Bootcamp

Texas ASCDs
Boot Camp
for Curriculum Administrators
Dr. John A. Crain
2004, John A. Crain, Ed.D
2
GUIDING QUESTIONS
1. What is curriculum?
2. Whats wrong with using the Texas Essential Knowledge and
Skills (TEKS) as a district/campus curriculum? Why arent they
sufficient?
3. How do you use the TEKS as a framework for developing
district/campus specific curriculum?
4. What are some processes for developing district or campus-
specific curriculum within the TEKS framework?
5. What really is alignment?
6. How do you create and structure knowledge and skills within a
curriculum document?
7. What are the options and processes for designing units of
instruction?
3
WHAT IS CURRICULUM?
4
How
What
Why
Differences Between Curriculum
and Instruction
5
The WHAT
Content Standards--the stuff
Knowledge
Concepts Cognitive Curriculum
Data/Facts
Skills
Attitudes
Values Affective Curriculum
Beliefs
Judgments
Strength
Endurance Psychomotor Curriculum
Coordination
6
The WHY
Performance Standardsthe result,
outcome, objective, etc.
What we want students to do with the stuff.
The complexity or sophistication with which we
want students to do something with the
stuffthe Application / Analysis / Synthesis /
Evaluation of Blooms.
7
HOW?
The instruction
What the teacher will do to teach
What the students will do to learn
Instructional activities
The organization and sequence of content and
activities.
The processes through which the students will
learn the curriculum.
8
Our Focus--Cognitive Curriculum:
Texas Essential Knowledge and Skills

Knowledge
Concepts
Data/Facts
Cognitive Skills
WHAT?
9
The WHAT is non-negotiable.
The WHY is non-negotiable.
The HOW is negotiable within limits:
The children learn what that are supposed to
learn.
They are treated with courtesy and dignity.
The paint generally stays on the walls.
The teacher is accountable for students learning
the curriculum.

Negotiable vs. Non-negotiable
10
Common Errors in Curriculum
Development
Lining up the TEKS and then assuming you
have an aligned curriculum
Trying to do too many of the steps at one
time
The checklist phenomenon--writing instruction
and backloading curriculum
Beginning with horizontal alignment
11
Major Elements of Curriculum
Development
1. Vertical alignment of each sequence of
student expectations, including the
articulation of specific content standards
2. Organizing the aligned student expectations
into bundles--into rational, coherent units
of instruction, including time lines (e.g., by 6-
weeks or by a discrete number of days)
3. Creating exemplar instruction for all or
some percentage of the units of instruction
12
Whats Wrong With The Texas Essential Knowledge
and Skills As A Curriculum Document?
The TEKS are a framework for curriculum
developmentNOT the curriculum.
The TEKS are broad expectations for student learning
(The student is expected to.).
The TEKS lack specificity.
The TEKS are not organized into rational, coherent
units of instruction with recommended time lines

13
Such as and Including
The content standard for student expectations
is articulated in the such as and
including statementsthe specific
academic content (the What) that students
will learn.
Such as means that the given content is
negotiable.
Including means that the given content is
non-negotiable.
14
The Case for Specificity

Assumption:
Every Student Expectation should
have an including . . .
statement.
15
The Critical Questions
Are both the content standard and performance standard
sufficiently specific that:
1. Would a new teacher know exactly what
students are supposed to learn and at what level
they are to demonstrate that learning?

2. Could a test item writer construct a test item that
would be aligned with that learning?

16
ENGLISH LANGUAGE ARTS
Standard 1: Specificity
Third-Grade (105 Student Expectations)
81%
12%
7%
INCLUDING*
SUCH AS*
NO EXAMPLE
* Unique Examples
17
Seventh-Grade (138 Student Expectations)
96%
0% 4%
INCLUDING*
SUCH AS*
NO EXAMPLE
* Unique Examples
18
Twelfth-Grade (121 Student Expectations)
91%
2%
7%
INCLUDING*
SUCH AS*
NO EXAMPLE
* Unique Examples
19
ELA mechanics TEKS--without
examples/specificationsa lined up
curriculum
# 1
st
Grade
TEKS
Examples/
Specifications
# 4
th
Grade
TEKS
Examples /
Specification
s
# 8
th
Grade
TEKS
Examples/
Specifications
1.17
G
(b)
use basic
punctuation
4.16
B (b)
punctuate
correctly to
clarify and
enhance
meaning
8.1
6B
(b)

