planning rigorous and relevant instruction toolkit

P L A N N I N G R I G O R O U S A N D R E L E V A N T I N S T R U C T I O N : E X E C U T I V E S U M M A R Y

©2021 Hanover Research 1

PLANNING RIGOROUS AND RELEVANT INSTRUCTION TOOLKIT T o o l k i t 6 o f 1 0 i n t h e U t a h T e a c h e r T o o l k i t S e r i e s

P r e p a r e d f o r U t a h L e a d i n g t h r o u g h E f f e c t i v e , A c t i o n a b l e , a n d D y n a m i c ( U L E A D ) E d u c a t i o n

I n t h i s t o o l k i t , H a n o v e r R e s e a r c h a n d U L E A D e x p l o r e s t r a t e g i e s a n d r e s o u r c e s t h a t c u r r e n t a n d a s p i r i n g t e a c h e r s c a n u t i l i z e t o m e e t S t a n d a r d 6 : I n s t r u c t i o n a l P l a n n i n g o f t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s a n d I n d i c a t o r s .

A u g u s t 2 0 2 1



TABLE OF CONTENTS I N T R O D U C T I O N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

O V E R V I E W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

A U D I E N C E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

A N C H O R P L A N N I N G I N S T A N D A R DS - A L I G N E D L E A R N I N G O B J E C T I V E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

D E S I G N E F F E C T I V E A N D E N G A G I N G A C T I V I T I E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2

P R O M O T E C RO S S - D I S C I P L I N A R Y C O N N E C T I O N S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9

E N D N O T E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 3

A B O U T H A N O V E R R E S E A R C H . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 0



INTRODUCTION T h i s t o o l k i t p r o v i d e s g u i d a n c e a n d r e s o u r c e s t o a s s i s t c u r r e n t a n d a s p i r i n g U t a h t e a c h e r s i n d e v e l o p i n g t h e i r a b i l i t y t o s u p p o r t t h e g r o w t h a n d l e a r n i n g o f a l l s t u d e n t s v i a e f f e c t i v e p e d a g o g i e s a n d a c o m m i t m e n t t o s t u d e n t s , f a m i l i e s , s c h o o l s , a n d t h e b r o a d e r m i s s i o n o f e d u c a t i o n . I n p a r t i c u l a r , U t a h t e a c h e r s s h o u l d c o n s t a n t l y s t r i v e t o a l i g n t h e i r d a i l y w o r k , s k i l l s d e v e l o p m e n t , a n d p r o f e s s i o n a l d i s p o s i t i o n s t o t h e t e n s t a n d a r d s a n d r e l a t e d i n d i c a t o r s o f t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s ( l o c a t e d h e r e ) . C o m m i t m e n t t o a c h i e v i n g t h e s e s t a n d a r d s w i l l a l l o w t e a c h e r s t o s u p p o r t t h e m i s s i o n o f p u b l i c e d u c a t i o n t o “ e n s u r [ e ] l i t e r a c y a n d n u m e r a c y f o r a l l U t a h c h i l d r e n , p r o v i d [ e ] h i g h q u a l i t y i n s t r u c t i o n f o r a l l U t a h c h i l d r e n , [ e s t a b l i s h ] c u r r i c u l u m w i t h h i g h s t a n d a r d s a n d r e l e v a n c e t o a l l U t a h c h i l d r e n , a n d r e q u i r [ e ] e f f e c t i v e a s s e s s m e n t t o i n f o r m h i g h q u a l i t y i n s t r u c t i o n a n d a c c o u n t a b i l i t y . ” 1 S p e c i f i c a l l y , t h i s t o o l k i t p r o v i d e s t e a c h e r s w i t h t i p s , s t r a t e g i e s , a n d r e s o u r c e s t o s u p p o r t t h e i r p r o f e s s i o n a l w o r k a n d d e v e l o p m e n t a r o u n d S t a n d a r d 6 : I n s t r u c t i o n a l P l a n n i n g .

U t a h E f f e c t i v e T e a c h in g S t a n d a r d 6 : In s t r u c t i o n a l P la n n i n g

The Learner and Learning

Standard 1: Learner Development

Instructional Practice

Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to assure learner mastery of the content.

