Curry/Samara Model Curriculum, Instruction, & Assessment

A Tool to Transfer Scientific Research on Authentic Achievement to the Classroom Overview The No Child Left Behind (NCLB) Act requires states to adopt a specific approach to testing and accountability, to raise academic achievement of all students, and to take direct action to improve poorly performing schools. According to (NCLB), teachers are the key to school improvement; and all improvement efforts must be based on scientific research. The U.S Department of Educations Title II Draft Guidance June 6, 2002 includes a review of scientifically based research on teacher effectiveness. The review of relevant research found that the most important influences on teacher effectiveness are teachers general cognitive ability, followed by experience and content knowledge. The Draft Guidelines also identified traditional college coursework leading to advanced degrees and ad-hoc independent workshops as being ineffective. However, specific curriculum-focused and reform-centered professional development was identified as promoting effective instruction. This position supports the view of Wiley and Yoon, (1995); Brown, Smith, and Stein, (1996); and Kennedy, (1998), that suggests professional development focusing on academic content and curriculum that is aligned with standards-based reform will improve teaching practice and student achievement. The Draft Guidelines concluded that professional development should be more focused on the content that teachers will be delivering and the curriculum they will be using. Teachers must be provided systems that link and align standards, curricula, assessment and accountability (Whitehurst, 2002 p.10). Curry/Samara Model of Curriculum, Instruction & Assessment The Curry/Samara Model (CSM) addresses the call for a school improvement model that links curriculum, assessment, accountability, and teacher effectiveness. The (CSM) integrates a standardsbased approach to curriculum development, through targeted professional development. The (CSM) dimensions of curriculum (content, process and products) are its foundational components. The model allows teachers to organize differentiated instruction to increase student achievement in mixed-ability classrooms. Differentiating curricula that modifies the content, process, and products has been widely recommended in the literature as being an effective strategy to address academic diversity (Plucker & McIntire, 1996; Morelock & Morrison, 1997; Tomlinson, Moon & Callahan, 1998; Tomlinson, 1999). Description of the Curry/Samara Model Foundational Components Content Dimension: The content dimension focuses on the information that is included within learning experiences. Content may be divided into two parts: factual (or required) and global. Factual content includes the facts, details, and rules that relate to the topic of study. Global content includes the issues, problems, and themes related to a topic of study (or spanning multiple topical areas across various disciplines). Specific strategies for differentiating content for all students are provided using the core curricular as the foundation for differentiation (Samara, 1998 p. 7). Process Dimension: The process dimension addresses both the cognitive and affective domains. The cognitive domain focuses on thinking skills and may be divided into two sections: basic and abstract. Basic cognitive processes include the skills of recalling, understanding, and using information. Abstract

cognitive processes include the mental skills of creative thinking, critical thinking and problem solving. The affective domain focuses on feelings, beliefs, perceptions and attitudes. The purposes of the effective domain are to assess students level of interaction with content; reinforce content through activities that have personal meaning to students; and, responding to the affective needs of students (p.78). Product Dimension: The product dimension includes the tangible and intangible means through which students demonstrate what they have learned. Products may be classified as written, visual, verbal, and kinesthetic. The purposes of product forms are to accommodate various learning styles and learning preferences, provide suitable and adequate forms for the presentation of complex information and/or productive thinking (p. 8-9). The content, process and product dimensions are opperationalized through a 3-6 week unit of study. The unit of study contains a content outline and 30 cell matrix divided into four quadrants. Teachers create active learning objectives within the quadrants. Each objective includes the process (introduced by a cognitive verb), the content to be addressed, and the product. The quadrants serve as the basis for differentiating the core curriculum, and regrouping students for instruction. Unit Matrix Quadrant One: Instruction in this quadrant focuses on assisting students to master information through basic thinking skills and demonstrating their competency through traditional product forms that may be assessed through objective criteria. Indicators may be taught through direct whole group instruction in this quadrant. Quadrant Two: Instruction in this quadrant reinforces student mastery of the required content by requiring students to use the abstract thinking skill of create thinking, critical thinking and problem solving. Students demonstrate their content competencies and abstract thinking skills through traditional and/or innovative product forms. The products serve as vehicles for students to demonstrate content mastery and higher-order thinking skills. Objectives may be taught through large group instruction, small group instruction (for like ability or cross-ability groups), or for individual students through learning centers. Quadrant Three: Students are introduced to complex content that relates to the previously mastered content. The focus on instruction is on developing depth of knowledge and the "big ideas" related to an area of study. Students investigate themes that extend from the factual information to generalizations and real world understandings. Indicators may be taught through large group instruction, small group instruction (for like ability or cross-ability groups), or for individual students through learning centers. Teachers may also decide to begin a unit of study in this quadrant by posing an issue or a problem-based question to students. Activities may also be used to extend the area of study to multiple disciplines and to provide students with opportunities to pursue areas of personal interest Quadrant Four: Students utilize abstract thinking skills with complex content that was introduced in Quadrant Three to extend learning experience beyond the classroom. Instruction focuses on issue development, problem solving, exploring the "big ideas" related to the theme under study (p. 8-11). The Curry/Samara Model incorporates the tools to equip teachers with instructional practices to promote student achievement of higher order cognitive development (authentic achievement). Source: http://www.curriculumproject.com/CSM-Researchbasis.htm

