Master Teacher Team Meeting

Curriculum Alignment Mike Miles August 2011 Recording Secretary: Craig Wachsman

1. Introductory Comments Research What causes of great student achievement? Curriculum Alignment (must be done systemically) Time on task (National Core Standards: better/more rigorous) 2. What does it look like? Start with the end in mind. i. What is curriculum alignment? The curriculum is a list of what students need to learn. Process by which educators match assessments of student proficiency with objectives they have

Guartanteed: Viable: must be done in the time it said it should be done

Curriculum Mapping: Prioritize the objectives Divided into time periods Tied to resources and strategies

b. Alignment Scenarios i. Bookends: My Fair Lady: Lady in a Ball vs. Speak well enough in a flower shop. Scaffolding 1. More time on task. 2. Change the strategy. c. Curriculum Alignment Status d. Definitions e. Concepts

3. Context a. Is the typical lesson aligned? b. Two bookends framework

4. Classroom Curriculum Alignment a. Exercise b. Lesson Objectives i. Characteristics 1. Answers the question: What are students supposed to learn?” 2. Tied to a standard or skill needed to accomplish the standard 3. Follows the mapped curriculum 4. Understandable to parents and students 5. Specific 6. Students can demonstrate that they have learned the objective in one (and at the most two) session(s) or class period(s).

A good lesson object is not: 1. An agenda or schedule 2. A description of the activity or the resource 3. The title of the film, book, story, etc. 4. A description of the vehicle or method used to teach a concept 5. Too broad or vague 6. Disguised as an objective, but really is a description of what the teacher is going to teach, not what the student is suppose to learn

ii. Examples/guided practice c. Demonstration of Learning (DOL) i. Simile and appositives exercise ii. Characteristics 1. Tied directly to the lesson objective and the guaranteed curriculum 2. Can usually be accomplished in five or tem minutes 3. Requires each student to demonstrate what they have learned over the last class period or two in a subject area. 4. Varies from day to day. 5. Is Understandable to students and parents 6. Designed before the lesson is conducted

A good DOL is NOT: 1. A check for understanding. 2. An activity or project used to teach the objective 3. A quiz or exam that assesses multiple objectives 4. Homework

iii. Guided practice

5. Access to the curriculum a. DA Exercise b. Catching Students Up

6. Instructional Calendars a. National Core Standards i. Three Scenarios 7. Instructional Feedback a. Providing feedback i. Coaching ii. Instructional feedback rubric b. Key look fors i. Lesson Objective (purposeful, time right, matches the calendar, etc.) ii. Activities aligned (purposeful) iii. Engagement (multiple response strategies) iv. Demonstrations of learning c. Spot Observation

The Core Parameteres What should students have to know and be able to do How you know students have learned what you have asked them to know