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Standard 6: Instructional Planning

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context. The teacher:

▪ Plans instruction based on the Utah Core Standards;

▪ Individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards relevant to learners and based on principles of effective instruction;

▪ Differentiates instruction for individuals and groups of students by choosing appropriate strategies, accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning;

▪ Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work; and

▪ Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

Standard 2: Learning Differences

Standard 3: Learning Environments

Instructional Practice

Standard 4: Content Knowledge

Standard 5: Assessment

Standard 6: Instructional

Planning

Standard 7: Instructional

Strategies

Professional Responsibility

Standard 8: Reflection and

Continuous Growth

Standard 9: Leadership and Collaboration

Standard 10: Professional and Ethical Behavior

S o u r c e : U t a h S t a t e B o a r d o f E d u c a t i o n 2

R e s e a r c h s h o w s t h a t t e a c h e r s a r e t h e m o s t i n f l u e n t i a l a n d i m p a c t f u l e l e m e n t o f t h e f o r m a l s c h o o l s y s t e m i n p r o m o t i n g s t u d e n t a c h i e v e m e n t . I n f a c t , r e s e a r c h e s t i m a t e s t h a t t e a c h e r s “ h a v e t w o t o t h r e e t i m e s t h e e f f e c t o f a n y o t h e r s c h o o l f a c t o r , i n c l u d i n g s e r v i c e s , f a c i l i t i e s , a n d e v e n l e a d e r s h i p . ” 3 A s t h e i m m e d i a t e o r g a n i z e r s a n d s u p e r v i s o r s o f s t u d e n t s ’ e d u c a t i o n a l e x p e r i e n c e s , t e a c h e r s e x e r t t r e m e n d o u s

https://www.schools.utah.gov/file/f0e86540-5617-4166-a701-fea403f2f848



i n f l u e n c e o n s t u d e n t o u t c o m e s a c r o s s m u l t i p l e a r e a s . 4 T h e s e e f f e c t s e x t e n d a c r o s s d y n a m i c s s u c h a s a c a d e m i c a c h i e v e m e n t , a t t e n d a n c e , s o c i a l - e m o t i o n a l l e a r n i n g , b e h a v i o r , f u t u r e e a r n i n g s , a n d c o l l e g e a t t e n d a n c e . 5 6 C o n s e q u e n t l y , t e a c h e r s s h o u l d s t r i v e t o m a x i m i z e t h e i r e f f e c t i v e n e s s i n a l l f a c e t s o f t h e i r d a i l y w o r k , f r o m p l a n n i n g a n d d e l i v e r i n g i n s t r u c t i o n t o e s t a b l i s h i n g a s a f e a n d s e c u r e l e a r n i n g e n v i r o n m e n t t o a c t i n g l i k e a c o n s u m m a t e p r o f e s s i o n a l . 7 T h i s r e q u i r e s a n a w a r e n e s s o f l e a r n e r s ’ n e e d s , o f s y s t e m i c e x p e c t a t i o n s , a n d o f o n e ’ s o w n s t r e n g t h s a n d w e a k n e s s e s a s t h e y r e l a t e t o p r o f e s s i o n a l p r a c t i c e s a n d p e d a g o g i e s . 8 I t a l s o r e q u i r e s t e a c h e r s t a k i n g c o n c e r t e d a c t i o n t o e x p a n d t h e i r c o n t e n t k n o w l e d g e , s t r e n g t h e n t h e i r i n s t r u c t i o n a l s k i l l s , a n d m a i n t a i n a p r o f e s s i o n a l a n d p o s i t i v e m i n d s e t w i t h s t u d e n t s , f a m i l i e s , a n d c o l l e a g u e s . 9 T h i s P l a n n i n g R i g o r o u s a n d R e l e v a n t I n s t r u c t i o n T o o l k i t a n d t h e n i n e a c c o m p a n y i n g t o o l k i t s i n t h e U t a h T e a c h e r T o o l k i t S e r i e s s u p p o r t U t a h ' s c u r r e n t a n d a s p i r i n g t e a c h e r s i n m e e t i n g t h e d e m a n d s o f t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s . I n p a r t i c u l a r , t h i s t o o l k i t w i l l h e l p u s e r s p r o g r e s s t o w a r d t h o s e i n d i c a t o r s m a r k i n g h i g h - e f f e c t i v e n e s s f o r S t a n d a r d 6 : I n s t r u c t i o n a l P l a n n i n g .

