H-C/I/A-1
Collaborative
CULTURE
High Expectations
Continuous Improvement
Supervision
Professional
Development
ETHICS AND INTEGRITY
QUALITY
STUDENT
PERFORMANCE
Curriculum/Instruction/
Assessment
Communication
and Community
Partnerships
Organizational
Management
Learner-Centered
Instructional Leadership Development Framework
for Data-driven Systems
Quality
Student
Performance
Continuous Improvement Planning Process
Data Sources for Data-driven Decision-making
Curriculum/Instruction/Assessment
Supervision
Professional Development
Communication and Community Partnerships
Organizational Management
H-C/I/A-2
PDAS Domains and Criteria
Domain I:
Active, Successful Student Participation in the Learning Process
I.1
I.2
I.3
Students are actively engaged in learning.
Students are successful in learning.
Student behaviors indicate learning is at a high cognitive level (e.g. critical thinking,
creative thinking, problem solving, etc.).
Students are self-directed/self-initiated as appropriate to the lesson objectives.
Students are connecting learning to work and life applications, both within the discipline
and with other disciplines.
I.4
I.5
Domain II:
Learner-Centered Instruction
II.1
Objectives and goals include basic knowledge skills and central themes/concepts of the
discipline.
Instructional content is learner-centered (e.g. related to the interests and varied
characteristics of students).
Instructional strategies promote critical thinking and problem solving.
Instructional strategies include motivational techniques to successfully and actively
engage students in the learning process.
Instructional strategies are aligned with the objectives, activities, student characteristics,
prior learning, and work and life applications, both within the discipline and with other
disciplines.
The teacher varies activities appropriately and maintains appropriate pacing and
sequencing of instruction.
The teacher emphasizes the value and importance of the activity/content.
The teacher uses appropriate questioning and inquiry techniques to challenge students.
The teacher makes appropriate and effective use of available technology as a part of the
instructional process.
II.2
II.3
II.4
II.5
II.6
II.7
II.8
II.9
Domain III:
Evaluation and Feedback on Student Progress
III.1
III.2
III.3
III.4
III.5
III.6
Academic progress of students is monitored and assessed.
Assessment and feedback are aligned with goals and objectives and instructional
strategies.
Assessment strategies are appropriate to the varied characteristics of students.
Students learning is reinforced.
Students receive specific constructive feedback.
The teacher provides opportunities for relearning and re-evaluation of material.
Domain IV:
Management of Student Discipline, Instructional Strategies, Time and Materials
IV.1
The teacher effectively implements the discipline-management procedures approved by
the campus
The teacher establishes a classroom environment which promotes and encourages selfdiscipline and self-directed learning as appropriate.
The teacher interacts with students in an equitable manner, including the fair application
of rules.
The teacher specifies expectations for desired behavior.
The teacher intervenes and re-directs off-task, inappropriate or disruptive behavior as
needed.
The teacher reinforces desired behavior when appropriate.
The instructional materials selected by the teacher are equitable and acknowledge the
varied characteristics of all students.
The teacher effectively and efficiently manages time and materials.
IV.2
IV.3
IV.4
IV.5
IV.6
IV.7
IV.8
H-C/I/A-3
Domain V:
Professional Communication
V.1
V.2
The teacher uses appropriate and accurate written communication with students.
The teacher uses appropriate and accurate verbal and non-verbal communication with
students.
The teacher encourages and supports students who are reluctant or having difficulty.
The teacher uses appropriate and accurate written communication with parents, staff,
community members, and other professionals.
The teacher uses appropriate and accurate verbal and non-verbal communication with
parents, staff, community members, and other professionals.
The teacher’s interactions are supportive, courteous, and respectful with students, parents,
staff, community members, and other professionals.
V.3
V.4
V.5
V.6
Domain VI:
Professional Development
VI.1
The teacher successfully engages in professional development activities that positively
correlate with the goals of the campus and district.
The teacher successfully correlates professional development activities with assigned
subject content and the varied needs of students.
The teacher successfully engages in professional development activities that positively
correlate with the prior performance appraisal.
The teacher works collaboratively and constructively with colleagues and other
professionals toward the overall improvement of student performance.
VI.2
V.3
V.4
Domain VII:
Compliance with Policies, Operating Procedures, and Requirements
VII.1
The teacher complies with all policies, operating procedures, and legal requirements
(national, state, district, and campus).
The teacher complies with all verbal and written directives.
Apart from classroom responsibilities, the teacher consistently contributes to making the
whole school safe and orderly, and a stimulating learning environment for all students.
VII.2
VII.3
Domain VIII:
Improvement of Academic Performance of All Students on the Campus (based on
indicators included in the AEIS)
VIII.1
The teacher aligns instruction to include appropriate TAKS-related objectives to support
student achievement in all assigned classes.
The teacher analyzes TAKS performance data relevant to all students in assigned classes
prior to beginning instruction.
The teacher adjusts the sequencing of classroom instruction to appropriately incorporate
TAKS-related objectives.
The teacher selects/adapts instructional materials and activities which are correlated with
appropriate TAKS-related objectives.
The teacher provides feedback to all students regarding their learning progress on
appropriate TAKS-related objectives.
The teacher monitors attendance of all students in assigned classes and contacts parents,
counselors, or other school officials regarding an intervention plan for students with
serious attendance problems.
The teacher identifies and assesses the needs of assigned students in at-risk situations.
The teacher meets with students who are failing or in danger of failing and develops an
appropriate plan for intervention.
The teacher modifies and adapts classroom materials and/or instruction for students in atrisk situations.
The campus performance rating consists of three factors including: a) student
performance on the TAKS, b) student attendance, and c) drop-out rates. All teachers
make contributions toward this overall performance rating of the school, and therefore
this is included among the criteria for improved academic excellence.
