Chapter 3: Curriculum and Assessment to Improve Teaching and Learning

Abstract

Teaching is made up of three basic parts: curriculum, assessment, and instruction. Backward design is what weaves those pieces together. Within backward design, there are two more elements discussed in this chapter: using standards as the basis for curriculum and developing assessments that embody the standards. By using standards as the basis for curriculum, teachers are meeting the needs of students as determined by the state. The author also discusses the importance of creating assessments based on the standards. Along with that, it is important to vary assessments and allow students to make choices when appropriate. The chapter has a lot of great examples of assessment: informal checks for understanding (class discussions and observations); traditional quizzes and tests (weekly quizzes); interviews, questionnaires, and conferences (talking with students); and performance tasks and projects (authentic and a great alternative to tests and quizzes).

Reflection

This chapter was basically a review of what I learned in Practicum. We are taught to create the lessons with the end goal in mind or else the lessons may come out completely unrelated. I think it is important to follow the standards but I also like the point in the chapter about comparing and selecting standards. It would be impossible to teach everything the students need to know in one year. Some standards have to be dropped and it is up to the teacher to determine which ones. Also, I really like the idea of students keeping portfolios of some of the best work they’ve done throughout the year. The students choose the work that they want to put in it and include a cover letter reflecting on their improvement over time.

Chapter 9: Planning for Block Scheduling Synthesis

Abstract

This chapter discusses the benefits of block scheduling. The transition from 50 to 80 minutes is an important one because it gives the teacher enough time to teach, provide practice opportunities, assess progress, and answer any questions. The book discussed one way to set up a block schedule. The classes would alternate from Monday-Thursday and then Friday would be a normal day with 50 minute sections so each class could meet. To show us some of the benefits, Wormeli puts us in the hands of Joe Goodteacher as he creates a lesson on sales tax and interest for his math class. We have the opportunity to see his thinking process in each step of creating the lesson. It poses questions that are worth considering when planning 80-minute lessons and it also shows us the lesson itself. Once Joe has had his say, Wormeli takes the stage and provides us with some more helpful tips when it comes to planning extended lessons. He gives us a step-by-step process for creating longer lessons. He also tells us how to deal with absent students, like assigning homework buddies or reviewing material at the beginning of each class.

Reflection

As a class, we appear to have differing opinions about block scheduling. Most people feel strongly one way or the other. I think a lot of this is based on our own experiences with block scheduling. If someone didn't like a particular subject, he or she may have struggled with 80 minutes straight of that class. On the other hand, if someone needed the extra time to fully understand a concept, the 80 minutes was extremely helpful. For those of us who dislike block scheduling, it seems to be a matter of homework load, confusion, and boredom. For those of us who are fans, it is all about the understanding and more time for planning. We especially seemed to like the idea of having Monday-Thursday as block days and then using Friday as a full day with all classes.