Elementary Walkthrough - ESC 20

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Elementary Walkthrough - ESC 20 Powered By Docstoc
					    Navigating
    the Course of Change

    Tying Walkthroughs to TEKS
    Implementation and ILD/PDAS
    (Elementary)




1     From ILT to ILD: Moving Texas Forward TEA 2002
    Curriculum/Instruction/Assessment


         Curriculum: What                                Instruction: How
         (TEKS/TAKS, district,                           (lesson attributes, designs,
         campus, teacher)             Quality            strategies)
                                      Student
                                    Performance


                         Assessment: To what extent
                               (TEKS/TAKS, district, teacher)




2   From ILT to ILD: Moving Texas Forward TEA 2002
    Curriculum/Instruction/Assessment
                                             Thinking at High Cognitive Levels and Making Connections
     Alignment of Learning Objectives




                                                                                                            Characteristics of All Learners
                                                                                                            Addressing the Varied Needs and
                                        Curriculum: What                             Instruction: How
                                        (TEKS/TAKS, district,                        (lesson attributes,
                                        campus, teacher)
                                                                  Quality            designs, strategies)
                                                                  Student
                                                                Performance


                                                      Assessment: To what extent
                                                            (TEKS/TAKS, district, teacher)


                                                           Assessing Student Progress


3   From ILT to ILD: Moving Texas Forward TEA 2002
     Curriculum/Instruction/Assessment
    High Cognitive Thinking                 Domain I: Active, Successful Student
    and Making Connections                  Participation in the Learning Process

                                            Domain II: Learner-Centered
    Addressing Varied Needs                 Instruction
    and Characteristics
                                            Domain III: Evaluation and Feedback
    Assessing Student Progress              on Student Progress

                                            Domain IV: Management of Student
    Alignment of Learning                   Discipline, Instructional Strategies,
    Objectives                              Time and Materials

                                            Domain VIII: Improvement of
                                            Academic Performance of All
                                            Students on the Campus


4   From ILT to ILD: Moving Texas Forward TEA 2002
    Curriculum/Instruction/Assessment
            Thinking at High Cognitive Levels and Making Connections




         Curriculum: What                                Instruction: How
         (TEKS/TAKS, district,                           (lesson attributes,
         campus, teacher)
                                      Quality            designs, strategies)
                                      Student
                                    Performance


                         Assessment: To what extent
                               (TEKS/TAKS, district, teacher)




5   From ILT to ILD: Moving Texas Forward TEA 2002
                     Bloom’s Taxonomy
         Evaluation:                 judging the quality of items based
                                     on existing or created standards

         Synthesis:                  taking existing elements and creating
                                     something new

         Analysis:                   taking ideas and issues apart and
                                     examining their components

         Application:                using information to solve
                                     problems

         Comprehension:              rephrasing information in own
                                     words

         Knowledge:                  emphasizing the recall of
                                     information
6   From ILT to ILD: Moving Texas Forward TEA 2002
    Examining the Structure of Knowledge
       Theory:                  A conceptual idea that is yet to be proven
       Principle:               A form of generalization, but is a truth that
                                holds consistently through time.
       Generalization:          Connection/relatedness of two or more
                                concepts.
       Concept:                 An organizing idea generalized from
                                particular instances.
       Topic:                   A category of study with a body of related
                                facts to be learned
       Fact:                    A statement of truth

                                                      –H. Lynn Erickson
                                   –Adapted from Structure of Knowledge


7    From ILT to ILD: Moving Texas Forward TEA 2002
                                                Analysis Tool:
                            Bloom’s Taxonomy and Erickson’s Structure of Knowledge
    Level of Difficulty




                                        Facts   Topics     Concepts   Generalizations   Principles   Theory


                                      Level of Complexity
8                    From ILT to ILD: Moving Texas Forward TEA 2002
    Curriculum/Instruction/Assessment
       High Cognitive Thinking and Making Connections


    Domain I:                                        Domain II:
    Active, Successful Student                       Learner-Centered Instruction
    Participation in the Learning
    Process

    Criterion 3: Critical                            Criterion 3: Critical
    Thinking/Problem Solving                         Thinking/Problem Solving

    Criterion 5: Connects Learning                   Criterion 5: Instructional
                                                     Strategies



9   From ILT to ILD: Moving Texas Forward TEA 2002
     Curriculum/Instruction/Assessment
               Thinking at High Cognitive Levels and Making Connections




