texas ascds boot camp for curriculum administrators dr. john a. crain

Texas ASCD’s Boot Camp

for Curriculum Administrators

Dr. John A. Crain

GUIDING QUESTIONS

1. What is curriculum?2. What’s wrong with using the Texas Essential Knowledge and

Skills (TEKS) as a district/campus curriculum? Why aren’t they sufficient?

3. How do you use the TEKS as a framework for developing district/campus specific curriculum?

4. What are some processes for developing district or campus-specific curriculum within the TEKS framework?

5. What really is “alignment?”6. How do you create and structure “knowledge and skills” within a

curriculum document?7. What are the options and processes for designing “units of

instruction?”

WHAT IS CURRICULUM?

Differences Between Curriculum and Instruction

The “WHAT” – Content Standards--“the stuff”

Knowledge – Concepts Cognitive Curriculum – Data/Facts

Skills Attitudes Values Affective Curriculum Beliefs Judgments Strength Endurance Psychomotor Curriculum Coordination

The “WHY” –Performance Standards—the 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 “stuff”—the Application / Analysis / Synthesis / Evaluation of Bloom’s.

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.

Our Focus--Cognitive Curriculum: Texas Essential Knowledge and Skills

Knowledge– Concepts – Data/Facts

Cognitive Skills

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.

Negotiable vs. Non-negotiable

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

Major Elements of Curriculum Development

1. Vertical alignment of each sequence of student expectations, including the articulation of specific content standards

2. 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)

3. Creating “exemplar” instruction for all or some percentage of the “units” of instruction

What’s Wrong With The Texas Essential Knowledge

and Skills As A Curriculum Document?

The TEKS are a framework for curriculum development—NOT 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

“Such as…” and “Including…”

The content standard for student expectations is articulated in the “such as…” and “including…” statements—the 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.

The Case for Specificity

Assumption:

Every Student Expectation should have an “including . . .”

statement.

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?

ENGLISH LANGUAGE ARTSStandard 1: Specificity Third-Grade (105 Student Expectations)

INCLUDING*SUCH AS*NO EXAMPLE

* Unique Examples

ENGLISH LANGUAGE ARTSStandard 1: Specificity Seventh-Grade (138 Student Expectations)

* Unique Examples

ENGLISH LANGUAGE ARTSStandard 1: Specificity Twelfth-Grade (121 Student Expectations)

* Unique Examples

ELA mechanics TEKS‑‑without examples/specifications—a “lined up curriculum”

# 1st Grade TEKS

Examples/

Specifications

# 4th Grade TEKS

Examples /Specifications

# 8th Grade TEKS

Examples/

Specifications

use basic punctuation

4.16B (b)

punctuate correctly to clarify and enhance meaning

8.16B(b)

Science TEKS‑‑without examples / specifications– a “lined up curriculum”

# 2nd Grade TEKS

Examples /

Specifications

# 3rd Grade TEKS

# 4th Grade TEKS

Examples/

Specifications

identify external characteristics of plants and animals that allow basic needs to be met

observe and identify characteristics that allow survival

identify characteristics that allow members of a species to survive and reproduce

ELA mechanics TEKS‑‑with examples / specifications—an aligned curriculum

# 1st Grade TEKS

Examples/

Specifications # 4th Grade

TEKS Examples /Specifications

# 8th Grade TEKS

Examples/

Specifications

including period at the end of a sentence

4.16B (b)

Including possessives, commas in a series, commas in direct address, apostrophe in contraction (such as won’t, there’s, it’s)., and hyphens in two part numbers (such as twenty-six).

8.16B(b)

including using hyphens with compound adjectives before nouns, compounding numerals with other words, with fractions before adjectives, with titles compounded with ex and elect, and with other compound words that need hyphens …

Science TEKS‑‑with examples / specifications—an aligned curriculum

# 2nd Grade TEKS

Examples /

Specifications

# 3rd Grade TEKS

# 4th Grade TEKS

Examples/

Specifications

identify external characteristics of plants and animals that allow basic needs to be met

including plant reproduction and parts of seeds

observe and identify characteristics that allow survival

including specific functions of the leaf and seed (flowering and non flowering plants)

identify characteristics that allow members of a species to survive and reproduce

including non flowering plants (fungi, mold, mildew) and woody vs. non-woody stemmed plants

The TEKS are disjointed (i.e., they are arranged in “strands,” not in coherent units of instruction.

Texas History Strands

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

STEP #1: Vertical Alignment (Scope)

WHY?Assure EquityProvide a Rational SystemReduce Gaps and Unproductive

Redundancies

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 doesn’t matter whose 7th grade Texas History class you are in, you will have the opportunity to learn “x.”