Unit Matrix Examples:

Source: http://www.curriculumproject.com/CSM-Researchbasis.htm

SOURCE: http://www.brunswick.k12.me.us/lon/brunswickhistory/teacher/image/matrix.PDF

SOURCE: coekate.murraystate.edu/.../Stevens_Forces__Motion_SBU.do

Renzulli Enrichment Triad

The Enrichment Triad Model was developed by Joseph Renzulli in 1977 for use with gifted and talented students. Over the years, it has proven to be an excellent model to use with all students. The goal of the Enrichment Triad Model is to encourage creative productivity in students. This is done by providing background information and exposing students to various topics, teaching them process-training skills, and providing opportunities for students to apply those skills through independent projects. Type I Enrichment experiences are about discovering, stimulating and inspiring interest. Enrichment activities are designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not be covered in a regular classroom. Type 1 experiences can involve the following: Contacting speakers; arranging demonstrations, trips, and/or performances; and using varied materials such as films, slides, videos, print and non-print media Type II Enrichment experiences come in two varieties: thinking skills, and working skills. Thinking skills encourage creativity, problem solving and critical thinking. The working skills include how-to skills, the appropriate use of various resources, and written, oral and visual communication skills. Both types of skills are needed to successfully complete a Type III Independent Investigation. Enrichment Activities promote the development of thinking and feeling processes such as: creative thinking, problem solving, and critical thinking skills; a wide variety of specific learning how-to-learn skills; skills in the use of advanced-level reference materials; and written, oral, and visual communication. Type III Enrichment experiences are academic investigations, artistic productions, or other projects or endeavors in which the student becomes a first-hand inquirer and practicing professional, focusing on a topic or problem of intense, personal interest. Enrichment Activities involve pursuing self-selected areas (within guideline topics) for advanced content acquisition and process training in which students assume the role of first-hand inquirer. The goals of these typ e activities include the following: providing opportunities to apply interests, knowledge, creative ideas, and task commitment to a selective problem; acquiring advanced-level understanding of knowledge (content) and methodology (process); developing authentic products; developing selfdirected learning skills in the areas of planning, organization, resource utilization, time management, decision-making, and selfevaluation; developing task commitment, selfconfidence, and feelings of creative accomplishment.

To the right, is the threering conception of giftedness. (Reprinted with permission from Creative Learning Press).

Renzulli Learning is based on the Enrichment Triad Model. By answering the questions in the Interest Areas, Ability, Expression Style, and Learning Style sections, a profile is generated for each student. Once a profile is generated, the student is able to go to the Enrichment Activities which are designed to build interest (Type I activities), develop skills (Type II activities) and encourage the production of independent or small group work (Type III activities).

To learn more about the Enrichment Triad Model and the Schoolwide Enrichment Model, go to www.gifted.uconn.edu/sem/semexec.html.

Sources: http://renzullilearning.com http://www.aps.edu/aps/gifted/renzulli.html

William and Mary Curriculum Integrated Curriculum Model

CURRICULUM FRAMEWORK
The Integrated Curriculum Model (ICM)
The development of exemplary curriculum frameworks and units of study for classroom use with high ability learners has been an emphasis at the Center for Gifted Education since its inception. Center materials are grounded in the Integrated Curriculum Model (VanTassel-Baska, 1986, 1995, 2002), which is designed to respond to gifted learners characteristics of precocity, intensity, and complexity through its three dimensions of advanced content, higher level processes and product development, and interdisciplinary concepts, issues, and themes. The Integrated Curriculum Model (ICM) is comprised of three interrelated dimensions. The ICM has been translated into a curricular framework and set of teaching units in the areas of language arts, social studies, and science.

