Standards-Based Instruction

Professional Development Workshop

Brett Dalton, Saabirah Khalil-Ullah O’Neshia Bassett, Marianna Kiva

CUR 562STANDARDS-BASED CURRICULUM AND INSTRUCTION 

University of Phoenix May 12, 2008

Instructor: Dr. Paula Flott

The goal of the workshop

Goal:• Increase the teachers’ understanding

of standards and standards-based instruction

( Conley, 2005).

Objectives

• Working in groups, teachers will appraise the (TEKS) Texas Assessment of Knowledge and Skills Language Arts standards and relate them to classroom instruction.

• Working with a partner and using authentic classroom activities, teachers will be able to demonstrate a relationship between standards and standard-based instruction.

Stakeholders in Education

• Parents

• Students

• Educators

• School districts and divisions

Parents

• Maintain an educational dialogue with teachers and school support teams

• Understand the educational needs of their children

• Create home environments conducive to learning

Students• Ask clarifying questions of their teachers

• Complete assignments at home and in school

• Engage in self-and peer-assessment practices

• Access academic supports available at the school levels

Educators

• Become knowledgeable about standard-based instructional practices

• Apply understanding of standards into daily practice

• Connect standard-based instruction with good assessment practices

School districts and school divisions

• Support teachers practices with meaningful professional development

• Include parents in the dialogue about the educational needs of their children

• Offer students opportunities for improvement of academic grades

How Can Standards Improve Instruction?•Translate Standards into Plain English

•Rephrase standards to make sense to teachers, students, and parents. Example: (Manitoba Education and Training, 1996).

Standard Revised standard Activities Resources

1.1.4 Express Preferences Pursue personal interest in specific genres by particular writers, artists, storytellers, and filmmakers.

Students will read books of different genres.Students will identify their favorite genres by pre-set guidelines. Students will share their opinions about a variety of genres

-Bulk Reading

Manitoba Theater for Young People

-Modeling reading

- Read-Share-Pair

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. 1992.

•Classroom Practice reflects the Theory of Multiple Intelligences

Linguistic intelligence ("word smart")Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart")Musical intelligence ("music smart")Interpersonal intelligence ("people smart")Intrapersonal intelligence ("self smart")Naturalist intelligence ("nature smart")

Working with Standards

Make Standards Work for You

• Select and Commit • Combine and Interconnect • Prioritize Teaching and

Learning

Assessments for Accountability

• Assessments for Accountability help measure:

• How successful schools are in ensuring the success of all students in standards – based education

• How well students are achieving standards

• What needs to be improved for specific groups of students

Access to Grade Level Content

• Team teaching and collaboration with general and special educators is crucial

• Team members must be familiar with content standards and where to locate standards and updates

Benefits of Collaboration

• Definition: teachers working as a team for the benefit of the entire student population

• Promotes understanding of teacher roles and responsibilities

• Provides opportunities to gain new skills

• Serves as a support building process that fosters the creation of a collaborative school culture

Questions to Consider

• What are the student’s learning strengths and needs?

• How do the student’s learning needs affect the achievement of grade level content standards?

Additional Questions to Consider

• What specialized instruction does the student need to achieve grade level content standards?

• What accommodations will increase the student’s access to instruction and assessment.

Ensuring Standardization

• Standardization: The adherence of uniform administration procedures and conditions during an assessment

• Strict adherence to guidelines for instructions and procedures for the administration of assessment is necessary to ensure that test results reflect actual student learning

Standards-Based Instruction Classroom

•Students know and comprehend the importance of standards, and the level of proficiency they are required to perform.

•Parents are well versed on the standards and proficiency tools used to determine if their child is on grade level.

•Assignments are tools used informally to assess the student’s comprehension of subject content.

•Each assignment combines content, skills , techniques, and facts to actively engage the student in the learning process.

Rigor Relevance Framework

• The Rigor/Relevance Framework is a tool to examine curriculum, instruction, and assessment.

• The Rigor/Relevance Framework is

based on two dimensions of higher standards and student achievement.