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.

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.

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?

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:

SatireHistoricalMysteryGothicScience Fiction/FantasyRealistic

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?

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).

Reduce Unproductive Redundancies

How many time do students need to read Charlotte’s 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 year’s instruction?

Aligned vs. Lined Up

Until the district addresses the

issue of specificity, it can only

produce a “lined-up curriculum,”–

not an aligned curriculum.

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.

# 1st Grade TEKS

Examples/

Specifications

# 4th Grade TEKS

# 8th Grade TEKS

Examples/

Specifications

4.16B (b)

8.16B(b)

ELA mechanics TEKS‑‑without examples/specifications

The Universe of Punctuation

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)

Thirteen Punctuation Marks

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

Taxonomy of Literature

N on -F ic tion

N ove l

Satire Historical M ystery Gothic Science Fiction /Fantasy

Realistic

Short Story D ram a M yth / L eg en d

Fiction

Prose P oetry

LIterature

P rose P oetry

L ite ra tu re

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

•Reoccurrence ofrhythm, rhyme,meter; verse form

N on -F ic tion F ic tion

P rose

•Not completely factual•Plot•Setting•Character

•Mood•Theme•Conflict•Point of View

N ove l S h ort S to ry D ram a M yth / L eg en d

F ic tion

•Plot (long) •Plot (short) •Plot Performed •Theme (explain nature or human nature)

Satire H istorica l Mystery G othic Science F iction /Fantasy

R ealistic

Short S tory

•Theme (ridicule, scorn; failings ofindividual orsociety)

•Theme (explains history)•Plot, settingcharacters based on history

•Mood(suspense)•Plot (structureto solution)

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

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

•Plot, setting,and charactersare all plausible

•Not completely factual•Plot•Setting•Character

•Mood•Theme•Conflict•Point of View

Student Expectation Sample / Specification

4.10 (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).

Students observe teacher in a think aloud process, work together and individually using:

A web to represent the characteristics of a character An outline to represent process steps/chronology (capital

letter plus numbers 1 – 4) A chart to represent a chronology of events

5.10 (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).

Web: Characteristics of a character Web: Causes of a Character’s Actions Venn Diagram: Comparison/Contrast of

Traits/Characteristics of Two Characters

6.10 (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8)

Including outlines, timelines, and graphic organizers.

REPRESENTING TEXT GRAPHICALLY

Student Expectation Sample / Specification

Chart: A Main Idea supported by given details Venn Diagram: Comparison/Contrast of Two

Texts (newspaper article and letter to the editor) Outline: Attributes of an even (1 Roman

numeral, 1 capital letter, 3 numbers) Chart: To Obtaining Information Web: Chronology of Events

Outline: Classifying ideas (Roman numeral, capital letter plus numbers 1 – 2)

Outline: Classifying ideas (Roman numeral, capital letter plus numbers 1 – 4)

REPRESENTING TEXT GRAPHICALLY

How Do You Accomplish Vertical Alignment?

Alignment document is a technical, quality control document—not 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 (ESC’s, district collaboratives/co-ops)– Teachers who are content experts

Someone must be an expert at group facilitation

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.” (That’s why so much content expertise is needed in the process.)

Caveats…

K-8 vertical alignment and 9-12 vertical alignment are rather straightforward—the 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.

Alignment between K-8 and 9-12

1. 9-12 fragments into discrete, sometimes disconnected courses (e.g., Algebra I and Geometry; Biology and Chemistry—some TEKS alignment; others do not)

2. 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.

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-don’t”

phenomenon.

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.

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).

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

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

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

Activity

What are all of the issues which must be considered and addressed in designing a “unit” of instruction?

1. Answer the question for yourself.2. Find a Learning Buddy 3. Pair share to compare and contrast your

responses.

Unit TemplateSubject Grade 6 Weeks Estimated Time Frame

TEKS / Student Expectations: Examples / Specifications:

Language of Instruction: Instructional Resources / Textbook Correlations:

Weblinks / Other Resources:

External Assessment: Local Assessment:

Best Instruction:

Why include “The Language of Instruction”

Consistency of instruction

Critical for economically disadvantaged and second language learners

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

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

So what?

Why are critical attributes important?

Why should they be included in the “Language of Instruction” as part of a curriculum document?

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.

CHANGECRITICAL 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

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.

CHANGE

Working draft from Parkland HS, Ysleta ISD, El Paso

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_____

In general, units of instruction will be built around the

teaching learning of concepts and cognitive skills.

Analytical Thinking Skills—“… cognitive processes that deepen understanding….” (Examples: categorizing, classifying).