VIII.2
VIII.3
VIII.4
VIII.5
VIII.6
VIII.7
VIII.8
VIII.9
VIII.10
H-C/I/A-4
LESSON ATTRIBUTES
Objectives/Goals
The teacher knows what he/she wants the students to know and be able to do at the end of
the lesson. Objectives are clear, specific statements that include basic knowledge/skills and
central themes/concepts of the discipline.
Students are generally more successful if they have a target to aim at. Students should be
able to articulate what they are doing and why as they construct the learning, connect it to other
disciplines, their own lives, and/or issues in the world beyond the classroom.
•
What are the consequences of a "fuzzy" objective for both the teacher and the student? Be
ready to provide an example with consequences.
Engagement/Motivation
Research makes it clear that all information taken into the brain must first pass an
“attentional” threshold. The student must be engaged and be interested in the new learning in
order to be self-directed/intrinsically motivated, and successful in learning.
In his book, Teaching with the brain in mind, Eric Jensen presents the following
information:
To increase intrinsic motivation and hook
attention for 10-90 minutes:
• Provide choices in content, timing, work
partners, projects, process, environment, or
resources
• Make it relevant and personal: relate to
family, neighborhood, city, life stages,
love, health, and so on
• Make it emotional, energetic; make it
physical; use learner-imposed deadlines
and peer pressure
•
To increase apathy and resentment and
hook attention for 10 minutes or less:
• Teacher directs the learning 100% of the
time with no student input. Resources are
restricted—for example, students are
required to work alone
• Learning is irrelevant, impersonal, useless,
out of context, and done only to pass a test
• Learning is passive: disconnected from the
real world, low interaction, lecture,
seatwork or video
Discuss the chart above and be prepared to share an example of engagement/motivation
based on the chart and your experiences.
H-C/I/A-5
Connections/Relevance
New learning must build on prior knowledge—the “hook” on which to hang the new.
Teachers will be most successful when they can connect new information to prior knowledge and
make the learning relevant to the lives and interests of the learners.
The highly successful teacher uses unique, creative, and/or innovative strategies to make
multiple connections between the critical attributes of the learning and the students’ personal
lives, work, prior/future learning, content within the discipline, and/or the content in other
disciplines. When done successfully, the students will be able to make connections between
what is being learned and other disciplines, their own lives, and the world beyond the classroom.
•
Discuss in your group—some examples of strategies you have used or know about that could
make learning relevant and help students make connections. Be ready to share one with the
whole group.
Questioning/Inquiry
The key to “minds-on” learning and a strong check for understanding is effective
questioning and inquiry, both by the teacher and by the student. Instruction should be student
focused, inquiry based, and directed to students as thinkers and problem solvers.
There are many resources for good questioning techniques. Good questioning for
learning is an art and a skill. Participants are encouraged to research any questioning/inquiry
strategy sources they prefer, but included in these handouts are two general resources to begin.
•
In your group discuss the handout pages on questioning and be prepared to share some tips
and an example of good questioning/inquiry to the whole group.
Feedback/Reinforcement/Intervention
Timely, specific, quality feedback helps students understand why they are successful or
unsuccessful in learning and results in a higher level and frequency of student commitment to the
learning. Students are then able to repeat their effort and success, or make adjustments in order
to be more successful.
Feedback should be reinforcement for the learning process and should motivate the
student to continue to put forth effort to learn. Teachers can reinforce learning using a variety of
verbal, nonverbal, and extrinsic strategies, however, the intensity and frequency of reinforcement
should be specific to the student and the student”s response/performance in order to encourage
effort. Reinforcement should also communicate high expectations for learning and performance.
•
Discuss in your group specific examples of strategies teachers might use to give quality
feedback to motivate students to learn. Secondly, what might be a non-example of feedback
that reinforces student effort to learn? Be ready to share your example and non-example.
H-C/I/A-6
Monitoring/Assessment
Monitoring: The teacher has a conscious awareness of where each student is in relation
to the learning objective and makes instructional decisions based on the success of the students.
Assessment: Formative and summative assessment take place during and after teaching
the lesson objective to provide data regarding mastery of the learning to both the teacher and the
student.
Lipton and Wellman, in Pathways to Understanding, indicate that the role of teacher as
monitor occurs “…during four distinct phases of this instructional process; while planning a
lesson or unit of instruction, during the implementation of this plan; after teaching, while
reflecting on the effectiveness of the instruction and then again while applying new learnings to
the ongoing planning process….Purposeful attention to the relationship between their own
behaviors and the students’ performance allows learning-focused teachers to make adjustments,
modifications and refinements—in their “seat” while planning and reflecting, and on their feet
while teaching.”
Assessment will be taught in greater detail later in this section.
•
Read and be ready to summarize as a group the quote from Lipton and Wellman. Be ready to
give specific example(s) of monitoring in each of the four phases of instruction.
Application
Brain research supports the opportunity for students to apply new learning, thus making
stronger connections, and driving the knowledge deeper into long-term memory. Many of the
TEKS/TAKS skills require the application of learning in order to be successful.
Application level activities might ask students to exhibit, solve, simulate, employ, use,
demonstrate, dramatize, illustrate, calculate, show, etc. Students’ ability to apply new learning
gives both teacher and student information on students’ understanding of the concepts taught.
•
Discuss “application” in your group, and be ready to share a content example of application
of new learning for the whole group.
H-C/I/A-7
Quality Questioning for Student Learning
Some Tips and Hints
• Realize quality questions lead to quality thinking.
• Ask open-ended questions without yes/no answers.
• Ask questions that are challenging but within students’ ability to answer.
• Ask questions that move student thinking toward accomplishment of the
learning objective.
• Ask questions that are motivational and relate to students’ lives and interests.
• Ask questions that cause students to make connections between disciplines.
• Ask questions that cause students to apply knowledge, analyze information,
create new ideas, and develop opinions, judgments, or decisions regarding the
learning.
