1 WELCOME! Total Instructional Alignment (TIA) A I C (Based on the work of Lisa Carter)

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WELCOME!Total Instructional Alignment

(TIA)

WELCOME!Total Instructional Alignment

(TIA)

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I C

(Based on the work of Lisa Carter)

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Questions, please…

Fax: 784-8132

Email: kcates@fortsmithschools.org

Call: 784-8130, ext. 2200

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Diamond Reflection

I came expecting…

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•Purpose

•Logistics

•Agenda

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Group Norms•Begin and end on time

•One person talk at a time

•Limit “sidebars”

•“Say it now” – no parking lot conversations

•Everyone participate/share the air

•Critique ideas, not individuals

•Talk accountable to process and product

•Pull your own “happiness wagon”

•Enjoy the process

•Cell phones off or on silent

+ or - ?

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Table-Talk RolesFacilitator

• Keeps the group on task• Makes sure everyone has a chance to participate

Recorder• Writes down key points on newsprint• Spelling and handwriting don’t count in round one• Write quickly to keep up with ideas

Time Keeper• Periodically reminds team members of time

constraints• Keeps team meetings focused on the tasks at hand• Identifies when more time is needed for discussion

Runner• Gathers/distributes materials as needed

Reporter• Synthesizes, with the help of group members, key

points and summarizes them for the whole group

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OBJECTIVES Participants will be able to:

Create a statement of learning by writing a learning

objective that is clear, measurable and at the targeted grade level.

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OBJECTIVES :

Participants will be able to:

Evaluate and create assessments by selecting and developing tools and

methods that diagnose effectiveness of instruction, determine level of

student learning and demonstrate mastery of learning objective

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OBJECTIVES :

Participants will be able to:

Develop appropriate and aligned learning

experiences.

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Dog Test

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Total Instructional Alignment

InstructionCurriculumAssessment

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The Top of the Puzzle BoxThe Top of the Puzzle Box

•Clear and Focused Mission

•Safe, Orderly and Caring Environment

•High Expectations for Success

•Opportunity to Learn

•Instructional Leadership

•Frequent Monitoring of Student Progress

•Positive Home, School and Community Partnerships

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Three Stages of

Student-Centered Lesson Design

STAGE ONEDesired Results

STAGE TWOAssessment

STAGE THREELearning Plan

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Three Stages of Student-Centered Strategic Instructional Design

Three Stages of Student-Centered Strategic Instructional Design

STAGE 1: DESIRED RESULTS

Arkansas FrameworksELA Frameworks

Enduring UnderstandingsEssential Questions

Clear Learning Objectives21st Century Skills

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Three Stages of Student-Centered Strategic Instructional Design

Three Stages of Student-Centered Strategic Instructional Design

STAGE 2: ASSESSMENT EVIDENCE

Pre-assessmentPrerequisite knowledge & skills

Task AnalysisFormative and Summative

Benchmark & EOCProficiency & GradingThe Learning InstituteAuthentic Assessment

Questioning

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Three Stages of Student-Centered Strategic Instructional Design

Three Stages of Student-Centered Strategic Instructional Design

STAGE 3: LEARNING PLAN

Student Engagement TechnologyAuthentic Assessment InteractionLanguage Development Ell StrategiesEssential Vocabulary ModelingDifferentiation QuestioningUse of time (pacing) Practice21st Century Skills ApplicationHigh Yield Strategies Student groupingConnected/RelevantInstructional Strategies

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Three Stages of

Student-Centered Lesson Design

STAGE ONEDesired Results

Z-Chart

STAGE TWOAssessment

Higher Order

Questioning

STAGE THREELearning Plan

Congruency in

Learning Experiences

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The Work of Professional Learning Communities and TIA

The Work of Professional Learning Communities and TIA

What is that we want our students to learn?

How will we know they have learned and learned well?

How will we respond to those students that have not learned?

How will we challenge those that have learned?

Rick DuFour

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TEACHERS ARE DECISION MAKERSTEACHERS ARE DECISION MAKERS

5000 or more decisions every day!

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QUALITY MATTERS!

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The basis of decisions…

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Planning is vital!

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HUMAN RELATIONSSKILLS

KNOWLEDGE OFTECHNOLOGY& EQUIPMENT

PLANNING SKILLS

CLASSROOM MANAGEMENT

KNOWLEDGE OF CHILD GROWTH

& DEVELOPMENT

CONTENTKNOWLEDGE

INSTRUCTION

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Do you knowThe Ten Common Myths

about Total Instructional Alignment ?

Do you knowThe Ten Common Myths

about Total Instructional Alignment ?

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It is a myth that…..It is a myth that…..

Curriculum Alignment and Instructional

Alignment are _____________ .synonyms

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It is a myth that…..It is a myth that…..

2. Instructional Alignment is encouraging

teachers to_________________.“teach the test”.

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It is a myth that…..It is a myth that…..

3. If we hold our breath, this accountability

thing will _________________ .go away

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It is a myth that…..It is a myth that…..

4. Innovations, in and of themselves, can improve

results on _____________ assessments.student

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It is a myth that…..It is a myth that…..

5. Standards and expectations are

____________________ .synonyms.

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It is a myth that…..It is a myth that…..

6. Standards stifle_____________Creativity.

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It is a myth that…..It is a myth that…..