                                                                                 Characteristics of All Learners
                                                                                 Addressing the Varied Needs and
           Curriculum: What                               Instruction: How
           (TEKS/TAKS, district,                          (lesson attributes,
           campus, teacher)
                                        Quality           designs, strategies)
                                        Student
                                      Performance


                           Assessment: To what extent
                                 (TEKS/TAKS, district, teacher)




10   From ILT to ILD: Moving Texas Forward TEA 2002
     Varied Needs and Characteristics of ALL Learners
                            Identifying Needs and Characteristics

                 Academic/                           Social/
                                                                                        Physiological
                  Learning                          Emotional

                           Addressing Needs and Characteristics

                    Content                         Process                                Product

                         Through a range of classroom and management strategies
                                                                                •   Mentorship/Apprenticeships
            •   4-Mat                    •   Cooperative Learning
                                                                                •   Portfolios
            •   Assistive Technology     •   Flexible Grouping
                                                                                •   Problem Based Learning
            •   Centers                  •   Group Investigation
                                                                                •   Stations
            •   Choice Boards            •   Independent Study
                                                                                •   Tiered Activities
            •   Compacting               •   Jigsaw
                                                                                •   Varied Questions
            •   Contracts                •   Learning Contract

                                       Through a range of support services
                • Content mastery                 • Helping teachers                       • Mentors
                • Co-teachers                     • Instructional specialists



11     From ILT to ILD: Moving Texas Forward TEA 2002
       Curriculum/Instruction/Assessment
                       Addressing the Varied Needs and
                        Characteristics of All Learners
     Domain II:                                        Domain III:
     Learner-Centered Instruction                      Evaluation and Feedback


     Criterion 2: Learner-Centered                     Criterion 3: Appropriate Assessment

     Criterion 4: Motivational Strategies              Criterion 4: Learning Reinforcement

     Criterion 5: Instructional Strategies             Criterion 5: Constructive Feedback

     Criterion 6: Pacing/Sequencing                    Criterion 6: Relearning and
                                                       Re-evaluation
     Criterion 9: Use of Technology


12    From ILT to ILD: Moving Texas Forward TEA 2002
     Curriculum/Instruction/Assessment
                 Thinking at High Cognitive Levels and Making Connections




                                                                                Characteristics of All Learners
                                                                                Addressing the Varied Needs and
         Curriculum: What                                Instruction: How
         (TEKS/TAKS, district,                           (lesson attributes,
         campus, teacher)
                                       Quality           designs, strategies)
                                       Student
                                     Performance


                         Assessment: To what extent
                               (TEKS/TAKS, district, teacher)


                              Assessing Student Progress


13   From ILT to ILD: Moving Texas Forward TEA 2002
                Begin with the End in Mind
        Thinking First as an Assessor                    Thinking Then as a Designer
     • Based on TEKS/TAKS, what are the              • What would be interesting and
       students needing to learn and at what           revealing activities to help assure this
       level?                                          learning?
     • How will I differentiate to meet varied       • What resources and materials are
       needs and characteristics?                      available?
     • What performance tasks will best
       support learning and focus the                • What will students be doing in and out
       instructional work?                             of class? What assignments will be
     • What would be the evidence of student           given?
       learning?                                     • How will students earn a grade (and
     • Against what criteria will I evaluate the       can it be justified to their parents)?
       work?
                                                     • Did the activities work? Why or why
     • How will I be able to distinguish between
                                                       not?
       those who really understand and those
       who don’t?
                                                     Adapted from Jay Wiggins and Grant P. McTighe,
     • What misunderstandings are likely?
                                                     Understanding by Design
       How will I check for those?


14      From ILT to ILD: Moving Texas Forward TEA 2002
      Curriculum/Instruction/Assessment
                        Assessing Student Progress

     Domain III:                                       Domain VIII:
     Evaluation and Feedback                           Improvement of Academic
                                                       Performance


     Criterion 3: Varied Characteristics               Criterion 2: Analyzes Data

     Criterion 5: Constructive Feedback Criterion 3: Adjusts Sequencing

     Criterion 6: Relearning and                       Criterion 5: Provides Feedback
     Re-evaluation
                                                       Criterion 8: Meets with Students



15    From ILT to ILD: Moving Texas Forward TEA 2002
     Curriculum/Instruction/Assessment
                                Thinking at High Cognitive Levels and Making Connections




                                                                                                  Characteristics of All Learners
                                                                                                  Addressing the Varied Needs and
                             Curriculum: What                              Instruction: How
     Alignment of Learning