• Allow enough “wait time” for all students to generate an answer to each
question before calling on any student.
• Follow up student answers with responses such as:
• “Tell us more.”
• “Why do you think that?”
• “How did you arrive at your answer?”
• Honor all student responses by acknowledging, thanking, rephrasing, or
correcting as appropriate.
• Allow students to work together in pairs or table groups to formulate answers.
• Assist students in generating quality questions for themselves and others.
H-C/I/A-8
Examples of Instructional Objectives
The students will be able to:
Compare and contrast the journey of Christopher Columbus with that of an
astronaut on the space shuttle Discovery.
Interpret a poem of their choosing through music, dance, drama, or other artistic
means.
Analyze the effects of scientific discoveries and technological innovations on the
developments of Texas (TEKS 7.20).
Compare and contrast labels and sayings from various regions and cultures in
North America.
Distinguish between fact and opinion in five television commercials.
Create a ranking process to determine the quality of five brands of cookies.
Develop a survey to determine 10 concerns students have about school.
Use multiple data sources to draw conclusions about the effects of technology on
children and youth.
Describe life in Texas from an armadillo’s point of view.
Determine the economic impact of a drought in Texas.
H-C/I/A-9
Teacher/Student Behaviors
Cheryl
Kelley
Teacher Behaviors:
Teacher Behaviors:
Student Behaviors:
Student Behaviors:
H-C/I/A-10
Alignment of Learning Objectives
Quality
Student
Performance
(lesson attributes,
designs, strategies)
Instruction: How
Assessing Student Progress
(TEKS/TAKS, district, teacher)
Assessment: To what extent
(TEKS/TAKS, district,
campus, teacher)
Curriculum: What
Thinking at High Cognitive Levels and Making Connections
Curriculum/Instruction/Assessment
Addressing the Varied Needs and
Characteristics of All Learners
H-C/I/A-11
H-C/I/A-12
Increase
• Experiential, inductive, hands-on
learning
• Active learning in the classroom
• Diverse roles for teachers, including
coaching, demonstrating, and
modeling
• Emphasis on higher-order thinking,
learning key concepts, and principles
• Deep study of a smaller number of
topics
• Grouping, collaborative activity
• Choice for students
• Attention to the varying learning styles
and other needs of individual students
—Zemelman, Daniels, Hyde (1998)
—Adapted from Best Practices: New Standards for Teaching
and Learning in America’s Schools, 2nd edition
Decrease
• Only whole-class, teacher-directed
instruction
• Student passivity and prizing and
rewarding of silence in the classroom;
classroom time devoted to fill-in-the-blank
worksheets and other “seatwork”
• One-way transmission of information from
teacher to student
• Only rote memorization of fact and details
• Teachers thinly covering large amounts of
material in every subject area
• Tracking or leveling students into “ability
groups”
• Use of and reliance on standardized tests
National Perspective on the Shift in Teaching and Learning
A Shift in Teaching and Learning
H-C/I/A-13
Increase
• Collaboration and communication
• Learning is self-directed
• All students will learn
• Student differences are studied as a
basis for planning
• A focus on multiple forms of intelligences
is evident
• Many instructional arrangements are
used
• Assess for continuous improvement
• Learning is relevant and connected to life
and other disciplines
• Results-driven
• Multiple forms of assessment are used
• Assessment ongoing and diagnostic
—Adapted from various Texas Education Agency documents
Decrease
• Isolation
• Learning is other-directed
• Sort and select students
• Student differences are masked or acted
upon when problematic
• A relatively narrow sense of intelligence
prevails
• Whole-class instruction dominates
• Tests for pieces of learning
• Learning bits of information
• Time driven
• A single form of assessment
• Assessment most common at end of
learning
Texas Perspective on the Shift in Teaching and Learning
A Shift in Teaching and Learning
Higher-order thinking
Bloom’s Revised Taxonomy
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
H-C/I/A-14
H-C/I/A-15
TEKS
(1998-Present)
Analyze the causes, major
events, and effects of the Texas
Revolution, including the battles
of the Alamo and San Jacinto.
Analyze causes of the American
Revolution, including
mercantilism and British
economic policies following the
French and Indian War.
Evaluate the limits on the
national and state governments
in the U.S. federal system and
explain why this new form of
federalism was adopted instead
of a unitary system.
ESSENTIAL ELEMENTS
(1986-1998)
Explain basic facts about
the founding of Texas as a
republic and state.
Describe the major events
leading to the independence
and establishment of the
United States.
Analyze the division of
powers between national
and state governments
(federalism).
(SS–Gr. 4)
(SS–Middle)
(SS–High)
Development of State Curriculum
TAKS Objectives and TEKS Student Expectations
TAKS Objective I
The student will demonstrate an understanding of issues and events in U.S. history.
(8.1)
History. The student understands traditional historical points of reference in U.S.
history through 1877. The student is expected to:
(a) identify the major eras in U.S. history through 1877 and describe their
defining characteristics;
(b) apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods; and
(c) explain the significance of the following dates: 1607, 1776, 1787, 1803,
and 1861-1865.
TAKS Objective III
The student will demonstrate an understanding of economic and social influences on
historical issues and events.
(8.24) Culture. The student understands the relationships between and among people
from various groups, including racial, ethnic, and religious groups, during the
17th, 18th, and 19th centuries. The student is expected to
(d) analyze the contributions of people of various racial, ethnic, and religious
groups [to our national identity]; and
(e) identify the political, social, and economic contributions of women to
American society.
TAKS Objective IV
The student will demonstrate an understanding of political influences on historical
issues and events.
(8.19) Government. The student understands the impact of landmark Supreme Court
cases. The student is expected to:
(a) summarize the issues, decisions, and significance of landmark Supreme
Court cases including Marbury v. Madison [McCullough v. Maryland, and
Gibbson v. Ogden]; and
(b) evaluate the impact of selected landmark Supreme Court decisions
including Dred Scott v. Sandford on life in the United States.