punctuate
correctly
to clarify
and
enhance
meaning

20
Science TEKS--without examples /
specifications a lined up curriculum
# 2
nd
Grade
TEKS
Examples /
Specifications
# 3
rd
Grade
TEKS
Examples /
Specifications
# 4
th
Grade
TEKS
Examples/
Specifications
2.
9
A
identify
external
characteristics
of plants and
animals that
allow basic
needs to be
met
3
.
9
A

observe and
identify
characteristics
that allow
survival
4
.
8
A
identify
characteristics
that allow
members of a
species to
survive and
reproduce
21
ELA mechanics TEKS--with examples /
specificationsan aligned curriculum
# 1
st

Grade
TEKS
Examples/
Specifications
# 4
th
Grade
TEKS
Examples /
Specifications
# 8
th

Grade
TEKS
Examples/
Specifications
1.17
G
(b)
use basic
punctuation
including period
at the end of a
sentence
4.16
B (b)
punctuate
correctly to
clarify and
enhance
meaning
Including
possessives,
commas in a
series, commas in
direct address,
apostrophe in
contraction (such
as wont, theres,
its)., and
hyphens in two
part numbers
(such as twenty-
six).
8.1
6B
(b)

punctuate
correctly
to clarify
and
enhance
meaning

including using
hyphens with
compound
adjectives before
nouns,
compounding
numerals with other
words, with
fractions before
adjectives, with
titles compounded
with ex and elect,
and with other
compound words
that need hyphens

22
Science TEKS--with examples /
specificationsan aligned curriculum
# 2
nd
Grade
TEKS
Examples /
Specifications
# 3
rd
Grade
TEKS
Examples /
Specifications
# 4
th
Grade
TEKS
Examples/
Specifications
2.
9
A
identify external
characteristics of
plants and
animals that
allow basic
needs to be met
including plant
reproduction
and parts of
seeds
3
.
9
A

observe and
identify
characteristics
that allow
survival
including
specific
functions of
the leaf and
seed
(flowering and
non flowering
plants)
4
.
8
A

identify
characteristics
that allow
members of a
species to
survive and
reproduce
including
non
flowering
plants
(fungi,
mold,
mildew)
and woody
vs. non-
woody
stemmed
plants
23
The TEKS are disjointed (i.e., they are
arranged in strands, not in coherent
units of instruction.
24
Texas History Strands
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills
25
STEP #1: Vertical Alignment
(Scope)
WHY?
Assure Equity
Provide a Rational System
Reduce Gaps and Unproductive
Redundancies
26
Equity
Quality Assurance To The Community
The State of Texas says, through TEKS: It doesn't
matter whether you live in Highland Park, El Paso,
Houston, San Antonio, or The Rio Grande Valley. The
State of Texas guarantees that your 10th grader will
have the opportunity to learn "X."

Your ISD must say: It doesn't matter which attendance
zone (campus) you live in. Our ISD guarantees that your
4th grader will have the opportunity to learn "X" It
doesnt matter whose 7
th
grade Texas History class you
are in, you will have the opportunity to learn x.
27
Rational System
Is your district a confederacy of independent
school districts or a single system?
We Are Either:
a rational system, with a vertically-aligned
curriculum for all campuses
or
an irrational system in which no one part knows (or
cares) what other parts of the system are doing.
28
Alignment Makes Education in Your
I.S.D. a System - continued
Teachers Are Part of a System
Schools cannot be one-room schools located side-
by-side along a common hallway.
Teachers are not independent subcontractors--we
have a responsibility to deliver the goods.
(knowledge and skills) that the system says we are
to deliver.
29
Reduce Gaps and Unproductive
Redundancies in Knowledge and Skills
Critical In Mathematics
Do we progress through division in a rational way,
based on TEKS?
Do we know at what grade level division using two-
digit divisors is taught?
What prerequisite skills must be mastered before
teaching division using two-digit divisors? At what
grade level are those skills introduced and
mastered?
30
Reduce Gaps of Knowledge and
Skills - continued
Desirable In Literature
Are we teaching literature, or are we reading stories?
There are six sub-sets of the short story:
Satire
Historical
Mystery
Gothic
Science Fiction/Fantasy
Realistic
31
Skills - continued
Desirable In Literature (continued)
Which kinds of short stories do we want students to read
as they advance through the curriculum?
At which grade level will that particular kind of short story
be introduced?
Will that particular kind of short story be studied again? If
so, at what grade levels?
Do we use a consistent set of language, 12-K in teaching
the critical attributes of that genre of literature? If
"character" is one of those attributes, do all teachers, 12-
K, use the same set of language in teaching character
(e-g.. types of characters: protagonist, antagonist,
narrator, foil, stenotype?

