ESU 9
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:
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