ICM FEATURES
Overarching Concepts Change Systems Patterns Cause & Effect Advanced Content In- depth Advanced Reading Primary Sources Advanced skills Process-Product Elements of Reasoning Research Problem-based Learning Inquiry Skills

VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners: An introduction. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners (pp. 1-23). Waco, TX: Prufrock Press.

Curriculum materials have been developed in each of the major content areas (language arts, mathematics, science, and social studies). Materials are disseminated either through the Center for Gifted Education, Kendall/Hunt Publishing Company, or Prufrock Press.

Source: Center for Gifted Education, The College of William and Mary: http://cfge.wm.edu/curriculum.htm A Teachers Guide to using Navigators: http://cfge.wm.edu/assets/navigator_teachers_guide.pdf

William and Mary Teaching Models

Within the William and Mary curriculum units, specific teaching models are used to strengthen students critical thinking skills. Each of the models is used within the context of a particular unit of study. Each of the models is flexible and may be adapted to use in many classroom lessons.

The Literature Web

The Literature Web is a model designed to guide interpretation of a literature selection by encouraging a reader to connect personal response with particular elements of the text. The web may be completed independently and/or as a tool for discussion. Recommended use is to have students complete the web independently and then share ideas in a small group, followed by a teacher-facilitated debriefing. The web has five components:

Key Words: interesting, unfamiliar, striking, or particularly important words and phrases contained within the text Feelings: the readers feelings, with discussion of specific text details inspiring them; the characters feelings; and the feelings the reader infers the author intended to inspire Ideas: major themes and main ideas of the text; key concepts Images and Symbols: notable sensory images in the text, pictures in they readers mind and the text that inspired them, symbols for abstract ideas Structure: the form and structure of the writing and how they contribute to meaning; may identify such features as use of unusual time sequence in narrative, such as flashbacks, use of voice, use of figurative language, etc.; style of writing

The Hamburger Model for Persuasive Writing

The Hamburger Model uses the familiar metaphor of a sandwich to help students construct a paragraph or essay. Students begin by stating their point of view on the issue in question (the top bun). They then provide reasons, or evidence, to support their claim; they should try to incorporate at least three supportive reasons (the patties). Elaboration on the reasons provides additional detail (the fixings). A concluding sentence or paragraph wraps up the sandwich (the bottom bun).

The Dagwood Model is an extended version of the sandwich metaphor (i.e. the famous sandwich of the cartoon character). This model is designed to help students construct a persuasive essay which also addresses the arguments of the contrasting viewpoint. Thus, the sandwich contains multiple layers of "patties" or reasons and their contrasting viewpoints, as well as many "fixings" or elaborations.

The Vocabulary Web

The Vocabulary Web is a tool for exploring words in depth. It asks students to investigate a single word in detail, finding its definition, synonyms and antonyms, and etymological information. With this information, students then identify word families, or other words using the same meaning-based stems as the original word; and they provide an example of the word, which may be a sentence or analogy using the word, a visual or dramatic representation, or another creative form.

Pauls (1992) Elements of Reasoning

Pauls (1992) Elements of Reasoning is a model for critical thinking and emphasizes the following eight elements: issue, purpose, point of view, assumptions, concepts, evidence, inferences, and implications or consequences. Teachers may wish to introduce these terms to students, using a familiar issue such as something being discussed in the school or community; teachers should then encourage the use of the terms and the model in approaching problems and issues.

Reasoning About a Situation or Event

Based on the elements and premise of the Paul model, this reasoning model should be used when analyzing a specific event where two or more people or groups of people conflict with one another and have a vested interest in the outcome of the event.

Analyzing Primary Sources

The Analyzing Primary Sources model has been developed as a means for teaching students how to confront a historical document, the questions to ask of it, and how to critically examine information they receive. The chart guides students from establishing a context and purpose for the source to evaluating and interpreting the source, including its authenticity/reliability and consequences/outcomes.

Research Model
The Research Model provides students with a way to approach an issue of significance and explore it individually and in small groups. Its organization follows major elements of reasoning. Teachers are encouraged to model each stage of this process in class.