32
Skills - continued
Desirable In Literature (continued)
Do we consciously choose, teach, and emphasize
specific comprehension strategies (e.g. monitoring
when comprehension breaks down, making
connections?)
Are we using expository and narrative reading as
models for writing (e.g. problem/solution
organization, sequential, order of importance).
33
Reduce Unproductive Redundancies
How many time do students need to read Charlottes
Web or James and the Giant Peach?
How many times do they need to do the plant unit?
How many times do they need to make Pilgrim hats
and Pilgrim collars?
Do all students need to spend the 1
st
six weeks
reviewing the previous years instruction?

34
Aligned vs. Lined Up

Until the district addresses the
issue of specificity, it can only
produce a lined-up curriculum,
not an aligned curriculum.

35
The Universe of Possibilities
In determining
the specific content standard,
it is desirable that someone at the table
know the universe of possibilities
a real content expert.
36
# 1
st
Grade
TEKS
Examples/
Specifications
# 4
th
Grade
TEKS
Examples /
Specification
s
# 8
th
Grade
TEKS
Examples/
Specifications
1.17
G
(b)
use basic
punctuation
4.16
B (b)
punctuate
correctly to
clarify and
enhance
meaning
8.1
6B
(b)

punctuate
correctly
to clarify
and
enhance
meaning

ELA mechanics TEKS--without
examples/specifications
37
The Universe of Punctuation
quotation marks (9 rules)
hyphen (7 rules)
dash (4 rules)
parentheses
brackets
ellipsis dots
period (2 rules)
question mark (3 rules)
quotation mark (1 rule)
comma (23 rules)
colon (4 rules)
semicolon (6 rules)
apostrophe (2 rules)
Thirteen Punctuation Marks
38
The Universe of Comma Rules
items in a series
city/state
day/year
quotations
greeting of a letter
nominative of address
compound sentence
complex sentence
compound/complex sentence
with Sr., Jr., Ill, etc.
two adjectives that modify same
noun
Appositive
with, too, also, yes, wall, etc.
with yes, no, why, well, etc used at
the beginning of a sentence