H-C/I/A-16
H-C/I/A-17
A form of generalization, but is a truth that
holds consistently through time.
Connection/relatedness of two or more
concepts.
An organizing idea, represented by one or
two words. Examples have common
attributes.
A category of study with a body of related
facts to be learned.
A statement of truth.
Principle:
Generalization:
Concept:
Topic:
Fact:
—H. Lynn Erickson
—Adapted from Structure of Knowledge
Is a conceptual idea that is yet to be proven.
Theory:
Examining the Structure of Knowledge
H-C/I/A-18
DEFINITION
A conceptual idea that is yet
to be proven
-Adapted from Erikson
EXAMPLE
Migration is a psychologicallydriven response to meet an internal
need.
A truth about the concept(s) that holds
People migrate to meet a variety of
PRINCIPLE/
needs. Migration may lead to new
GENERALIZATION consistent over time
opportunities or greater freedom.
An organizing idea that is represented by • migration
CONCEPT
one or two words
•
needs
•
opportunity
•
freedom
A category of study with a body of
Westward Movement
TOPIC
related facts to be learned
A statement of truth
Early American settlers migrated
FACT
west.
Early American settlers looked for
new opportunities.
LEVEL
THEORY
Examining the Structure of Knowledge
Social Studies TEKS (8.6)
(8.6)
History. The student understands westward expansion and its effects on the
political, economic, and social development of the nation.
The student is expected to:
a) explain how the Northwest Ordinance established principles and procedures
for orderly expansion of the United States:
b) explain the political, economic, and social roots of Manifest Destiny;
c) analyze the relationship between the concept of Manifest Destiny and the
westward growth of the nation;
d) explain the major issues and events of the Mexican war and their impact on
the United States; and
e) identify areas that were acquired to form the United States.
H-C/I/A-19
H-C/I/A-20
•
•
•
•
Boston Tea Party
Stamp Tax Act
Establishment of a militia
Boston Massacre
• Mercantilism
• British economic policies
post-French/Indian War
• Cause and effect
• Influences on human behavior
Analyze the causes of the
American Revolution, including
mercantilism and British
economic policies following the
French and Indian War.
(1998-Present)
(1986-1998)
Describe the major events
leading to independence and
the establishment of the United
States.
TEKS
EEs
Content Examination: EEs and TEKS
H-C/I/A-21
People use formal and informal reasoning to solve problems.
Reasonableness
Relationships
Justification
Number operations
Addition and multiplication are additive properties.
Multiplication by a constant factor can be used to represent
proportional relationships (e.g., a=1.4x).
Concept
Topic
Fact
Generalization Reasonable solutions can be justified.
Theory
TEKS
8.2 (a–d) The student selects and uses
appropriate operations to solve problems and
justify solutions.
8th Grade Mathematics TEKS and the
Structure of Knowledge
H-C/I/A-22
Patterns show relationships that
can be used to make predictions.
Representations
Solutions
Sequence
Relationships
Patterns show relationships that can
Relationships
Patterns
Algebraic Expressions
Algebraic equations represent
proportional relationships.
Tables and graphs may represent
algebraic expressions.
Percents
In proportional relationships, when
one variable changes the other
variable changes to the same degree
in the same way.
Topics
Facts
Concepts
Generalization be used to make predictions.
TEKS
8.5 (a–b) The student makes
connections among various
representations of a
numerical relationship.
8.3 (a–b) The student identifies
proportional relationships in
problem situations and solves
problems.
8th Grade Mathematics TEKS and the
Structure of Knowledge
H-C/I/A-23
February 2002
Facts
Topics
Concepts
Principle/
Generalization
TEKS
Ecosystems in the Northern
Hemisphere
Conflict in American Society
• Conflict between white settlers • Organisms are organized into
species.
and Native Americans led to
• Organisms depend on unique
forced migration of the
resources to survive.
American natives.
• Species vary from ecosystem
to ecosystem.
Conflict
Relationships
Change
Influence
Relationships
Systems
Interdependence
Influence
Relationships
Conflict
Patterns
• Uncle Tom’s Cabin by Harriet
Beecher Stowe was a novel
written to influence public opinion
concerning slavery.
• Proponents of states’ rights and
abolitionists both used written
texts to explain their views and
influence public opinion.
American Literature During the
Civil War
• Forms of written texts have
distinguishing characteristics.
• Different types of texts serve
different purposes.
• There is a relationship of
mutual influence between
organisms and their
environment.
• Interdependence occurs
among living systems.
• Similarities and differences
between and among people
influence relationships.
• Differences between and
among people can create
conflict.
ELA 8.12
SC 8.6 (Biology 12)
SS 8.24 (a-e)
Structure of Knowledge Across the
Core Content Areas
H-C/I/A-24
Level of Difficulty
Concepts
Level of Complexity
Topics
Generalizations/
Principles
Analysis Tool:
Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
Facts
“THE AGE OF JACKSON”(A)
A unit for Grade 8 Social Studies
TEKS Objectives: 8.1 (A-C); 8.5 (A-C, F, G); 8.11 (A-C); 8.22 (A-C); 8.31 (A-D)
•
Students will be able to identify:
− dates of Jacksonian period
− political parties and their leaders during the Jacksonian Era
− beliefs and goals of the major political parties during the Jacksonian Era
− the impact of the election of Andrew Jackson on the political party system in the
U.S.
− regional political differences during the Jacksonian Era
Unit Activities:
•
•
•
•
•
The teacher reviews the major features of the “Era of Good Feelings:” few political
differences and no political parties. Explain that the Jacksonian Era was a time when
sectional differences emerged that led to conflicts over government policies. Each
section produced leaders who represented their section rather than the country or the
people as a whole.
