CURRICULUM PLANNING WITH A PURPOSE
WHAT YOU NEED TO DO: Using your print out of the TEKS:
ELEMENTARY EXAMPLE: §126.25. Language Arts
(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:
(A) choose and adapt (Blooms Application-->Synthesis Level)(spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);
(B) use verbal and nonverbal communication (Blooms Application-->Synthesis Level) in effective ways such as in making announcements, giving directions, or making introductions (K-3);
(C) ask and answer relevant questions (Blooms Synthesis Level) and make contributions (Blooms Application-->Synthesis Level)in small or large group discussions (K-3);
(D) present dramatic interpretations (Blooms Synthesis-->Evaluation Level) of experiences, stories, poems, or plays (K-3);
SECONDARY EXAMPLE: §126.25. Digital Graphics/Animation (One Credit).
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge (Blooms Knowledge-->Comprehension Level) and appropriate use (Blooms Application Level) of operating systems, software applications, and communication and networking components;
(B) compare, contrast, and appropriately use (Blooms Analysis Levels) the various input, processing, output, and primary/secondary storage devices;
(C) make decisions (Blooms Analysis --> Evaluation Level) regarding the selection, acquisition, and use of software taking under consideration its quality, appropriateness, effectiveness, and efficiency;
(D) delineate and make necessary adjustments (Blooms Synthesis Level) regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;
(E) use the vocabulary as it relates (Blooms Application-->Analysis) to digital graphics and animation software;
(F) distinguish between and correctly use process (Blooms Analysis--->Synthesis) color (RGB and CYMK), spot color, and black/white;
(G) identify color mixing theories and apply these theories (Blooms Application) to the creation of new colors in the digital format;
(H) compare, contrast, and integrate the basic sound editing principles (Blooms Synthesis---->Evaluation) including the addition of effects and manipulation of wave forms;
These Student Expectations generally move up the Blooms Hierarchy as we move from Student Expectation A to Student Expectation C,D,E,F, etc.
RULES of THUMB for EXCELLENT CURRICULUM
- Any Blooms Verb or Verb phrase that indicates a level of Application or above, must be carefully identified as having a potential for becoming a project-based curriculum piece.
- Any Student Expectation that requires Analysis, Synthesis, or Evaluation must be taught over TIME.
- When the Student Expectation requires a certain level of performance on the Blooms Taxonomy, the student must be taught using strategies that engage the student at least one to two levels of thinking above that Blooms verb.
- All activities must be correlated with the correct "Level of Thinking" to ensure that the student performs at the proper level of expectation.
- All assessments must be based on the Student Expectation's "level of thinking" or above for the student to be successful with the TAKS (Tested TEKS) Assessment.
- Benchmark assessment MUST be aligned with the curriculum taught and should reflect both the level of thinking (knowledge) and the skill required in the Student Expectation.
District Specific Curriculum that MUST be included in your lesson plans (SCANS & Character Counts!)
HOW TO TIE IN THE SIX MAJOR STRANDS RUNNING THROUGH ALL CORE CURRICULUM
Copyright: Joy Rousseau April, 2001
May use with permission