# Presentation: 127667

## AAA Curriculum Design and Delivery:

**AAA Curriculum Design and Delivery:**

- IES Conference
- Washington, DC
- June 2006
- Deb Simmons
- Texas A&M University
- Scott Baker
- University of Oregon
- Mike Coyne
- University of Connecticut

**Developing Interventions that Align, Advance, and Assimilate into the Content and Contexts of Schools**

## The path from design & delivery to evidence may involve a number of detours and redirects. 

## Session Questions 

- What are the critical curriculum design & delivery features for intervention research?
- How do these differ across content, grade/age, teacher characteristics, administrative units, etc.?

## What lessons have we learned from IES development & efficacy projects? 

## Goal 2 Development Grants are about developing and testing ideas. 

- Goal Two – develop programs, practices, and policies that are theoretically and empirically based and obtain preliminary (pilot) data on the relation (association) between implementation of the program, practice, or policy and the intended education outcomes.

- _[www.ies.ed.gov](http://www.ies.ed.gov/)_

## There are some fundamental design & delivery dimensions to consider along the theory > curriculum > implementation >  evidence road.

## Big Idea: Curriculum development and design must be situated in the context and content of classrooms. This doesn’t mean that we must capitulate to the status quo, rather we must help establish the efficacy of new ways of thinking & doing.  

## Curriculum Design Principles

- Big Ideas
- Strategic Integration
- Conspicuous Strategies
- Primed Background Knowledge
- Judicious Review
- Mediated Scaffolding
- 	(Kame’enui, Carnine, Dixon, Simmons & Coyne, 2002)

## What other curriculum dimensions must be considered in development & efficacy grants? 

- _Curriculum Content_: What is taught ---the official curriculum or planned curriculum.
- _Curriculum Context:_ The conditions---when & where curriculum is implemented.
- ======================================
- _Curriculum Design_: Selection, schedule, and organization of information and content.
- _Curriculum Delivery_: Process & professional development used to implement the curriculum.

## Curriculum design and delivery must covary with content and context. 

## Enhancing the Quality of Expository Text Instruction & Comprehension through Content and Case-Situated Professional Development: Year 01 Design Experiment

- Texas A&M University &
- University of Texas - Austin
- IES Goal 2 Development Grant
- Teacher Quality/Reading Writing

## Texas A&M & University of Texas Personnel

- Deborah Simmons – PI
- Sharon Vaughn & Bill Rupley -  Co-PIs
- Angie Hairrell & Meaghan Edmonds – Project Coordinators
- Vic Willson – Statistician
- Ron Zellner – Technology Specialist
- Kristi Cleere – Project Specialist
- Glenda Bryns, Brandi Kocian, Kelly Lawrence – Graduate Assistants

## Research Question for Teacher Quality

- What combination of professional development strategies and supports effectively help teachers
- Develop knowledge of effective    vocabulary and comprehension instruction and
- Implement evidence-based practices in their social studies instruction?

## Proposed Outcomes 

- Case-situated professional development program: 3 vocabulary and 3 comprehension routines.
- Instructional lesson plans with technology supported strategies to implement cases.
- Reports on evidence collected about the efficacy as reflected by student & teacher performance.

## Experimental Design

## Teacher quality includes knowing content and knowing how to teach. More than 8 million students in grades 4-12 are struggling readers (USDOE, 2003) and social studies textbooks pose particular challenges because of the unfamiliar content. 

**Goal:**** How to develop the quality of teacher’s vocabulary and comprehension instruction in social studies content. **

## Design by Content ConsiderationsQuadrant 1

- Accountability & Relevance
- How does “what” you teach align with state standards, district expectations?
- Alignment with  naturally occurring units  (weeks, modules, themes, cases)
- How will the units of your curriculum be organized and must they align with the existing “units”?
- Scope: Comprehensive or specific
- What is the scope of your curriculum. Will it address “all” of a content area or a specific feature?
- Supplement or  supplant current materials
- Will your curriculum provide stand alone materials or will you use existing materials?
- Integration of strategies with existing materials
- How will your intervention “fit” with existing materials?
- Overall Intervention Design
- How will you “scaffold” strategy introduction?

## Curriculum Content: Social Studies

## Accountability& ResponsibilityDesign question: How does “what” you teach align with state standards, district expectations? Lesson Learned: If we asked for social studies time, we would be responsible for and accountable for social studies learning. 

## Vocabulary & Comprehension Standards

- Vocabulary
- Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
- determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un- (4-8); and
- Study word meanings systematically such as across curricular content areas and through current events (4-8).
- Reading/Comprehension
- Monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);
- Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
- Paraphrase and summarize text to recall, inform, and organize ideas (4-8);

## Sample Social Studies Content Standards

- History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration.
- History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere.
- History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States.

## How We Demonstrated Accountability & Alignment

**How We Demonstrated Accountability & Alignment**

## Alignment: If the “unit” of instruction doesn’t fit the content or the context, it is unlikely to be implemented optimally. 

- How will the units of your curriculum be organized and must they align with the existing “units”?
- We worked with “six-week” units defined by district and operationalized by social studies chapters (roughly).
- Challenge: Designing the instructional
- 	strategies to fit the 6-week units.

## What if you are working with multiple districts that have different programs? 

## What Does Your Curriculum Promise and What Does it Replace? 

- Scope: Comprehensive or specific?
- What is the scope of your curriculum; Will it address “all” of a content area or a specific feature?
- Supplement or supplant current materials
- Will your curriculum provide stand alone materials or will you use existing materials?
- Challenge: How to make vocabulary instruction more comprehensive.