                             (TEKS/TAKS, district,                         (lesson attributes,
                             campus, teacher)
                                                        Quality            designs, strategies)
                                                        Student
                                                      Performance
     Objectives




                                            Assessment: To what extent
                                                 (TEKS/TAKS, district, teacher)


                                                 Assessing Student Progress


16      From ILT to ILD: Moving Texas Forward TEA 2002
                           Deep Alignment
     ―Deep alignment is a comprehensive approach to
     teaching and learning that goes beyond any single
     measure of the curriculum taught or learned. . .is based
     on what we call the doctrine of no surprises, that is,
     children will not be taken by surprise with any form of
     assessment because alignment is an integral part of the
     instructional program, not an add on.‖
                                                             —Fenwick English
                                                      Deep Curriculum Alignment




17   From ILT to ILD: Moving Texas Forward TEA 2002
        ―First, curriculum and assessment alignment is a
        moral issue. If the adults don’t do what needs to be
        done to meet the assumptions that students can
        master clear curricular goals and demonstrate such
        mastery through assessment, the consequences of
        their negligence fall most heavily on those students
        who are most dependent on the school as their
        source of academic learning—namely the children
        of the poor.‖
                                                      —Lawrence Lezotte
                                                         Learning for All




18   From ILT to ILD: Moving Texas Forward TEA 2002
     Walkthrough Data Collection Sheet
         Critical
         Element
                          Findings                    Evidence

         Thinking at
         High Cognitive
         Levels


         Addressing
         Varied
         Needs


         Assessing
         Student
         Progress



         Alignment of
         Learning
         Objectives



         Comments:



19   From ILT to ILD: Moving Texas Forward TEA 2002
       Curriculum/Instruction/Assessment
                  Alignment of Learning Objectives
     Domain II: Learner-Centered                    Domain III: Evaluation and
     Instruction                                    Feedback


     Criterion 5: Instructional Strategies Criterion 1: Monitored and
                                           Assessed

                                                    Criterion 2: Assessment and
                                                    Instruction Aligned

                                                    Criterion 3: Appropriate
                                                    Assessment

                                                    Criterion 5: Relearning and
                                                    Re-Evaluation

20     From ILT to ILD: Moving Texas Forward TEA 2002
                                                 Analysis Tool:
                             Bloom’s Taxonomy and Erickson’s Structure of Knowledge
     Level of Difficulty




                                         Facts   Topics     Concepts   Generalizations   Principles   Theory


            Level of Complexity
21                    From ILT to ILD: Moving Texas Forward TEA 2002
       Walkthrough Data Collection Sheet
         Critical
         Element
                          Findings                    Evidence

         Thinking at
         High Cognitive
         Levels


         Addressing
         Varied
         Needs


         Assessing
         Student
         Progress



         Alignment of
         Learning
         Objectives



         Comments:



22   From ILT to ILD: Moving Texas Forward TEA 2002
                          Writing A Summary
     ―The Mountain That Loved                          Story Map
     a Bird‖


     ―Animal Fact, Animal                              Main Idea/Summary
     Fiction‖                                          Map


     ―Animals That Migrate‖                            Comparison Matrix


     ―The Bicycle Racer‖                               Action Frames


23    From ILT to ILD: Moving Texas Forward TEA 2002
                    Social Studies Grade 5
     Students investigate the process of immigrating to the
     United States through Ellis Island from the late 1800s to the
     early 1900s by reviewing reasons people left their
     homelands to settle in America and by analyzing
     experiences of actual immigrants. Students also discover
     the contributions that many of the Ellis Island immigrants
     have made to the American way of life.




24    From ILT to ILD: Moving Texas Forward TEA 2002
                            Science Grade 3
     These 3rd graders use the scientific method to study how
     animals adapt to their environment.

     The children use tools to analyze and chart the effectiveness
     of certain adaptations.




25    From ILT to ILD: Moving Texas Forward TEA 2002
                          Science Grade 5
     This 4th, 5th, and 6th grade multi-age class is learning about
     chemical reactions through exploration, observation, and
     collaboration with their peers.

     Students discover scientific concepts through observing
     different types of chemical reactions and learning how to
     record their observations.




26   From ILT to ILD: Moving Texas Forward TEA 2002
                     Mathematics Grade 3
            Manipulatives and a game format are used to
            introduce fractions to 3rd graders and to make the
            concepts real for the students.




27   From ILT to ILD: Moving Texas Forward TEA 2002

				
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