7. The new mission of schools, compulsory “Learning for _______”, can be delivered in the old system of compulsory “Attendance for All!”

All

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It is a myth that…..It is a myth that…..

8. Give them the standards and teachers will figure it ______________.all out

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It is a myth that…..It is a myth that…..

9. A school or school district can "do” Instructional Alignment during a ______________ workshop.summer

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It is a myth that…..It is a myth that…..

10. The __________ is my curriculum.textbook

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Overview of Total Instructional Alignment (TIA)

Overview of Total Instructional Alignment (TIA)

Alignment of the System

Alignment of the Curriculum and Assessments

Alignment of the Instructional Practices

in the Classroom

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How is TIA different

from what we are doing

now?

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What is Total Instructional Alignment

(TIA)

What is Total Instructional Alignment

(TIA)

It is making sure that •What we are teaching

• What and HOW we are assessing and

• How we are teaching

are congruent.

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12 minute Break

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LET’S GET STARTED

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Questions, please…

Fax: 784-8132

Email: kcates@fortsmithschools.org

Call: 784-8130, ext. 2200

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Unpacking the FrameworksUnpacking the Frameworks

Bloom’s Taxonomy

Complete K and W

What you KNOW…

What you WANT to Know…

K W L

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Work together as a group to:

•Cut apart the Bloom’s Puzzle pieces

•Place them in the proper squares on the blank grid

•Check for accuracy and discuss

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Unpacking the FrameworksUnpacking the Frameworks

Bloom’s Taxonomy

K – W – L

Complete “L” – What you have

Learned…

K W L

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STAGE 1

Desired

Results

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Establishing the Learning Objectives Prior to Instruction…

1. What do students need to know and be able to do by the end of this lesson to satisfy curriculum requirements? (and why should they learn it?)

2. What is the level of thinking required for my students to successfully meet this learning target?

3. What else do I want students to know and be able to do that will enhance their learning?

4. What should students be able to do after this lesson that they did not know or were not able to do prior to instruction?

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Unpacking the FrameworksUnpacking the Frameworks

Constructing a

Learning Objective

An Essential Tool for Total Instructional Alignment

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Unpacking the Frameworks

Unpacking the Frameworks

Z-CHART

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Practice: Constructing a Learning Objective

Practice: Constructing a Learning Objective

Divide chart paper into 4 sections; list everything you recall that goes in each of the four boxes. When

completed, compare with two other tables.

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Let’s Practice!Let’s Practice!•Each group choose one SLE

•Fill in the four boxes of the Z chart

•Change the information in the Z chart into a learning objective

•Write the learning objective on a piece of chart paper

•Each group report out to whole group

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Let’s Practice Again!

Let’s Practice Again!

•Each group choose one SLE

•Fill in the four boxes of the Z chart

•Change the information in the Z chart into a learning objective

•Write the learning objective on a piece of chart paper

•Each group report out to whole group

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REPORT OUT

•Is it measurable?

•Is it in keeping with the level of Bloom’s that the SLE presents?

•Will it be easily communicated to students?

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10 MINUTE BREAK

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Let’s go!

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Unpacking the FrameworksUnpacking the Frameworks

Task Analysis

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Task Analysis(Four Necessary Steps)

Task Analysis(Four Necessary Steps)

1. Determine the Learning Goal.

2. Make sure there is clear understanding of the learning goal.

3. Identify the learning steps necessary to accomplish the goal.

4. Establish a logical order for instruction.

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Practice: Task AnalysisPractice: Task Analysis

Complete a Task Analysis

for freestyle swimming.

(L. Carter handout)

Follow the four steps.

Begin each task with a MEASURABLE verb.

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Practice: Task AnalysisPractice: Task Analysis

Was this easy or hard?

Why?

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More Practice: Task AnalysisMore Practice: Task Analysis

•Following the four steps, complete a task analysis for one of the learning objectives your group wrote earlier in the day and write it on the chart paper with the learning objective •Display your chart paper on the wall.•Groups carousel and give feedback on post-it notes.

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Task AnalysisTask Analysis

Why is a Task Analysis important?

Table Discussion

Popcorn Report

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It is making sure thatWhat we are teaching,

What we are assessing and How we are teaching are congruent.

What is Total Instructional Alignment (TIA) ?

What is Total Instructional Alignment (TIA) ?

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Three Stages of

Student-Centered Lesson Design

STAGE ONEDesired Results

Z-Chart

STAGE TWOAssessment

Higher Order

Questioning

STAGE THREELearning Plan

Congruency in

Learning Experiences

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Implementation of TIA and Strategic Instructional

DesignFSPS PLAN

Implementation of TIA and Strategic Instructional

DesignFSPS PLAN

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Questions, please…

Fax: 784-8132

Email: kcates@fortsmithschools.org

Call: 784-8130, ext. 2200

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Next Steps

Implementation plan • Each building will develop a TIA Implementation Plan

• Plans will be reviewed with district leaders• Include TIA in school and district ACSIP Plan

Support and Resources• tiafs.pbwiki.com• District-wide dates for additional TIA training

• November 14• February 16

• Additional facilitator training and collaboration• Funds available for SBC off-contract collaboration

• Professional Development opportunities

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Diamond Reflection

Please complete Diamond Reflection and leave on registration table.

Thank you!