I n d i ca t o r s o f H i g h - E ff e c t i v e n e s s f o r S t a n d a r d 6 : I n s t r u c t i o n a l P l a n n i n g

The highly effective teacher:

▪ Develops short- and long-term instructional plans, including a content-based scope and sequence based on approved standards;

▪ Creates learning experiences that are appropriate for reaching content standards, are relevant to learners, and based on principles of effective instruction;

▪ Differentiates instruction for both individuals and groups by choosing appropriate strategies, accommodations, resources, sequencing, and demonstrations of learning;

▪ Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work; and

▪ Integrates into instructional plans cross-disciplinary skills that purposefully engage learners in their applications of content knowledge.

S o u r c e : U t a h S t a t e B o a r d o f E d u c a t i o n 10

OVERVIEW T h i s t o o l k i t :

✓ P r e s e n t s s t r a t e g i e s a n d t o o l s t o h e l p t e a c h e r s e n s u r e t h a t t h e i r i n s t r u c t i o n a l p l a n n i n g a n d d e l i v e r y a r e g r o u n d e d i n s t a n d a r d s - a l i g n e d l e a r n i n g o b j e c t i v e s ;

✓ D e s c r i b e s m e t h o d s a n d k e y c o n s i d e r a t i o n s t h a t t e a c h e r s c a n a p p l y t o d e v e l o p e f f e c t i v e a n d e n g a g i n g l e a r n i n g a c t i v i t i e s t h a t p r o g r e s s s t u d e n t s t o w a r d t h e t a r g e t l e a r n i n g o b j e c t i v e s ; a n d

A s p e c t s o f E f f e c t i v e T e a c h i n g

Qualities of

Effective

Teaching

Professional

Knowledge

Instructional

Planning

Instructional

Delivery

Assessment

Learning

Environment

Professional

Demeanor

S o u r c e : A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t 6



✓ E x p l o r e s h o w t e a c h e r s c a n p r o m o t e c r o s s - d i s c i p l i n a r y c o n n e c t i o n s a n d s k i l l s a p p l i c a t i o n s i n t h e i r i n s t r u c t i o n a l p l a n n i n g .

AUDIENCE T h i s t o o l k i t i s d e s i g n e d t o s u p p o r t c u r r e n t a n d a s p i r i n g K - 1 2 t e a c h e r s i n t h e s t a t e o f U t a h i n m e e t i n g t h e i n d i c a t o r s a n d e x p e c t a t i o n s o u t l i n e d i n t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s , p a r t i c u l a r l y S t a n d a r d 6 : I n s t r u c t i o n a l P l a n n i n g .

P L A N N I N G R I G O R O U S A N D R E L E V A N T I N S T R U C T I O N : A N C H O R P L A N N I N G I N S T A N D A R D S - A L I G N E D L E A R N I N G O B J E C T I V E S


ANCHOR PLANNING IN STANDARDS-ALIGNED LEARNING OBJECTIVES I n s t r u c t i o n a l p l a n n i n g — w h e t h e r c o n d u c t e d f o r a n i n d i v i d u a l l e s s o n , a l a r g e r u n i t , o r a n e n t i r e c o u r s e — h e l p s t e a c h e r s a n d t h e s t u d e n t s i n t h e i r c l a s s r o o m s e n g a g e i n w e l l -o r g a n i z e d , e n g a g i n g , a n d a p p r o p r i a t e l y c h a l l e n g i n g a c t i v i t i e s . 11 I n o r d e r t o s u c c e s s f u l l y m e e t t h e n e e d s o f s t u d e n t s a n d s t a t e a n d l o c a l m a n d a t e s r e g a r d i n g c u r r i c u l a , t e a c h e r s m u s t m e t h o d i c a l l y a n d t h o u g h t f u l l y p l a n t h e i r i n s t r u c t i o n . 12 Y e t , t e a c h e r s m u s t a l s o r e c o g n i z e t h e c o m p l e x i t y a n d d i f f i c u l t y o f t h e v a r i o u s f a c e t s o f i n s t r u c t i o n a l p l a n n i n g ( e . g . , s e q u e n c i n g t a s k s , s e l e c t i n g m a t e r i a l s , d e v e l o p i n g a s s e s s m e n t s ) a n d s e e k a f u l c r u m u p o n w h i c h t o b a s e t h e i r e f f o r t s a n d e n e r g y . 13