Review the groups excluded (women, those without property, Native Americans,
slaves) at the time the Constitution was adopted and introduce the idea that a major
change of the Jacksonian Era was an increase in popular political participation.
Have students:
(1) Complete an outline map of the United States of 1828 showing the names of
the states and color-coded to indicate the West, Northeast, and South.
(2) Read the textbook section describing these sections and detailing their
characteristics.
(3) Complete a data retrieval chart showing the geographic, economic, and
cultural characteristics of each region.
Students read textbook sections and view videos on the election of Andrew Jackson
and the major political issues he faced. Organize students into cooperative groups
and use a jigsaw technique to answer questions, with one question assigned per
group. Examples of questions are: (a) Why did Andrew Jackson lose the election of
1824 and win the election of 1828? (b) How did Jackson represent the spirit and
character of the West, and what new ideas of democracy did Jackson introduce? (c)
How did Jackson respond to the issue of the National Bank? (d) How did Jackson
deal with the tariff question and the Nullification Crisis? (e) What was Jackson’s
policy on the removal of the Indians? Each group reports to the class. Each student
is responsible for all of the information provided.
Students create a “Presidential Profile of Andrew Jackson.” The teacher will
distribute to each student an 11x17 shadow portrait of Andrew Jackson or an outline
of Jackson’s head. Students fill in the outline of the shadow portrait with short
summary phrases representing the personality, political views, and actions of
President Jackson. The profile must include a phrase for each of the following terms:
Old Hickory, common man, spoils system, kitchen cabinet, people’s president, hard
H-C/I/A-25
•
•
•
•
money, pet banks, bank veto, Supreme Court, Indian Removal, modern democracy.
Example: Common Man- the common sense of the common man is all that is needed
for government leaders. After completing the shadow portrait, student writes a twoparagraph biographical sketch of Andrew Jackson
The teacher, through lecture/class discussion/brainstorming, helps students to
summarize the expansion of democracy of the period, being sure to bring to student’s
attention specific evidence such as:
(a) opportunity for popular participation—more white males could vote; in
1800, 9 of 16 states had property qualifications but by 1830 only 6 of 24
did;
(b) more direct participation—by 1830, more officials were elected rather
than appointed; presidential electors were chosen by the people rather
than by legislators in all but two states;
(c) presidential candidates were selected by nominating conventions rather
than by party caucuses; presidential candidates appealed directly to the
voters for their support rather than allowing their supporters to campaign
for them;
(d) in opposition, personalities rather than issues often dominated political
campaigns. Elements of political patronage (spoils system) continued.
In cooperative groups, students use textbook information to construct a wall chart
tracing the development of political parties from Washington through Jackson
including for each party: the name of the party, party leaders, major beliefs, and the
time period the party flourished. Compare the charts produced. Post in the
classroom.
Students use the most recent edition of a World Almanac to find out the percentage of
American voters who voted in the last 10 presidential elections. Graph the results.
Students reveal what they understand about the Age of Jackson through the unit
(textbook) assessment.
-adapted from SSCED Tool Kit, 6-8,
Curriculum, Instruction and Assessment
H-C/I/A-26
“THE AGE OF JACKSON”(B)
A unit for Grade 8 Social Studies
TEKS Objectives: 8.1 (A-C); 8.5 (A-C, F, G); 8.11 (A-C); 8.22 (A-C); 8.31 (A-D)
Students will be able to recognize that:
1) Ideas of democracy reflect the values, beliefs, and political realities of a particular
time and people.
2) Sectionalism both reflected and contributed to changes in the American political
system.
3) The Jacksonian Era redefined and expanded American democracy and changed
political parties and practices.
Overarching questions for this unit:
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How and why has the American democratic system changed over time?
Is a more democratic system a better system?
Essential questions for this unit:
1) Why did sectional differences develop during the Jacksonian era, and how did they
influence political beliefs and dominate political decision-making?
2) How did Andrew Jackson’s concept of democracy differ from that of Thomas
Jefferson, and how did it affect the political system?
3) How were Jackson’s personality and political views reflected in his response to the
political issues of his presidency?
4) What lasting changes were produced in the American political system during the
Jacksonian era?
Unit Activities:
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The teacher posts quotations from the Declaration of Independence and the United
States Constitution on the bulletin board, along with the unit’s essential questions.
Examples of quotations are: “Governments are instituted among men deriving their
just powers from the consent of the governed…” and “We, the People of the United
States…”
The teacher reviews the major features of the “Era of Good Feelings:” few political
differences and no political parties. Explain that the Jacksonian Era was a time when
sectional differences emerged that led to conflicts over government policies. Each
section produced leaders who represented their section rather than the country or the
people as a whole. At the same time, one of those sections, the West, produced a
very popular president, Andrew Jackson, who believed that the common people
themselves are the most important source of power in a democratic government.
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The teacher:
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1) Refers to the posted quotations from the Declaration of Independence
and the Constitution.
2) Asks students to predict changes in the political system that would
move the country in the direction of the popular power suggested in
the quotations.
3) Points to the essential questions as the “what” and “how” of the
political changes.
4) Explains that students themselves will determine what the changes
have meant and whether our democracy is stronger today because of
those changes.
Review the groups excluded (women, those without property, Native Americans,
slaves) at the time the Constitution was adopted and introduce the idea that a major
change of the Jacksonian Era was an increase in popular political participation.
Explore with students how sectionalism developed, how it influenced political issues,
how it helped to elect Andrew Jackson, how President Jackson responded to sectional
issues. To do this exploration, have students:
(1) Complete an outline map of the United States of 1828 showing the names of
the states and color-coded to indicate the West, Northeast, and South.
(2) Read the textbook section describing these sections and detailing their
characteristics.
(3) Complete a data retrieval chart showing the geographic, economic, and
cultural characteristics of each region.