Parallel Curriculum
What is the Parallel Curriculum Model? The Parallel Curriculum Model is a set of four interrelated designs that can be used singly, or in combination, to create or revise existing curriculum units, lessons, or tasks. Each of the four parallels offers a unique approach for organizing content, teaching, and learning that is closely aligned to the special purpose of each parallel. The Parallel Curriculum Model combines four basic instructional designs into a single, flexible package. This model was created with a number of purposes in mind. It provides teachers with a comprehensive framework for designing, evaluating and revising their curriculum, and at the same time allows them to improve the units, lessons and tasks that make up the curriculum. It allows them to align general, gifted and special education curricula, while providing all students the opportunity for continuous intellectual and personal growth. It increases the power and authenticity of the knowledge that students acquire. Using high quality curriculum design, this model encourages teachers to observe and develop the abilities of their students. Reinforces the need to think deeply about learners and the content that they study. What are the Four Facets of a Qualitatively Differentiated Curriculum? Core: The essential nature of a discipline. Connections: The relationships among knowledge. Practice: The applications of facts, concepts, principles, skills, and methods as scholars, researchers, developers, or practitioners. Identity: Developing students interests and expertise, strengths, values, and character.

Why Four Parallels? Qualitatively differentiated curriculum isnt achieved by doing only one thing or one kind of thing. Students are different. Students have different needs at different times in their lives. Parallels can be used individually or in combination.

Theoretical Underpinnings of the Parallel Curriculum Model Respect the unique characteristics of the learner Be organized around the structure of knowledge Reflect content selection and procedures that will help maximize the transfer of knowledge, understanding, and skill Select content (representative topics) that best represent the essential structure of the discipline

Place a premium on the development of process skills, the appropriate use of methodology within content fields, and consider goals or outcomes in terms of concrete and abstract products

What are the purposes for the Parallel Curriculum Model?

Provides teachers with a comprehensive framework with which they can design, evaluate, and revise existing curriculum Improves the quality of the curriculum units, lessons, and tasks Enhances the alignment among the general, gifted, and special education curricula Increases the authenticity and power of the knowledge students acquire and their related learning activities Provides opportunities for continuous professional, intellectual, and personal growth Offers teachers the flexibility to achieve multiple purposes Reinforces the need to think deeply about learners and content knowledge Uses high quality curriculum as a catalyst for observing and developing abilities in learners Allows flexibility to address varying needs and interests of learners

How does Parallel Curriculum Model Provide a Qualitatively Differentiated Curriculum?

Opportunities to learn the core knowledge (enduring facts, concepts, principles, and skills) within a discipline. Opportunities to transfer and apply knowledge using the tools and methods of the scholar, researchers, and practitioner. Opportunities to learn about the numerous relationships and connections that exist across topics, disciplines, events, time, and cultures. Opportunities for students to develop intrapersonal qualities and develop their affinities within and across disciplines.

Who might design Parallel Curriculum Model curriculum? Any educator with an interest in enhancing and developing meaningful curriculum for a wide variety of learners, including students whose abilities often go undiscovered in school because they do not fit the traditional image of successful learners. As a result, they are frequently screened out of advanced learning opportunities and removed further from opportunities to have their abilities recognized and developed.

Curriculum developers Special education teachers Gifted teachers Classroom teachers Vertical and grade level teams Subject area departments

SOURCE: GES usb

CPS Model
Notes from Gary Davis's Creativity is Forever - 1998 Kendall Hunt

(http://members.optusnet.com.au/charles57/Creative/Brain/cps.htm)

The strategy originally was formulated by Alex Osborn (1963), creator of brainstorming, founder of the Creative Education Foundation (CEF) and co-founder of a highly successful New York advertising agency. Sidney Parnes, a bright and creative person who followed Osborn as President of CEF, invested nearly 40 years teaching creativity workshops and course and thinking about the creative process. The model is usually presented as five steps, but sometimes a preliminary step is added called mess-finding which involves locating a challenge or problem to which to apply the model. The total six stages are: 1. 2. 3. 4. 5. 6. Mess-finding (Objective Finding) Fact-finding Problem-Finding Idea-finding Solution finding (Idea evaluation) Acceptance-finding (Idea implementation)

The steps guide the creative process. They tell you what to do at each immediate step in orde to eventually produce one or more creative, workable solutions. A unique feature is that each step first involves a Divergent thinking phase in which one generates lots of ideas (facts, problem definitions, ideas, evaluation criteria, implementation strategies), and then a convergent phase in which only the most promising ideas are selected for further exploration. The Osborne-Parnes Creative Problem Solving Process Notes from the CPSI 1998 brochure. OF FF PF IF SF AF

Objective Finding Identify Goal, Wish, Challenge

What is the goal, wish, or challenge upon which you want to work?

