Wednesday, June 22, 2005

Increasing Student Learning

Increasing Student Learning

Best Practices for Building and Using CM to Improve Student and School Performance
Dr. Heidi Hayes Jacobs

Difference between standards, curriculum
  • Standards are guidelines
  • Many curriculum documents are well-intentioned pieces of fiction

    • Example – medicine, guidelines are not applied the same to all patients. Each
      patient has unique needs. In education, each school has a unique population and over time, within the school populations change.
    • Curriculum

      • Should reflect what is actually happening in the classroom
Isn’t this just another fad?
  • It is a very different environment now, than even ten years ago
  • Internet – can access schools from all over the world
  • Computers – allow for ease of recording and dissemination, plus linking of documents
  • Curriculum is not a static document any more – information and technology is changing
  • It is replacing the old model of a committee writing documents that aren’t used. The
    maps reflect reality, not fantasy
  • Difference between autonomy and isolated teachers, teaching what they want
  • Without an understanding of the total K-12 experience, teachers are in isolation
Curriculum – a path to run in small steps, Latin root
  • Internal alignment within maps
  • Assessment should reflect the skills that are listed
  • A pop quiz does not assess formation of hypothesis
  • Alignment between teachers – reflecting what actually happened each year
  • Goal of assessment is to improve students learning. It shouldn’t just be for
    • English teacher correcting mistakes doesn’t teach the student to do it
    • Coaches, music teacher etc don’t DO the work for the student, they coach and model

    Bi-Level Analysis

  • Look at the subject matter concepts and the skills required in the test
    • “Translate” the directions - explain how you do or figure out the way to do the
    • Talk about the words – explain how you did it - use thinking words
    • Highlight the requisite language capacity
  • Linguistic patterns –
    • length of passage
    • language used in questions/prompts – prepositions
  • High frequency words
  • Infer, analyze, determine etc
  • These words need to be posted and used within the content areas.
  • Specialized words
  • Subject specific or discipline specific
  • Looking it up isn’t showing knowledge or using the word
  • Kids should be speaking the words, not just reading
  • Editing and revising strategies
  • Word choice – strengthens the writing
  • Unit specific – word walls showing useful words for the unit
  • Revise for better adjectives
  • Paragraphing - What makes a paragraph complete?
  • Basic punctuation
  • Fuzzy spelling
  • Most assessments are short reading and writing responses – however, this is backward
    from how we learn language
  • We listen, speak, write, then read. Our classrooms assume the opposite
  • Curriculum Mapping is the hub for other issues – standards, literacy, technology. All
    can be represented on the maps. It gives a focal point for discussion.

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