(4) Take part in a lecture/discussion with two-column note taking (teacher points
on right, student responses on left) on major issues of this period: Western
land (price, settlement), federally funded internal improvements, protective
tariffs, money and banking, and labor.
(5) Do a Point of View Activity in which students role play panel participants
taking roles of the Western Farmer, Southern Planter, or Northern
Industrialist and telling how they would want their legislatures to vote on
each major issue of the time. Students use textbook and teacher notes to
prepare for one of the roles.
(6) Students read textbook sections and view videos on the election of Andrew
Jackson and the major political issues he faced. Organize students into
cooperative groups and use a jigsaw technique to answer questions, with one
question assigned per group. Examples of questions are: (a) Why did
Andrew Jackson lose the election of 1824 and win the election of 1928? (b)
How did Jackson represent the spirit and character of the West, and what new
ideas of democracy did Jackson introduce? (c) How did Jackson respond to
the issue of the National Bank? (d) How did Jackson deal with the tariff
question and the Nullification Crisis? (e) What was Jackson’s policy on the
removal of the Indians?
(7) Students create a “Presidential Profile of Andrew Jackson.” The teacher will
distribute to each student an 11x17 shadow portrait of Andrew Jackson or an
outline of Jackson’s head. Students fill in the outline of the shadow portrait
with short summary phrases representing the personality, political views, and
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actions of President Jackson. The profile must include a phrase for each of
the following terms: Old Hickory, common man, spoils system, kitchen
cabinet, people’s president, hard money, pet banks, bank veto, Supreme
Court, Indian Removal, modern democracy. Example: Common Man- the
common sense of the common man is all that is needed for government
leaders. After completing the shadow portrait, student writes a two-paragraph
biographical sketch of Andrew Jackson.
The teacher works with students to:
− Summarize and refine their understanding of the impact of Jacksonian Era
democracy on political values, processes, and parties.
− Begin to consider whether a more democratic system is necessarily a better
system in the eyes of the voter, measured by the standard of political involvement
and participation.
Some ways to reflect include:
(1) The teacher, through lecture/class discussion/brainstorming, helps students to
summarize the expansion of democracy of the period, being sure to bring to
student’s attention specific evidence such as:
(a) opportunity for popular participation—more white males could vote; in
1800, 9 of 16 state had property qualifications but by 1830 only 6 of 24
did;
(b) more direct participation—by 1830, more officials were elected rather
than appointed; presidential electors were chosen by the people rather
than by legislators in all but two states;
(c) presidential candidates were selected by nominating conventions rather
than by party caucuses; presidential candidates appealed directly to the
voters for their support rather than allowing their supporters to campaign
for them;
(d) in opposition, personalities rather than issues often dominated political
campaigns. Elements of political patronage (spoils system) continued.
(2) The teacher asks students, in a Think/Pair/Share activity, to:
(a) Tell which of the reforms could be traced directly to Jackson’s ideas and
which were only accelerated by Jacksonian ideas.
(b) Discuss whether issues associated with sectionalism such as protective
tariffs, sectional or group affiliations (special interests), states rights, or
the balance in federalism were satisfactorily resolved.
(c) Make predictions whether the issues associated with sectionalism will
cause serious conflicts in the periods of history not yet studied and
speculate about strength if the ideas today.
(3) Using textbook information and/or knowledge form prior instruction, students
construct a Venn diagram comparing Jeffersonian and Jacksonian ideas of
democracy.
(4) In cooperative groups, students use textbook information to construct a wall
chart tracing the development of political parties from Washington through
Jackson including for each party: the name of the party, party leaders, major
beliefs, and the time period the party flourished. Compare the charts
produced. Post in the classroom.
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•
(5) Students use information from the political party wall chart to write a
paragraph telling which party best represents their own political convictions
and why.
(6) The teacher presents a hypothetical situation to help students understand the
consequences of not participating in political processes. Example: On the
issue of a youth curfew, it is likely that 18 year old voters would be opposed
while 60 year old voters would favor the curfew. Suppose that the voter
population to be 20, 000 eligible 18 year old voters and 10,000 eligible 60
year old voters. If only 20% of 18 year olds vote (4,000), but 80% of 60 year
olds vote (8,000), the curfew passes even though it does not represent the
majority opinion.
(7) Students use the most recent edition of a World Almanac to find out the
percentage of eligible voters who voted in the last 10 presidential elections.
Graph the results.
(8) Remind students of the performance task given to them at the beginning of
the unit. Brainstorm items for a survey on political involvement and
participation. Remind students that they are to determine for themselves
whether the Jacksonian Era reforms have created a better system in terms of
taking advantage of the opportunities for broad popular participation. What is
the state of democracy as we begin the 21st century?
Students reveal what they understand about the Age of Jackson through a
performance task and other assessments detailed in the unit.
-adapted from SSCED Tool Kit, 6-8,
Curriculum, Instruction and Assessment
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Level of Difficulty
Concepts
Level of Complexity
Topics
Generalizations/
Principles
Analysis Tool:
Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
Facts
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Potential Professional Development
Alignment of Learning
Objectives
Assessing Student
Progress
Addressing Varied Needs
Critical Element
Thinking at High
Cognitive Levels
Evidence
Cheryl
Data Collection Charts
Implications
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Potential Professional Development
Alignment of Learning
Objectives
Assessing Student
Progress
Addressing Varied Needs
Critical Element
Thinking at High
Cognitive Levels
Evidence
Kelley
Data Collection Charts
Implications
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Level of Difficulty
Concepts
Level of Complexity
Topics
Generalizations/
Principles
Analysis Tool:
Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
Facts
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Alignment
Assessing
Addressing
Needs
High
Cognitive
Thinking
Implications
My Responsibility
Opportunities for Professional Growth
Curriculum/Instruction/Assessment as it Relates to Me
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Social/
Emotional
Physiological
Process
• Content mastery
• Co-teachers
Cooperative Learning
Flexible Grouping
Group Investigation
Independent Study
Jigsaw
Learning Contract
•
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• Helping teachers
• Instructional specialists
Product
• Mentors
Mentorships/Apprenticeships
Portfolios
Problem Based Learning
Stations
Tiered Activities
Varied Questions
Through a range of support services
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Through a range of instructional strategies
4-Mat
5E Model of Instruction
Centers
Choice Boards
Compacting
Contracts
Content
Addressing Needs and Characteristics
Academic/
Learning
Identifying Needs and Characteristics
Varied Needs and Characteristics of ALL Learners
Instructional Approaches and Strategies
4-MAT:
An approach to planning and delivering instruction that
focuses on four learning preferences of varied learners.
