciplinary Interdisciplinary
Problem Specific Discipline
Based
OPTION 2 A Minor Theme
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Parallel Discipline Minor Theme
Language Arts
Math
Social Studies
Tools to analyze and/or report data dealing with
culture
Culture
Culture
Math cannot teach the concept "culture" because
culture is not a central theme/concept in
mathematics.
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Parallel Disciplines Unit
Unit
Frontload
Backload
Facts/Data from each discipline that are
examples of the concept Cognitive
Skills Critical Attributes of the
skill(s) Tools from other disciplines Instructi
on (teacher / learner activities) Resources Stude
nt Products (sometimes common) Assessment
WHAT? Minor Theme Concept
Critical Attributes of the
Concept
WHY? Performance Standards HOW?
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Multidisciplinary
Discipline Parallel
Multidisciplinary Interdisciplinary
Problem Specific Discipline
Based
For Multidisciplinary Curriculum Minor
theme/concept
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Multidisciplinary
Social Studies
Language Arts
Science
Math
Tools to analyze and/or report data dealing with
conflict
Conflict
Conflict
Conflict
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Multidisciplinary Unit
Unit
Frontload
Backload
WHAT? Minor Theme Concept
Critical Attributes of the
Concept
WHY? Performance Standards HOW?
Facts/Data from each discipline that are
examples of the concept (means to an end, but
not an end unto itself) Cognitive
Skills Critical Attributes of the
skill(s) Instruction (teacher / learner
activities) Resources Student Products Assessment
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Interdisciplinary
Discipline Parallel
Multidisciplinary Interdisciplinary
Problem Specific Discipline
Based
For Interdisciplinary Curriculum Universal
theme/concept
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Interdisciplinary
Social Studies
Language Arts
Science
Math
Patterns
Patterns
Patterns
Patterns
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Interdisciplinary Unit
Unit
Frontload
Backload
WHAT? Universal Theme Concept
Critical Attributes of the
Concept
WHY? Performance Standards HOW?
Facts/Data from each discipline that are
examples of the concept Cognitive
Skills Critical Attributes of the
skill(s) Instruction (teacher / learner
activities) Resources Student Products (may be
common) Assessment
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Problem Based
Discipline Parallel
Multidisciplinary Interdisciplinary
Problem Specific Discipline
Based
For Problem-Based Curriculum A complex question,
problems, or discrepant event
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Problem Based
Real-world IssuesComplex Question, Problem, or
Discrepant Event
Social Studies
Language Arts
Science
Math
Real-world Issue
Real-world Issue
Real-world Issue
Real-world Issue
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Problem Based continued

• Real-world issues may be
• Real
• Plausible, hypothetical

• Real-world problems must be
• Relevant to the student interest
• Be plausible
• Require knowledge and skills from all four
  disciplines

• Example
• Designing city park
• Future Problem Solvers

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Problem Based Unit
Unit
Frontload
Backload
WHAT? Complex Problem,
Question Discrepant Event
WHY? Performance
Standards HOW?
Concepts, Facts, Data, Tools from each discipline
that contributes to answering the questions,
solving the problem, or explaining the discrepant
event Critical Attributes of the Concepts and
skill(s) from the set above Instruction
(teacher / learner activities) Resources Student
Products (may becommon) Assessment
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Activity Reflection

• 1. Pair with a Learning Buddy.
• 2. Individually, reflect on this question
  What have been your experiences with designing
  Discipline-Based, Parallel Disciplines,
  Multidisciplinary Interdisciplinary, and
  Problem-Based units of instruction.
• How does what you have seen/heard today
• conform with your prior learning and experience
• conflict with your prior learning and experience
  and
• inform your future work with these models?
• 3. Discuss your reflections with your Learning
  Buddy.

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REFLECTION ON THE DAY.
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REFLECTION ON THE DAY - continued