Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning

1. Total Instructional AlignmentDefining, Designing, and Aligning Educational Systems for Learning Presented by Lisa Carter

3. 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 who have not learned? How will we challenge those that have learned?

4. Total Instructional Alignment Ten Common Myths

5. Curriculum Alignment and Instructional Alignment are synonyms.

6. 2. Instructional Alignment is  encouraging teachers to  “teach the test.”

7. If we hold our breath, this accountability thing will go away.

8. Innovations, in and of themselves, can improve resultson student assessments.

9. Standards and expectations are synonyms.

10. 6. Standards stifle creativity.

11. 7. The new mission of schools, compulsory “learning for all”, can be delivered in the old system of compulsory “attendance for all!”

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

13. A school or school district can “do” Instructional Alignment during a summer workshop.

14. The textbook is my curriculum.

15. Deep Understanding 1 Total Instructional Alignment ensures equity in learning opportunities for all students through alignment of standards, curriculum, assessment, and instruction.

16. What Is Total Instructional Alignment?

17. The Three Domains of Total Instructional Alignment

21. Deep Understanding 2 Alignment of time structures through flexible scheduling and grouping practices ensures students the opportunity to learn based on their unique learning clocks.

24. What Affects Time Spent? Perseverance Attention span Opportunity structures

25. What Affects Time Needed? Aptitude Prior knowledge Quality of instruction

32. The Dog Test

35. Ms. Carter – Is this a direct quote from somewhere? If so, we need citations information; AUTHOR, TITLE, YEAR, PAGE.Ms. Carter – Is this a direct quote from somewhere? If so, we need citations information; AUTHOR, TITLE, YEAR, PAGE.

36. Drilling Deeper: TIA Tools and Processes 

38. Effective Implementation of TIA: Tools and Processes

39. Essential Alignment Tools The congruence matrix Standards-based/objective-based instruction Higher-order thinking Task analysis to determine essential knowledge and skills Effective ongoing assessment Quality instructional strategies

41. Standards-Based/Objective-Based Instruction

43. Higher-Order ThinkingRememberUnderstandApplyAnalyzeEvaluate Create (Revised Blooms’ Taxonomy)

52. Task Analysis

53. Task Analysis The learner will use correct form to swim freestyle without assistance a distance of 50 yards across the pool.

55. Advanced Math The learner will find the zeroes, vertical asymptotes, and horizontal asymptotes of a basic function or a rational function through analysis of the polynomials in the numerator and denominator and sketch the graph of a rational function labeling the horizontal and vertical asymptotes and the x- and y- intercepts. .

56. English II The learner will write a literary analysis to show understanding of repetition, mood/tone, maxims, anecdotes, and figurative language in Chinese and Japanese poetry.

57. Primary Math The learner will tell time to the hour, half hour, and quarter hour.

61. The Role of Formative AssessmentLearn and Adjust Based on Data

62. Deep Understanding 3 Designing appropriate remediation and enrichment opportunities aligned to individual student needs ensures student learning success.

63. Effective Schools Are Data Driven and Results Oriented

64. Two Ways to View Assessment

67. The Leadership Factor

68. Contact Information Lisa Carter 3628 Lakeshore Drive Hope Mills, NC 28348 910.424.3004 910.987.1234 (cell) LCart99@aol.com www.TotalInstructionalAlignment.com