5E Model of Instruction:
An additional lesson planning tool that is based on
research.
Center:
A classroom area that contains a collection of activities
or materials designed to teach, reinforce, or extend a
particular skill or concept.
Choice Board:
A strategy that allows students to make choices of
changing assignments based on selection placed in
packets on the board.
Compacting:
An instructional planning strategy that encourages
teachers to assess students before beginning a unit of
study or development of a skill and adjust the planned
curriculum based upon the assessment.
Contract:
An agreement between student and teacher that grants
certain freedoms and choices about how a student will
complete a task in which the student agrees to use the
freedoms appropriately.
Cooperative Learning:
A structure for designing lessons that utilize group
interaction. Such elements as interdependence,
individual accountability, group processing, and social
skills need to be included in the lesson design to help
assure effectiveness.
Flexible Grouping:
An instructional arrangement in which students are part
of many different groups based on the match of the task
to student readiness, interest, or learning style.
Group Investigation:
An instructional strategy in which the teacher guides
student groups with planning and carrying out the
investigation, and presenting and evaluating outcomes.
Independent Study:
A process that allows students to develop talent and
interest areas based upon their current readiness needs.
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Jigsaw:
A cooperative learning strategy in which various pieces
of the lessons, such as materials or activities, are divided
among group members and each person is accountable
for the assigned piece of the lesson. At some point, the
various students come together to present his/her “piece”
of the lesson. For example, four students divide a
reading assignment and each is responsible for
summarizing material learned.
Learning Contract:
An instructional approach that includes an opportunity
for students to work somewhat independently on material
that is largely teacher-directed. Many learning contracts
also provide opportunities for student choice regarding
what is to be learned, working conditions, etc.
Literature Circles:
Student-led discussion groups covering readings on
topics of interest.
Mentorships/
apprenticeships:
A strategy that allows students to work with a resource
teacher, media specialist, parent volunteer, older students,
or community member who can guide their growth in a
particular area.
Note-taking Organizers:
A visual organizer that follows the flow of ideas from a
text or lecture.
Portfolio:
A collection of student work designed to help students set
appropriate learning goals and evaluate their growth.
Problem-Based Learning:
An instructional process that presents students with an
unclear and complex problem, and requires them to seek
additional information, define the problem, locate and
use appropriate resources to approach the solution of the
problem.
Station:
A sequential classroom area where students work on
tasks simultaneously.
Tiered Activity:
A technique in which teachers assist students to focus on
essential understanding and skills but at different levels
of complexity, abstractness, and open-endedness.
Varied Questions:
A strategy in which teachers vary the sets of questions
posed to learners in classroom discussion and on tests
based on their readiness, interests, and learning styles.
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5E
The 5E Model of Instruction
Definition
Engage
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Generate interest
Access prior knowledge
Connect to past knowledge
Set parameters of the focus
Frame the idea
Teacher
Behavior
Student
Behavior
• Motivates
• Creates interest
• Taps into what students know or
think about the topic
• Raises questions and encourages
responses
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• Acts as a facilitator
• Observes and listens to students as
they interact
• Asks good inquiry-oriented
questions
• Provides time for students to think
and to reflect
• Encourages cooperative learning
• Conducts activities, predicts, and
forms hypotheses or makes
generalizations
• Becomes a good listener
• Shares ideas and suspends
judgment
• Records observations and/or
generalizations
• Discusses tentative alternatives
• Encourages students to explain
their observations and findings in
their own words
• Provides definitions, new words,
and explanations
• Listens and builds upon discussion
form students
• Asks for clarification and justification
• Accepts all reasonable responses
• Explains, listens, defines, and
questions
• Uses previous observations and
findings
• Provides reasonable responses to
questions
• Interacts in a positive, supportive
manner
• Uses previously learned information
as a vehicle to enhance additional
learning
• Encourages students to apply or
extend the new concepts and skills
• Encourages students to use terms
and definitions previously acquired
• Applies new terms and definitions
• Uses previous information to probe,
ask questions, and make
reasonable judgments
• Provides reasonable conclusions
and solutions
• Records observations,
explanations, and solutions
• Observes student behaviors as they
explore and apply new concepts
and skills
• Assesses students’ knowledge and
skills
• Encourages students to assess
their own learning
• Asks open-ended questions
• Demonstrates an understanding or
knowledge of concepts and skills
• Evaluates his/her own progress
• Answers open-ended questions
• Provides reasonable responses and
explanations to events or
phenomena
Attentive in listening
Ask questions
Demonstrates interest in the lesson
Responds to questions
demonstrating their own entry point
of understanding
Explore
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Experience key concepts
Discover new skills
Probe, inquire, and question
experiences
Examine their thinking
Establish relationships and
understanding
Explain
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Connect prior knowledge and
background to new discoveries
Communicate new understandings
Connect informal language to
formal language
Extend/Elaborate
• Apply new learning to a new or
similar situation
• Extend and explain concept being
explored
• Communicate new understanding
with formal language
Evaluate
• Assess understanding (Self, peer
and teacher evaluation)
• Demonstrate understanding of new
concept by observation or openended response
• Apply within problem situation
• Show evidence of accomplishment
Based on the 5E Instructional Model presented by Dr. Jim Barufaldi at the Eisenhower Science Collaborative Conference in Austin, Texas, July 2002.