phrases in a series
inverted names in a list
to separate name from academic
degree
to set off contrasted words,
phrases, clauses
to set off transitional words or
expressions
introductory prepositional phrase
introductory participial or absolute
phrase
restrictive and nonrestrictive
clauses
to set off words, phrases, and
clauses that would otherwise be
unclear
39
Taxonomy of Literature
Non-Fiction
Novel
Satire Historical Mystery Gothic Science Fiction /
Fantasy
Realistic
Short Story Drama Myth / Legend
Fiction
Prose Poetry
LIterature
40
Prose Poetry
Literature
No pattern or
reoccurrence of
rhythm,
rhyme, meter;
sentence form
Reoccurrence of
rhythm, rhyme,
meter; verse form
41
Non-Fiction Fiction
Prose
Not completely factual
Plot
Setting
Character
Mood
Theme
Conflict
Point of View
42
Novel Short Story Drama Myth / Legend
Fiction
Plot (long) Plot (short)
Plot Performed
Theme (explain
nature or human
nature)
43
Satire Historical Mystery Gothic Science Fiction /
Fantasy
Realistic
Short Story
Theme
(ridicule, scorn;
failings of
individual or
society)
Theme
(explains
history)
Plot, setting
characters
based on
history
Mood
(suspense)
Plot (structure
to solution)
Theme
(romance,
adventure)
Characters
(idealized)
Setting
(improbable or
nonrealistic)
Characters
(frequently
exaggerated)
Plot, setting,
and characters
are all plausible
Not completely factual
Plot
Setting
Character
Mood
Theme
Conflict
Point of View
44
Grad
e
TEK
S#
Student Expectation Sample / Specification
4.10 (L) represent text
information in different
ways such as in outline,
timeline, or graphic
organizer (4-8).
Students observe teacher in a think aloud process, work
together and individually using:
A web to represent the characteristics of a character
An outline to represent process steps/chronology (capital
letter plus numbers 1 4)
A chart to represent a chronology of events
organizer (4-8).
Students observe teacher in a think aloud process, work
together and individually using:
Web: Characteristics of a character
Web: Causes of a Characters Actions
Venn Diagram: Comparison/Contrast of
Traits/Characteristics of Two Characters
organizer (4-8)
Including outlines, timelines, and graphic organizers.
REPRESENTING TEXT GRAPHICALLY
45
45
Grad
e
TEK
S#
Student Expectation Sample / Specification
organizer (4-8)
Students observe teacher in a think aloud process,
work together and individually using:
Chart: A Main Idea supported by given details
Venn Diagram: Comparison/Contrast of Two
Texts (newspaper article and letter to the editor)
Outline: Attributes of an even (1 Roman numeral,
1 capital letter, 3 numbers)
Chart: To Obtaining Information
Web: Chronology of Events
organizer (4-8)
Students observe teacher in a think aloud process,
work together and individually using:
Outline: Classifying ideas (Roman numeral,
capital letter plus numbers 1 2)
Outline: Classifying ideas (Roman numeral,
capital letter plus numbers 1 4)
REPRESENTING TEXT GRAPHICALLY

46
46
How Do You Accomplish Vertical
Alignment?
Alignment document is a technical, quality control documentnot
a document from which teachers plan daily/weekly instruction.
Configuration of Design Teams: 12-K teacher teams with a
facilitator who has a deep knowledge of the discipline and the
grade level (Exception: social studies which may be K-3, 4-7,
5/8/U.S. History, 6/World History/World Geography.
Facilitator may be:
District content specialists
External to the district (ESCs, district collaboratives/co-ops)
Teachers who are content experts
Someone must be an expert at group facilitation

47
How Do You Accomplish Vertical
Alignment? (continued)
Task: Define/give specific examples of the TEKS, sufficient that a
teacher new to the profession or to your school district would know
precisely what to teach and a test item writer would know what to
test.
The TEKS performance standards (the verbs) rarely need
changing at this stage.
The content standards are frequently vague and need definition.
In defining a content standard, the best definitions will come by
beginning with the universe of possibilities. (Thats why so much
content expertise is needed in the process.)
48
Caveats
K-8 vertical alignment and 9-12 vertical
alignment are rather straightforwardthe
TEKS frameworks are identical and charts like
the science and math charts from the Dana
Center line up the TEKS.
Alignment of grades K-8 with grades 9-12 is
somewhat problematic.
49
Alignment between K-8 and 9-12
1. 9-12 fragments into discrete, sometimes
disconnected courses (e.g., Algebra I and Geometry;
Biology and Chemistrysome TEKS alignment;
others do not)

2. K-12 alignment is challenging except in terms of
aligning big concepts and/or unless a discipline
(e.g., chemistry) asks the question What foundation
experiences do we want students to have somewhere
in the K-8 science journey?--a whole different
process.
50
A Possible Role for 9-12 Teachers
in the K-8 Alignment Process
A physics expert can sometimes be helpful in
advising the K-8 team on the universe of
possibilities for each TEKS as well as the
foundation experiences in physics concepts.

Caveat: Beware the danger of the we-know-
what-we-are-doing-and-you-dont
phenomenon.