The Five Steps of Rigor and Relevance

1. Knowledge in one discipline.

2. Application of knowledge in one discipline.

3. Application of knowledge across disciplines.

4. Application of knowledge to real-world predictable situations.

5. Application of knowledge to real-world unpredictable situations.

Scaffolding

Provide scaffolding for students who can not access content

by reading the text.

Simplistic Methodsto support standard-based instruction

Pre-reading to access prior knowledge.KWL Chart

Use of patterns of information al textTeach key vocabulary words

Word cardsDiscuss meaning of words in context

Concept mappingUse of graphic organizers

Point out root words, prefixes, suffixesDirect Reading/Thinking ActivityTeacher modeling “Think Aloud”

Why are standards important?

• Standards simplifies the communication between essential stakeholders (teachers, students, parents), which makes it easier to discuss education attainment.

• Standards facilitate equal education opportunities for all students.

• When taught effectively and with balance, standards help close the achievement gaps that exist between students from different demographicbackgrounds; and identify students who are weak academically.

Why Are Standards Important? ( cont)

• Standards provide a road map for teachers and students to follow, with clear points of reference about the content and skills to teach at each grade level.

• A school system based upon standards, equips teachers with a common set of goals and expectations, which enables teachers to measure and ascertain what students have learned.

Why Are Standards Important?( cont)

• Standards meet federal requirement mandated by the NCLB for high-standard education for all students.

• Standards helps teachers create a template for instructional planning, which requires teachers to focus on what they want students to know, and how their instructional practices can be tailored to accomplish these goals.

Lesson Plan StandardsThis lesson plan meets the standards of the

Texas Essential Knowledge and Skills.• (2) (B) develop drafts, alone and

collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose.

• (2) (C) proofread writing for appropriateness of organization, content, style, and conventions

• (2) (E) use technology for aspects of creating, revising, editing, and publishing

Lesson Introduction

To introduce the lesson, the class will read the chapter on long term memory in the book “How the Brain Learns,” by David Sousa. The teacher will conduct a class discussion about how long term memory affects learning and retention.

Instructional Materials

• Computer• Textbook• Microsoft Word• Microsoft Publisher• Microsoft PowerPoint

Cooperative LearningWithin groups of four, the students will

split up the assignment. • Student 1 – Develop a definition for the

topic on brain functions• Student 2 – Plan for ways to target the

topic on brain functions• Student 3 – A plan to develop memory

skills• Student 4 – A message to the targeted

audience about the effectiveness of memory when it comes to retention.

Computer Activities

• Activities Before Using the Computer: group discussing the topic. • Activities While Using the Computer: preparing assignments using software

found in Microsoft Office.• Activities After Using the Computer: presentation of the material to the target

audience using Microsoft PowerPoint.

Word Processing

• After reading the book, “How the Brain Learns,” the students will complete a unit involving a synopsis on long term, short term, and working memory using Word Processing.

PowerPoint Presentation

Each group will create a PowerPoint presentation consisting of a brief overview of memory, using a combination of the information found by all four members of the group. Clip Art is required, as well as notes.

Publisher Brochure

The final product in the unit will be a tri-fold brochure created in Microsoft Publisher. The brochure will include key points found in the PowerPoint Presentation.

Assessment

• Note taking• End-of-unit tests• Progress Reports• End-of-term or semester exams

References

Conley, M. W. (2005). Connecting Standards and Assessment Through Literacy

(1st ed.). USA: Allyn and Bacon. Pearson Education, Inc. Downloaded from

http://mycampus.phoenix.edu database

Manitoba Education and Training. (1997). Success for All Learners: A Handbook on

Differentiating Instruction. New Direction Series. Winnipeg, MB: Manitoba

Education and Training.

Manitoba Education and Training. (1996).Manitoba Curriculum Framework of

Outcomes and Standards. New Direction Series. Winnipeg, MB:

Manitoba Education and Training.

Sousa, David A. (2001). How the brain learns. (2nd Ed.). A Classroom Teachers Guide.

Corwin Press Inc. A Saga Publications Company. Thousand Oaks, Ca.