Fact Finding Gather Data

Problem Finding Clarify the Problem

What is the problem that really needs to be focuses on? What is the concern that really needs to be addressed?

Idea Finding Generate Ideas

Solution Finding Select & Strengthen Solutions

How can you strengthen the solution? WHow can you select the solutions to know which one will work best?

Acceptance Finding Plan for Action

What's the situation or background? What are all the facts, questions, data, feelings that are involved

What are all the possible solutions for how to solve the problem?

What are all the action steps that need to take place in order to implement your solution?

Some suggestions for activities at the various stages: OF - Use this checklist of questions prepared by Parnes in 1981 to prod your thinking:

What would would you like to get out of life? What are your goals, as yet unfilled? What would you like to accomplish, to achieve? What would you like to have? What would you like to do? What would you like to do better? What would you like to happen? In what ways are you inefficient? What would would you like to organise in a better way? What ideas would you like to get going? What relationship would you like to improve? What would you like to get others to do? What takes too long? What is wasted? What barriers or bottlenecks exist? What wdo you wish you had more time for? What do you wish you had more money for? What makes you angry, tense or anxious? What do you complain about?

FF - Use Who, What, When, Where, Why and How questions

Who is or should be involved? What is or is not happening? When does this or should this happen? Where does or doesnt this occur? Why does it or doesnt it happen? How does it or doesn't it occur? ...and so on

PF - Listing alternative definitions of the problem One principle of creative problem solving is that the definition of a problem will determine th enature of the solutions. In this step it helps to begin each statement with "In what ways might we (or I)...." (IWWMW).

What is the real problem? What is the main objective? What do you really want to accomplish? Whay do I want to do this?

IF - The divergent-thinking, brainstorming stage. This is where a variety of idea-generation ("creativity") techniques can be use. Ideas are freely proposed without criticism or evaluation, for each of the problem definitions accepted in the second stage. SF - Three related steps: 1. Criteria for evaluation listed 2. The ideas are evaluated (evaluation matrix is useful) 3. One or more of the best ideas are selected Criteria might include:

Will it work? Is it legal? Are the materials and technology available?

Are the costs acceptable? Will the public accept it? Will higher-level administrators accept it?

AF - ways to get the ideas into action.This may involved creating an action plan, which is a plan containing specific step to be taken and a timetable for taking them.

Understanding by Design (UbD)

Understanding by Design is a framework for designing curriculum, assessments, and instruction. UbD is a universal model for curriculum construction and an indirect model for gifted instruction. Teachers who use this model need to consider four basic components as they create unit and lesson plans: whom they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction). Key principles of UbD: Plan with the end in mind Teach and assess for learning Emphasize Big Ideas Ask Essential Questions Align instruction with desired learning results Make meaning of the Big Ideas by uncovering content Engage the learner Understanding by Design is both a road map and a checklist. As a road map it guides us to our destination of well designed curriculum, instruction, and assessment, avoiding wrong turns and delays. As a checklist it reminds us of what we need to do during the beginning, middle, and end of our journey.

The Understanding by Design process includes three stages. These stages are as follows: Stage 1: identify desired results of instruction, Stage 2: determine acceptable evidence to judge whether the results were achieved and how well they were achieved, and Stage 3: plan learning experiences and instruction. Source: Wiggins & McTighe, 2005

SOURCE: http://ritter.tea.state.tx.us/ssc/downloads/toolkits/Shared%2 0Sections/Understanding%20By%20Design/Introduction% 20to%20UBD.pdf

WHERE TO is an acronym that can be helpful to remember UbD: W = What will they be learning? Why it is worth learning? What evidence shows the learning? H = How will I Hook and engage learners? E = Equip students to master the learning with Experiences that develop and deepen understanding. R = Encourage Rethinking previous learning. Encourage Revision and Refinement. E = Evaluation and reflection of the learning. T = Tailor the learning activities to address the different readiness levels, learning profiles, and interests of students. O = Organize for maximum engagement and effective learning. Source: GES usb