51
Alignment of Process Skills
Aligning process skills like those in science and
social studies should probably be left to the
end as you begin Step #2, bundling of
student expectations--unit construction and
time lines.
The process skills take on meaning and
specificity only when applied to other academic
content.
52
Step #2: Bundling Student Expectations
to Create Rational Coherent Units of
Instruction
The vertical alignment document produced in
Step #1 was a technical, quality control
document.
It was not the document that teachers will use
to plan daily/weekly instruction.
The individual student expectation now must
be bundled into rational, coherent units of
instruction with a time line (6-weeks, discrete
number of days).
53
Putting the Aligned Student Back
Together: What will be frontloaded to
drive the unit?
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills
54
Putting the Aligned Student Back
Together: What will be frontloaded to
drive the unit?
Reading
Literary Elements & Response
Writing
Thinking
Listen/Speaking
Viewing/Representing
55
Activity
What are all of the issues which must be
considered and addressed in designing a
unit of instruction?

1. Answer the question for yourself.
2. Find a Learning Buddy
3. Pair share to compare and contrast your
responses.
56

Unit Template
Subject Grade 6 Weeks Estimated Time Frame
TEKS / Student Expectations: Examples / Specifications:
Language of Instruction: Instructional Resources / Textbook Correlations:
Weblinks / Other Resources:
External Assessment: Local Assessment:
Best Instruction:
57
Why include The Language of
Instruction
Consistency of instruction

Critical for economically disadvantaged and
second language learners
58
Adding The Language of Instruction
Example: Unique instructional vocabulary that
the district wants all math teachers to use.

Example: Big Concepts and their critical
attributes around which the district wants to
build curricular units at each grade level.

Example: TAKS language
59
Critical Attributes in Concept-
Based Curriculum
Those things (i.e., characteristics, traits) about
the concept that never change.
Those things (i.e., characteristics, traits) about
the concept that make it different/unique from
other concepts.
-Madeline Hunter

Example: mammal
60
So what?
Why are critical attributes important?

Why should they be included in the
Language of Instruction as part of a
curriculum document?
61
Identifying and Teaching The Critical Attributes of
A Concept (or Skill) Are Essential Because.
The concept remains abstract for many learners unless
it can be made more concrete.
Generating examples/non-examples in a meaningful
way depends on critical attributes.
The critical attributes are the generalizations,
principles, and rules that Jacobs, Tomlinson,
Garmston, McTighe, and others talk about.
Adds depth, complexity, connectivity, and consistency
of language.
62
CHANGE
CRITICAL ATTRUBUTE
a characteristic of all change
I. All change involves the alteration of one or
more of the attributes of
the original.
A. The alteration of some attributes is
through elimination.
B. The alteration of some attributes is
through addition
C. The alteration of some attributes is
through rearranging
D. The alteration of some attributes is
through modification
II. All changes have one or more causes.
A. The causes of some change are
controlled/uncontrolled
B. The causes of some change are
internal
C. The causes of some change are
external
D. The causes of some change are
known/unknown
DISTINGUISHING
ATTRIBUTES
characteristics that makes
one change different from
other changes
63
CRITICAL ATTRUBUTE
a characteristic of all change

DISTINGUISHING
ATTRIBUTES
characteristics that makes
one change different from
other changes
III. Change occurs according to a process.
A. Some change processes are cyclical.
B. Some change processes are linear.
C. Some change processes are
incremental (steps/degrees).
IV. All changes have one or more effects.
A. The effects/results/consequences
of some changes are unknown.
B. The effects /results /
consequences of some changes
are predictable / unpredictable.
C. The effects of some changes are
preventable/ not preventable.
D. The effects of some changes are
positive, negative, or neutral.

