cccoe - curriculum calibration1 curriculum calibration aligning curriculum with grade-level...

CCCOE - Curriculum Calibration 4

Curriculum Calibration Process

1) Select an assignment you give to students.

2) Determine what students are being asked to do or demonstrate that they know.

3) Identify skills and topics in the assignment as well as the learning objectives.

4) Using the standards (or a searchable database), locate the actual grade level and standards addressed in the assignment.

5) The standards being taught should be at grade level and explicit or the assignment will need revision!


Grade K


2nd Grade


DataWorks’ Findings

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

The Instructional GapThe Instructional Gap

By 5th grade, students are working on assignments one grade level below.

By 7th grade, students are in “intensive intervention” at 2 grade levels below.


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.


Research also shows…

Talent MaintenanceTalent Maintenance 20% of students will do well

regardless of instruction.

Talent DevelopmentTalent Development80% - 100% of students will do

well because of the instruction.

DataWorks Educational Research


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.


1) Backwards Planning

Traditional Practice1. Select a topic.

2. Design instructional activities.

3. Design and give an assessment.

4. Give a grade or feedback.

5. Move on to a new topic.

Standards-based PracticeStandards-based Practice1. Select standards.

2. Locate/design a calibrated assessment aligned to these standards.

3. Plan instructional activities to assure that each student can achieve these standards.

4. Use data from assessment to give feedback, re-teach, or move to next level.


Standards have two parts:

SKILLSKILLCritical thinking level at which students must perform to be proficient

TOPICTOPIC Content of the lesson

A topic often recurs at many grade levels, but the skill required becomes increasingly more rigorous.


Practice: Skill and Topic

Mathematics (2nd Grade)

Measurement and Data2.MD 8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

SKILL TOPICSolve

Use app. symbols

…word problems involving dollar bills, quarters, dimes, nickels, and pennies…


Practice: Skill and TopicEnglish/Language Arts (Grade 2)

Speaking and Listening

SL 2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

SKILL TOPIC

Create audio recording … of stories or poems;

…to stories …of experiences when appropriate to clarify ideas, thoughts, and feelings.

Add drawings or other visual displays

recounts


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.

Resources pp. 4-7

CCCOE - Curriculum Calibration

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Bloom’s TaxonomyBloom’s Taxonomy

Knowledge

Comprehension

Application

Analysis

Synthesis

EvaluationCritical thinking level organized by complexity.

= name, define, identify, list

= restate, explain, rewrite

= organize, use, solve

= compare, develop

= compose, hypothesize

= critique, compare, support


Developing Authentic QuestionsChecking for Understanding

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.


Using Bloom’s Taxonomy to Develop Questions

Example: 6th grade classThe teacher uses Bloom’s taxonomy with her students to ask and answer their own questions in a daily Jeopardy-type game.

1) Introduce students to a Bloom’s prompt to guide the creation of questions. (See Resource, pp. 4-7)

2) 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.


Student-Created Questions Using Bloom’s Taxonomy

Knowledge Who was Ra?

Comprehension Why do some gods and goddesses have animal heads?

Analysis Compare and contrast Isis, Ptah, and Horus in terms of their importance to the Egyptian people.

Evaluation How do you feel about mummification?

Evaluation What role should gods play in setting rules for people?

Example: 6th grade student-created questions during a unit of study about Egypt:


Using Bloom’s Taxonomy to Organize Questions

Knowledge What were the names Tommy used for his grandmother and great-grandmother?

Comprehension How did Tommy feel when he went to visit them each Sunday?

Application What would you have said to Tommy’s older brother when he called Nana Upstairs “a witch”?

Analysis How were Nana Upstairs and Nana Downstairs alike and different?

Synthesis Add a new last page to the book. What might the two grandmothers say to the adult Tommy when he looks at the stars to remember them?

Evaluation Did you like this story? Why or why not?

Example: 2nd grade teacher-prepared questions to be used during her interactive read-aloud of “Nana Upstairs and Nana Downstairs”:


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.


Deconstructing the Standards

In order to ensure that instruction is on grade-level and achieves the breadth and rigor of the standards, teachers must address both: Skill and topic and Multiple learning objectives.


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 calibration1 curriculum calibration aligning curriculum with grade-level...

Documents

gradelevel standards

grade level standards

curriculum calibration

nd grade slide

level content standards

grade levels

actual grade level

standardsbased practice