Alignment and the Iowa Core Curriculum Curriculum Analysis
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Alignment and the Iowa Core Curriculum: Curriculum Analysis Basics Curriculum Coordinator Network Meeting 1/8/10 (c) Heartland AEA 11 1
Agenda 1. Brief review of 2009 -10 ICC task expectations 2. Define curriculum analysis in context of ICC Outcome 4 3. Practice analyzing curriculum alignment data 4. Make connections for next steps 1/8/10 (c) Heartland AEA 11 2
2009 -10 ICC Task Expectations • Complete self studies and develop an implementation plan • Dig into the Essential Concepts/Skill Sets • Start implementing the plan as time permits 1/8/10 (c) Heartland AEA 11 3
Activity #1: Making it Real • With at least one other person, discuss the following (10 minutes) 1. What do your teachers know about Outcome 4? 2. What are some practical implications of Outcome 4 for teachers on a day-to-day basis? 3. What have you done so far to communicate with teachers about Outcome 4? 4. If teachers and administrators worked together to do Outcome 4 work well, how would schooling be different for your students? 1/8/10 (c) Heartland AEA 11 4
Defining Curriculum Analysis Intended Curriculum Enacted Curriculum 1/8/10 Assessed Curriculum (c) Heartland AEA 11 5
Defining Curriculum Analysis • Definition – Investigations, questions, discussions, and decision-making as part of the curriculum review cycle • When considering the different categories of curriculum, we can engage in two types of analyses – Categorical curriculum analysis – Curriculum alignment analysis 1/8/10 (c) Heartland AEA 11 6
Categorical Curriculum Analysis • Definition – Examination of components within a single category of curriculum (i. e. , intended, enacted, assessed) • Factors to consider (not all inclusive) – Evidence- and/or research-base – Teacher acceptability – Costs – Policy requirements – Within-category alignment 1/8/10 (c) Heartland AEA 11 7
Curriculum Alignment Analysis • Definition – To paraphrase…The extent to which and how well the content found in all curricular categories (e. g. , intended, enacted, assessed) work together to guide instruction and, ultimately, facilitate and enhance student learning (Webb, 1997). 1/8/10 (c) Heartland AEA 11 8
ICC Outcome 4 Self Study Actions • 4. a. 1 Educators learn about alignment processes to implement the Iowa Core Curriculum. • 4. b. 1 Educators select the processes and tools that will be used locally (LEA). • 4. b. 2 Educators learn to use the selected processes and tools. • 4. c. 1 Educators implement the selected alignment processes and tools. • 4. c. 2 Educators use alignment data to help make decisions regarding the alignment of the enacted to the intended curriculum. 1/8/10 (c) Heartland AEA 11 9
ICC Outcome 4 Curriculum Analysis Intended Curriculum Enacted Curriculum 1/8/10 Assessed Curriculum (c) Heartland AEA 11 10
Curriculum Alignment Analysis Questions • Scope of alignment analysis – Individual teacher all the way up to entire district – Scope chosen depends on purpose of alignment work • Initial alignment questions to answer – To what extent is the enacted curriculum aligned with the intended curriculum? – Where are points of alignment and misalignment? 1/8/10 (c) Heartland AEA 11 11
TO WHAT EXTENT IS THE ENACTED • Scope: Single teacher, single course • Percent alignment between what is taught and the Essential Concepts/Skill Sets is displayed • Different levels of analysis reveal different degrees of alignment 1/8/10 (c) Heartland AEA 11 12
WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • The Essential Concepts/Skill Sets taught and not taught are indicated in a table with “Yes” and “No” • Yellow highlights the “No” designations 1/8/10 (c) Heartland AEA 11 13
WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • • 1/8/10 0% means no Details taught, 100% means all Details taught for that Essential Concept/Skill Set Everything in between means some/not all Details taught (c) Heartland AEA 11 14
WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • • 1/8/10 Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets Details taught designated by “x, ” not taught highlighted yellow (c) Heartland AEA 11 15
WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • Courses can be analyzed side by side • Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets Details taught designated by “x, ” not taught highlighted yellow *UPDATED: NOW PURPLE 1/8/10 (c) Heartland AEA 11 • 16
Activity #2: Analyzing Alignment Data • Analyze the example data from both Excel files – What do these data tell you? – What are potential implications of these data? • What additional questions come up? Some examples might be… – Where do these data fit within your existing curriculum adoption/management process? – What could you do to prepare for collecting and using these data? 1/8/10 (c) Heartland AEA 11 17
How Confident Can We Be in Our Data? • Need to examine several factors to know how confident you can be in the data • Characteristics of Quality Alignment Work documents are intended to assist with this • Further training and support for using the Characteristics is possible 1/8/10 (c) Heartland AEA 11 18
Next Steps • Tell us what you need – Contact your Partnership Director – Kim Thuente’s email kthuente@aea 11. k 12. ia. us, – Brad Niebling’s email bniebling@aea 11. k 12. ia. us or Skype name: bniebling • Work on how to integrate enacted curriculum data into curriculum adoption/management • Take information back to district and continue discussions with ICC leadership team and staff 1/8/10 (c) Heartland AEA 11 19
In Summary 1. Work on self studies and the implementation plan now 2. Outcome 4 work is a component of curriculum analysis 3. Outcome 4 work has real implications and Heartland is here to support you and your staff 1/8/10 (c) Heartland AEA 11 20
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