CHANGE
Working draft from Parkland HS, Ysleta ISD, El Paso
64
Identifying Critical Attributes of a
Concept
There is a seven-step, inductive process for identifying the
critical attributes. The process will fill in the blanks of the
template below. [These are the process steps for forming
generalizations (an inductive thinking process.)]
I. All (concept) have/are _______.
A. Some (concept) have/are_____
B. Some (concept) have/are_____
C. Some (concept) have/are_____
II.. All (concept) have/are _______
III. All (concept) have/are _______.
IV. All (concept) have/are _______
65
In general, units of instruction will be built around the
teaching learning of concepts and cognitive skills.
Analytical Thinking Skills cognitive processes that deepen
understanding. (Examples: categorizing, classifying).
Critical Thinking Skillsthinking skills that are used to analyze
and evaluate data and evidence in order to develop, judge the
effectiveness of, or respond to an argument or position.
(Examples: inductive thinking, determining bias, judging the
accuracy of information).
Executive Processes cognitive processes that are involved in
synthesizing, generalizing, and applying knowledge. {Examples:
summarizing, metacognition, generalizing).
Creative Thinking Skills skills that are involved in creative
production.
What are cognitive skills?
(Tomlinson, Carol Ann et al. The Parallel Curriculum, National Association for Gifted Children and Corwin Press, 2002.)
66
Even though we talk about
concepts and skills as two
distinct issues, behind every skill
there is a concept.

A skill usually involves following
process steps and/or rules.
2 / 3 1 / 2 = _____
67
Activity - Concepts Behind the Skills
1. Find a Learning Buddy.
2. Discuss: Why do you invert and multiply?
Whats the concept behind the skill?
68
What we have to know to teach any
skill, including critical thinking:
Critical Attributes of the Concept (traits,
characteristic) and
Critical Attributes of the Skill (process steps,
rules)
69
Conclusion: The Concept
a statement
about an individual person, place, thing, or
event that
can be supported by accurate information.
70
A conclusion can either take the form of a
fact statement or an opinion statement.

A fact conclusion: George Washington
was the first President of the United
States.

An opinion conclusion: George
Washington was a good President.
71
The Skill: Process Steps for Validating A
Conclusion (deductive process)
Hypothesize or take a given conclusion.
Gather data through research, observation, and/or
experimentation.
Verify the accuracy (and sometimes objectivity) of the
data.
Determine whether or not there is sufficient data to
support the conclusion you started with.

Note: Sufficiency is typically determined by the
stakes involved in accepting and/or acting on
the conclusion.
72
Everything that is not isolated data
or a skill is a concept.

Different Kinds of Concepts
What are concepts?
73
Concepts that are not central themes / concepts of a
discipline.
Connect activities.
Contributes no depth or complexity or connectivity to
learning.
bears bluebonnets apples
1. Fluffy Concepts
74
2. Discipline Specific Concepts
"Concepts that exist only or primarily within a
discipline.
Can be the central themes and concepts of
the discipline.
Examples

revolution (history)
polarity (science)

75
3. Minor Themes/Concepts
Concepts that exist in more than one discipline, but
not in all.
Concepts that are central themes/concepts in more
than one discipline.

Examples

Conflict (literature, history)
Ratio/Proportion (sciences, mathematics)

76
4. Universal Themes/Concepts
Concepts that exist in all disciplines.
Concepts that are central themes/concepts in all
discipline.

Examples
Patterns
Structure
Systems
Change
Relationships
Balance/Equity
77
In each of the models, taken as a pure model, one of these kinds of
concepts is frontloaded and becomes the organizing principle for the
unit.

Discipline Parallel Multidisciplinary Interdisciplinary Problem
Specific Discipline Based

Discipline
Specific
Concept
Discipline Specific
Concept
or
Parallel Data/Facts
Minor
Theme
Universal
Concept
Real World
Problem
78
For Discipline-Specific Curriculum:
A discipline specific concept is front-loaded
(e.g., a literary genre).
A cognitive skill (e.g., drawing conclusions).
The rest of the unit is built around that
concept or cognitive skill
79
English Language
Arts
Determining Point
Of View
Math
Binomial
Equations
Science
Magnetism
Social Studies
The U.S.
Constitution
80
Discipline Specific Unit
Frontload Backload
WHAT? Discipline Specific Concept

Critical Attributes of
the Concept

WHY? Performance Standards

HOW?
Cognitive Skill(s)

Critical Attributes of
the Skill(s)

Instruction (teacher /
learner activities)
Resources
Student Products
Assessment
Unit
Does differentiation go in a
district curriculum document?
TEKS
81
OPTION 1: Parallel (complimentary) Data/Facts
from one discipline
What gets Frontloaded?
82
Social Studies
U.S. Civil War
Language Arts
Red Badge of
Courage
Science
??
Math
??
Parallel Discipline (Facts / Data)
83
Frontload Backload
WHAT? Data/Facts From One
Discipline


