Curriculum and Instructional Design Considerations:

Consider: Alignment

• Awareness of state standards and Rule 10

• Align curricular materials to Nebraska's college and career ready standards

Consider: Unpacking

• Unpack and analyze expectations

  • Skills (Verbs), Concepts (Big Ideas/Nouns or noun phrases), and Context (Resource or Method)

  • Bloom's Taxonomy:

    • https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

    • http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf 

  • Identify key vocabulary, interdisciplinary connections, and 21st century learning skills

  • Scope and sequence

Consider: Priority

• Identify Essentials - Rails & Posts Analogy

  • "Nice to Know, Foundational Concepts & Skills, Important to Know and Do, Understanding in Depth" (Grant Wiggins and Jay McTighe, 1999)

  • This may not be appropriate for all content areas (For example, CCR - Science)

Consider: Units of Study

• Defined as a series of specific lessons, learning experiences, and related assessments based on standards 

• Match the units of study to state standards

Consider: Vertical Alignment

• Grade and course levels have logical advancement

• Identify Gaps and Overlaps

Consider: Viability Check

• Instruction, Learning, Assessment, Re-Learning , Re-Assessment (as needed), Advanced Learning  

• Re-Prioritize Standards as Needed

• Reality--standardized testing specs

Consider: Learning Targets

• Depth of Knowledge Levels (DOK) 

• Write Learning Targets Specifically to the Priority Standards

• Learning Activities Aligned

Consider: Proficiency Scales

• Create Performance Level Descriptors (PLD’s) or Proficiency Scales 

Consider: Design Assessments

• Formative - Practice, Checks for Understanding

• Summative - Mastery

Consider: Instructional Best Practices

• Strategies for Mastery, Engagement, & Retainment

Consider: Evaluate Elements of Curriculum and Instructional Design