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Instructional Approaches and Strategies
for Differentiation
Low-Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal prompts
Orbitals
Varied pacing with anchor options
Student-teacher goal setting
Work alone/together
Whole-to-part and part-to-whole explanations
Flexible seating
Varied computer programs
Design-A-Day
Varied supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let’s Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest,
learning profile
Use of collaboration, independence, and
cooperation
Open-ended activities
Miniworkshops to reteach or extend skills
Jigsaw
Negotiated Criteria
Explorations by interest
Games to practice mastery of information
and skill
Multiple levels of questions
High-Prep Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
4-MAT
Multiple-Intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated rubrics
Flexible reading formats
Student-centered writing formats
-Adapted from Tomlinson
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90
98
88
94
Directions: Add
17. 58
+26
14
1985
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
Record your answer in the boxes below. Then fill in
the bubbles. Be sure to use the correct place value.
Tomas counted 8 oranges, 7 pears, and 4 apples in a
fruit bowl. What was the total number of oranges
and apples in the fruit bowl?
SAMPLE B
Current
Examples of 3rd Grade Testing Questions 1985 and Current
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103 ears
93 ears
92 ears
96 ears
28. Sam picked 30 ears of corn Monday, 9.
26 ears Tuesday, and 40 ears on
Wednesday. How many did he pick
in all?
1985
170
30
20
100
The school auditorium has 99 seats.
People are sitting in 68 of the seats.
Which is the best estimate of the
number of seats that do NOT have
people sitting in them? Mark your
answer.
Current
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37. Which shape below is a circle?
1985
Sphere
Cylinder
Rectangular prism
Pyramid
35. Which figure best describes the
box of cookies? Mark your
answer.
Current
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H
15. Jared’s favorite type of cracker is shown
below. Use the ruler on the Mathematics
Chart to measure the perimeter of this cracker
in inches.
No perimeter problems given.
5 in.
2 in.
6 in.
15 in.
What is the perimeter of Jared’s favorite type
of cracker to the nearest inch? Mark your
answer.
Current
1985
1985
No table
problems
given.
Current
6. Carlos is working on the graph shown below.
He knows there were 30 babies born in
March at Smithville Hospital.
January
February
March
Each
means 5 babies.
How many more babies does Carlos need to add to March
to finish the graph? Mark your answer.
3
5
27
6
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• What would be interesting and
revealing activities to help assure this
learning?
• Based on TEKS/TAKS, what are the
students needing to learn and at what
level?
• How will I differentiate to meet varied
needs and characteristics?
• What performance tasks will best
support learning and focus the
instructional work?
• What would be the evidence of student
learning?
• Against what criteria will I evaluate the
work?
• How will I be able to distinguish between
those who really understand and those
who don’t?
• What misunderstandings are likely?
How will I check for those?
Adapted from Wiggins and McTighe, Understanding by Design
• Did the activities work? Why or why
not?
• How will students earn a grade (and
can it be justified to their parents)?
• What will students be doing in and out
of class? What assignments will be
given?
• What resources and materials are
available?
Thinking Then as a Designer
Thinking First as an Assessor
Begin with the End in Mind
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Level of Difficulty
Concepts
Level of Complexity
Topics
Generalizations/
Principles
Analysis Tool:
Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
Facts
Selected TEKS Alignment Activity
8.8
(b) explain the issue surrounding significant events of the
Civil War, including the firing on Fort Sumter, the battles of
Gettysburg and Vicksburg, the announcement of the
Emancipation Proclamation, the assassination of Lincoln, and
Lee’s surrender at Appomattox Court House; and
(c) analyze Abraham Lincoln’s ideas about liberty, equality,
union, and government as contained in his first and second
inaugural addresses and the Gettysburg Address.
8.30 (d) identify points of view from the historical context
surrounding an event and the frame of reference which
influenced the participants;
(e) support a point of view on a social studies issue or event
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Level of Difficulty
Concepts
Level of Complexity
Topics
Generalizations/
Principles
Analysis Tool:
Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
Facts
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Level of Difficulty
Concepts
Level of Complexity
Topics
Generalizations/
Principles
Analysis Tool:
Bloom’s Taxonomy and Erickson’s Structure
of Knowledge
Facts
Bibliography
Anderson, Lorin et al. (2000). A taxonomy for learning, teaching, and assessing: A
revision of bloom’s taxonomy of educational objectives. Longman Publishing Group.
A Vision for Texas: Learner-Centered Proficiencies for Teachers, Administrators and
Counselors; State Board for Educator Certification; Seven Certification Principal
Standards in 19TAC Chapter 241.
Educator’s guide to TEKS-based assessment: Middle school level TAAS grades 6–8
English, Fenwick (2000). Deciding what to teach and test.
English, Fenwick & Steffy, Betty. (2001). Deep curriculum alignment. Lanham, MD:
Scarecrow Press, Inc.
Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the
facts. Thousand Oaks, CA: Corwin Press, Inc.
Erickson, H. L. (2001). Stirring the head, heart and soul. 2nd Edition. Thousand Oaks,
CA: Corwin Press, Inc.
Lipton, L. & Wellman, B. (1999). Pathways to understanding: patterns and practices in
the learning-focused classroom. Guilford, VT: Pathways Publishing.
Orlich, D., Harder, R., Callahan, R., & Gibson, H.(1998). Teaching strategies: A guide to
better instruction. Boston: Houghton Mifflin.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all
learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (2001). How to differentiate instruction in mixed ability classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development.
Zemelman, S., Daniels, H.,& Hyde, A. (1998). Best practice: New standards for teaching
and learning in america's schools, 2nd edition. Portsmouth, NH: Heinemann.
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