Critical Thinking Skills—“…thinking 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.”

What are cognitive skills?

(Tomlinson, Carol Ann et al. The Parallel Curriculum, National Association for Gifted Children and Corwin Press, 2002.)

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 = _____

Activity - “Concepts Behind the Skills”

1. Find a Learning Buddy.

2. Discuss: Why do you invert and multiply? What’s the concept behind the skill?

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)

Conclusion: The Concept

a statement about an individual person, place, thing, or

event that can be supported by accurate information.

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.

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.

Everything that is not isolated data or a skill is a concept. Different “Kinds” of Concepts

What are concepts?

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

bears bluebonnets apples

1. “Fluffy Concepts”

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)

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)

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

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 ProblemSpecific Discipline Based

DisciplineSpecific Concept

Discipline Specific

Concept orParallel Data/Facts

Minor Theme

UniversalConcept

Real WorldProblem

For Discipline-Specific Curriculum:

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

English Language Arts

Determining Point Of View

Binomial Equations

Science

Magnetism

Social Studies

The U.S. Constitution

Discipline Specific Unit

Frontload Backload

WHAT? Discipline Specific Concept Critical Attributes of the Concept

WHY? Performance Standards

Cognitive Skill(s)

Critical Attributes of the Skill(s)

Instruction (teacher / learner activities)ResourcesStudent ProductsAssessment

Does differentiation go in adistrict curriculum document?

OPTION 1: Parallel (complimentary) Data/Facts from one discipline

What gets Frontloaded?

Social Studies

U.S. Civil War

Language Arts

Red Badge ofCourage

Science

Parallel Discipline (Facts / Data)

Frontload Backload

WHAT? Data/Facts From One Discipline

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)ResourcesStudent Products (sometimes common)Assessment

Parallel Disciplines UnitUnit

OPTION 2: A Minor Theme

Parallel Discipline: Minor Theme

Social Studies

Culture

Language Arts

Culture

Tools to analyzeand/or reportdata dealing with culture

Math cannot teach the concept "culture" because culture is not a central theme/concept in mathematics.

Parallel Discipline: Minor Theme

Frontload Backload

WHAT? Minor Theme Concept Critical Attributes of the Concept

Facts/Data from each discipline that are examples of the concept

Cognitive Skills

Critical Attributes of the skill(s)

Tools from other disciplines

Instruction (teacher / learner activities)ResourcesStudent Products (sometimes common)Assessment

Parallel Disciplines UnitUnit

For Multidisciplinary Curriculum: Minor theme/concept

Multidisciplinary

Social Studies

Conflict

Language Arts Science Math

Tools to analyzeand/or reportdata dealing with conflict

Conflict Conflict

Multidisciplinary

Frontload Backload

WHAT? Minor Theme Concept Critical Attributes of the Concept

Facts/Data from each discipline that are examples of the concept (means to an end, but not an end unto itself)

Cognitive Skills

Instruction (teacher / learner activities)ResourcesStudent ProductsAssessment

Multidisciplinary UnitUnit

For Interdisciplinary Curriculum: Universal theme/concept

Interdisciplinary

Social Studies

Patterns

PatternsPatterns Patterns

Interdisciplinary

Frontload Backload

WHAT? Universal Theme Concept Critical Attributes of the Concept

Facts/Data from each discipline that are examples of the concept

Cognitive Skills

Instruction (teacher / learner activities)ResourcesStudent Products (may be common)Assessment

Interdisciplinary UnitUnit

For Problem-Based Curriculum: A complex question, problems, or discrepant event

Problem Based

Social Studies

Real-world Issue

Real-world Issues:Complex Question, Problem, or Discrepant Event

Problem Based

Real-world Issue

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

Frontload Backload

WHAT? Complex Problem, Question

Discrepant Event

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)ResourcesStudent Products (may becommon)Assessment

Problem Based UnitUnit

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.

REFLECTION ON THE DAY….

Guiding Question What I Already Knew When I Got Here.

What I learned Here.

What I Still Need To Know

What is curriculum?

What’s wrong with using the Texas Essential Knowledge and Skills (TEKS) as a district/campus curriculum? Why aren’t they sufficient?

How do you use the TEKS as a framework for developing district/campus specific

curriculum?

REFLECTION ON THE DAY - continued

Guiding Question What I Already Knew When I Got Here.

What I learned Here.

What I Still Need To Know

What are some processes for developing district or campus-specific curriculum within the TEKS framework?

What really is “alignment?”

What are the options and processes for designing “units of instruction?”

texas ascds boot camp for curriculum administrators dr. john a. crain

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