The Beginning Teacher’s Program Curriculum Alignment Prepared & Presented by Ngaire Tagney

Curriculum Alignment Very simply, alignment is planning, teaching and assessing for learning.

Aligning the curriculum

ALIGNMENT AT THE LESSON LEVEL

PLANNING

‘PLANNING NON-NEGOTIABLES The unit: topic, question, issue or inquiry line The “big picture”: The Rationale for the unit of work An overview of the facts, concepts and processes to be studied The core teaching goals The core learning outcomes (Know & Do) The texts/products/tasks or performances that will provide evidence of the learning The learning experiences, activities and opportunities that will support the teaching The strategies for engaging learners at deeper levels of knowledge & understanding The assessment tasks that are authentic, credible, and intellectually rigorous The resources the learners will be exposed to, and immersed in, throughout the unit.

INSTRUCTIONAL STRATEGIES pp.html pp.html

INTENTIONAL INSTRUCTIO N DIRECTINDIRECTINTERACTIVEEXPERIENTALINDEPENDENT

INSTRUCTIONAL METHODS

INQUIRY PROBLEM- SOLVING CASE STUDIES ROLE-PLAY LEARNING ACTIVITIES LEARNING CENTRES EXPLICIT TEACHING QUESTIONING MODELLINGS GUIDED LEARNING & PRACTICE ROLE-PLAY PEER PRACTICE DISCUSSION DEBATE GROUP WORK INTERACTIVEDIRECT INDIRECT EXPERIENTIAL

INTENTIONAL INSTRUCTION THE HUNTER MODEL OF LESSON DESIGN (Often associated with Direct Instruction Method)

The Anticipatory Set  Activating prior knowledge & stimulating interest in the lesson topic  Reviewing & revising past work  Posing big idea challenges and/or genuine questions or meaningful challenges  Using nonvisual and visual representations to provoke recall The Teaching & Learning Sequence In this phase new information/concepts/processes is presented in multiple & varied ways that provide multiple & different means of action, expression, action and/or involvement in and of the learning. Students & teachers:  Predict, confirm & compare predictions & explain individual findings  Practise & apply the learning in shared, guided & independent situations following explicit modelling  Check for understanding The Rationale & Lesson Aims The teaching/learning experience is intended to have students  develop and demonstrate knowledge and understanding of: AND be able to:  explore and define the core concepts:  predict, confirm, collect, organise and analyse information about:  explain & represent these concepts & processes as:  use memory, non-verbal and nonvisual representations of learning Closure: Review of student learning outcomes. What do they know and what can they do? YJWB: An explicit description of what students are expected to do in the lesson For example:  work individually and in pairs to:  draw diagrams to represent knowledge and demonstrate understanding of:  practise speaking, writing, demonstrating:  reflect & represent learning in written and spoken texts Homework & Independent Practice Activities

The Anticipatory Set  Activating prior knowledge & stimulating interest in the lesson topic  Reviewing & revising past work  Posing big idea challenges and/or genuine questions or meaningful challenges  Using nonvisual and visual representations to provoke recall The Teaching & Learning Sequence In this phase new information/concepts/processes is presented in multiple & varied ways that provide multiple & different means of action, expression, action and/or involvement in and of the learning. Students & teachers:  Predict, confirm & compare predictions & explain individual findings  Practise & apply the learning in shared, guided & independent situations following explicit modelling  Check for understanding The Rationale & Lesson Aims The teaching/learning experience is intended to have students  develop and demonstrate knowledge and understanding of: AND be able to:  explore and define the core concepts:  predict, confirm, collect, organise and analyse information about:  explain & represent these concepts & processes as:  use memory, non-verbal and nonvisual representations of learning Closure: Review of student learning outcomes. What do they know and what can they do? YJWB: An explicit description of what students are expected to do in the lesson For example:  work individually and in pairs to:  draw diagrams to represent knowledge and demonstrate understanding of:  practise speaking, writing, demonstrating:  reflect & represent learning in written and spoken texts Homework & Independent Practice Activities

ASSESSMENT

A BALANCED EVIDENCE-BASED ASSESSMENT PROGRAM Sources of Information Diagnostic Standardised External Internal: Formative & Summative samples

FEEDBACK KEY QUESTIONS: What do you do with the information your current assessment provides? How is feedback given to students? Does the evidence influence the next unit of work and individual student’s learning programs? Why ? Why not?