HOW?
Data/Facts from a
Second Discipline

Cognitive Skills

Critical Attributes of the
Skill(s)

Real-world issues
(problem, question,
discrepant event)
learner activities)
Resources
Student Products
(sometimes common)
Assessment
Parallel Disciplines Unit
Unit
84
OPTION 2: A Minor Theme
Parallel Discipline: Minor Theme
85
Social Studies
Culture
Language Arts
Culture
Math
Tools to analyze
and/or report
data dealing
with culture
Math cannot teach the concept "culture" because
culture is not a central theme/concept in mathematics.

Parallel Discipline: Minor Theme
86
Frontload
Backload
WHAT? Minor Theme Concept
Concept


HOW?
Facts/Data from each
discipline that are
examples of the
concept

Cognitive Skills

skill(s)

Tools from other disciplines

learner activities)
Resources
Student Products (sometimes
common)
Assessment
Parallel Disciplines Unit
Unit
87
For Multidisciplinary Curriculum: Minor theme/concept
Multidisciplinary
88
Social Studies
Conflict
Language Arts
Science Math
Tools to analyze
and/or report
data dealing
with conflict

Conflict Conflict
Multidisciplinary
89
Frontload
Backload
WHAT? Minor Theme Concept
Concept


HOW?
discipline that are
examples of the
concept (means to an end,
but not an end unto itself)

Cognitive Skills

skill(s)

learner activities)
Resources
Student Products
Assessment
Multidisciplinary Unit
Unit
90
For Interdisciplinary Curriculum: Universal theme/concept
Interdisciplinary
91
Social Studies
Patterns
Language Arts
Science Math
Patterns
Patterns Patterns
Interdisciplinary
92
Frontload
Backload
WHAT? Universal Theme Concept
Concept


HOW?
discipline that are
examples of the
concept

Cognitive Skills

skill(s)

learner activities)
Resources
Student Products (may
be common)
Assessment
Interdisciplinary Unit
Unit
93
For Problem-Based Curriculum: A complex question,
problems, or discrepant event
Problem Based
94
Social Studies
Real-world
Issue
Language Arts Science Math
Real-world Issues:
Complex Question, Problem, or Discrepant Event
Problem Based
Real-world
Issue
Real-world
Issue
Real-world
Issue
95
Problem Based continued
Real-world issues may
be:
Real
Plausible,
hypothetical
Real-world problems must
be:
Relevant to the
student
interest
Be plausible
Require knowledge
and skills from all
four disciplines
Example:
Designing city park
Future Problem
Solvers
96
Frontload
Backload
WHAT? Complex Problem,
Question

Discrepant Event


HOW?
Concepts, Facts, Data, Tools
from each discipline that
contributes to answering the
questions, solving the
problem, or explaining the
discrepant event

Concepts and skill(s) from
the set above

learner activities)
Resources
Student Products (may be
common)
Assessment
Problem Based Unit
Unit
97
Activity: Reflection
1. Pair with a Learning Buddy.
2. Individually, reflect on this question: What have been your
experiences with designing Discipline-Based, Parallel
Disciplines, Multidisciplinary Interdisciplinary, and Problem-
Based units of instruction.
How does what you have seen/heard today:
conform with your prior learning and experience
conflict with your prior learning and experience and
inform your future work with these models?

3. Discuss your reflections with your Learning Buddy.

98
REFLECTION ON THE DAY.
Guiding Question What I Already
Knew When I
Got Here.
What I
learned
Here.
What I
Still Need
To Know
What is curriculum?
Whats wrong with using the
Texas Essential Knowledge
and Skills (TEKS) as a
district/campus curriculum?
Why arent they sufficient?
How do you use the TEKS as
a framework for developing
district/campus specific
curriculum?
99
REFLECTION ON THE DAY -
continued
Guiding Question What I Already
Knew When I
Got Here.
What I
learned
Here.
What I
Still Need
To Know
What are some processes for
developing district or campus-
specific curriculum within the
TEKS framework?
What really is alignment?
What are the options and
processes for designing units
of instruction?

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