## The Earliest Texans 

**hunters who later began to farm and settle in communities**

| When | Way of life: | How they survived: | How they lived: | Children and grandchildren or their________ |
| --- | --- | --- | --- | --- |
| First Trail to Texas: 50,000 years ago | Followed herds of woolly mammoths and giant bison | Animals provided food, clothing and shelter. | Came over a land bridge called ___________ that connected Asia and North America | Moved  southward |
| Learning About the Past:
10,000 years ago | Followed animal herds | Objects made by these people or _________ tell us that they hunted herds of animals and used the meat, bones, and hides. | Traded flint from an open pit mine or_________ | Arrived in Texas |
| Changes in Ways of Life:
2,000 years ago | Way of life or ________ changed as the giant animals died out or became extinct. | They began to grow their own food or practice __________. Baskets, pottery, and dried foods became ____________. |  | Known as ________
_________ |

- were

- ________provide information about the earliest Texans.
- About 10,000 years ago the _______________ of the first
- people in North America arrived in Texas.  They hunted animals for food, clothing, and shelter.  They also traded flint from a______ in the Texas Panhandle.  About 2,000 years ago their______ changed and the earliest Texans  began practicing __________.

_**Vocabulary List**_
- agriculture	      Native Americans
- artifacts	      quarry
- trading goods culturedescendants

## Which vocabulary strategies best fit social studies content?

- Activate and Build Background Knowledge
- Conceptual Organizers – Semantic Features Analysis
- High Priority Words/Tier 2 Words
- Context Clues
- Morphemic Analysis
- Formative Assessment
- Multiple exposures
- Cumulative review
- Depth of processing

## Integration: How to Integrate Evidence-based Practices into Existing Text & Curriculum

- Strategy: Begin with existing evidence-based practices
- Goal: Not to create new practices but to integrate components into instructional routines.
- Challenge: Which strategies to select and how to organize them for maximal power and ease of use.

## Integrate Multiple Strategies 

## What design unit fits the content & context? Cumulative & progressive design

- Case Design: 3 Cases for Vocabulary; Three Cases for Comprehension
- Each Case 6 Weeks
- Each Case added a new strategy to the base strategy
- Each Week 3 days per week
- Each day 30 minutes

## Intervention Design: How will you scaffold strategy introduction? 

| Case Overview Vocabulary |  |  |
| --- | --- | --- |
| Case I:  Explicit Teaching of Content Vocabulary | Case II:  Build Background Knowledge | Case III:  Independent Vocabulary Learning of Words in Context |
| Identify and Prioritize critical content vocabulary
 | Identify and Prioritize critical content vocabulary | Identify and Prioritize critical content vocabulary |
| Preview and Connect vocabulary and content | Preview and Connect vocabulary and content
Build and Activate background knowledge | Preview and Connect vocabulary and content
Build and Activate background knowledge |
| Teach Words Explicitly using:
Chapter Overview
Vocabulary Map
Practice Activities | Teach Words Explicitly using:
Chapter Overview
Vocabulary Map
Practice Activities | Teach Words Explicitly using:
Chapter Overview
Vocabulary Map
Practice Activities |
|  |  | Build Independent Word Learning Strategies using:
Around Word Clues |
| Assess and Maintain word knowledge | Assess and Maintain word knowledge | Assess and Maintain word knowledge |

**Intervention Design: How will you scaffold strategy introduction? **

## Slide 32

| Case Overview 
Comprehension |  |  |
| --- | --- | --- |
| Case I:  Answering & Generating Questions | Case II:  Monitoring Comprehension | Case III:  Enhancing Summarization through Writing and GOs |
| Identify proper nouns, preteach them & provide linkages and context for content to be read | Students identify proper nouns, Teacher preteaches them & provides linkages and context for content to be read | Students identify proper nouns, Teacher preteaches them & provides linkages and context for content to be read |
| Teach roles & responsibilities within collaborative groups (3-4); provide feedback on products that show evidence of student activity and participation (logs) | Students assume roles & responsibilities within collaborative groups; Teacher provides feedback on student logs | Students assume roles & responsibilities within collaborative groups; teacher provides feedback on student logs |
| Teaching Strategies Explicitly
1.Levels of questions
2.Generating questions before, during  & after reading | Teaching Strategies Explicitly
1.Comprehension Monitoring | Teaching Strategies Explicitly
Representing using GOs
Using GOs and gist statements to write summaries  |
| -Maintain strategy use
-Become indep. & flexible strategy users | -Maintain strategy use
-Become indep. & flexible strategy users | -Maintain strategy use
-Become indep. & flexible strategy users |

## Design X Context ConsiderationsQuadrant 2

- What is the optimal lesson length for student age and grade?
- What is the optimal involvement of teachers in the development of materials/intervention?
- What is the involvement of teachers in the piloting of materials/intervention?

## Delivery X Content ConsiderationsQuadrant 3 

- Will curriculum content supplement or supplant instruction?
-  Who will deliver intervention and are there special characteristics of these individuals?

## Delivery by ContextQuadrant 4

- Will additional resources be required to deliver the intervention?
- Is technology required/available?
- What is the time required in relation to time available?
- When will PD occur?
- Will intervention be a time supplement or supplant?
- Does the intervention delivery align with natural social studies instructional periods? (30 minutes per day)
- What is start date of intervention?
- What is the length of the intervention? (End before TAKS testing)
- Personnel: Who will deliver?
- Grouping Structure: Does the grouping structure parallel conditions of the classroom?

## For a copy of this presentation:
http://teacherquality.tamu.edu

- http://teacherquality.tamu.edu