T h e I m p o r t a n c e o f E f f e c t i v e P l a n n i n g

S o u r c e : A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t 14

T o t h i s e n d , t e a c h e r s s h o u l d d r a f t o n e o r m o r e s t a n d a r d s - a l i g n e d l e a r n i n g o b j e c t i v e s t o g u i d e i n s t r u c t i o n a l p l a n n i n g . 15 B y i d e n t i f y i n g a p p r o p r i a t e g r a d e - l e v e l a n d / o r c o n t e n t a r e a s t a n d a r d s a n d w r i t i n g f o r m a l l e a r n i n g o b j e c t i v e s b a s e d o n t h o s e s t a n d a r d s , t e a c h e r s a r t i c u l a t e “ w h a t [ t h e y ] w a n t s t u d e n t s t o l e a r n a n d b e a b l e t o d o a t t h e e n d o f ” a g i v e n i n s t r u c t i o n a l s e q u e n c e a n d e s t a b l i s h a t a r g e t a r o u n d w h i c h t o o r i e n t a l l a c t i v i t i e s , m a t e r i a l s , a n d a s s e s s m e n t s f o r t h a t s e q u e n c e . 16 S p e c i f i c a l l y , t h e p r o c e s s o f s e l e c t i n g a n d i n t e r p r e t i n g s t a n d a r d s a n d d i s t i l l i n g s t a n d a r d s i n t o l e a r n i n g o b j e c t i v e s w i l l h e l p t e a c h e r s m a k e “ i n s t r u c t i o n a l c h o i c e s [ t h a t ] a l l o w s t u d e n t s t o g e t t o t h e f u l l i n t e n t o f t h e s t a n d a r d s ” a n d g e n e r a t e a n s w e r s t o k e y p l a n n i n g q u e s t i o n s s u c h a s : 17

• W h a t k n o w l e d g e i s e s s e n t i a l f o r s t u d e n t s t o u n d e r s t a n d t h e s u b j e c t m a t t e r ?

• W h a t s k i l l s a r e n e c e s s a r y f o r s t u d e n t s t o u s e t h i s k n o w l e d g e o r c o n t e n t ?

• W h a t h a b i t s o f m i n d o r a t t i t u d e s a r e i m p o r t a n t f o r s t u d e n t s t o p e r f o r m s u c c e s s f u l l y w i t h t h i s k n o w l e d g e o r c o n t e n t ?

R e s o u r c e S p o t l i g h t – C o n t e n t S t a n d a r d s : Co n n e c t i n g S t a n da r d s -B a s e d C u r r i c u lu m

t o I n s t r u c t i o n a l P l an n i n g On l in e L e ar n i n g M o d u l e

S o u r c e : I R I S C e n t e r , V a n d e r b i l t U n i v e r s i t y 18

It is strange, but some teachers do not complete detailed lesson plans every day and then wonder why students do not learn. Although years of experience can shore up less-than-complete planning, nothing compares to well-planned instruction. Comprehensive plans increase the likelihood that lessons run smoothly, so that students receive quality instruction.

Indeed, few factors are as vital to teaching success as having well-designed instruction. Imagine a doctor who does not plan adequately for surgery, a contractor who builds a house as he pounds along using scrap lumber and duct tape wherever he finds them, or a teacher teaching a lesson with no foundation or clear direction. Students attain desired learning outcomes through excellent lessons.

The IRIS Center at Vanderbilt University hosts an online learning module—Content Standards: Connecting Standards-Based Curriculum to Instructional Planning—that supports teachers in exploring different aspects of instructional planning such as understanding content standards and benchmarks, outlining activities to help students meet learning targets, and developing assessments to determine students’ progress toward and achievement of learning objectives. This module is freely accessible using the hyperlinked icon and URL below.

https://iris.peabody.vanderbilt.edu/module/cnm/






B e f o r e t e a c h e r s c a n t r a n s f o r m s t a n d a r d s i n t o l e a r n i n g o b j e c t i v e s , t h e y m u s t f i r s t u n d e r s t a n d t h e l a n g u a g e o f t h e s t a n d a r d s a g i v e n s e q u e n c e o f i n s t r u c t i o n w i l l a d d r e s s . 19 I n p a r t i c u l a r , a c c u r a t e a l i g n m e n t o f g r a d e - l e v e l a n d / o r c o n t e n t a r e a s t a n d a r d s w i t h l e a r n i n g o b j e c t i v e s ( a n d a s s o c i a t e d i n s t r u c t i o n ) d e m a n d s t h a t t e a c h e r s d e t e r m i n e “ w h a t s t u d e n t s s h o u l d k n o w a n d b e a b l e t o d o w i t h i n a p a r t i c u l a r c o n t e n t a r e a ” a s a r t i c u l a t e d i n o n e o r m o r e s t a n d a r d s . 20 T h i s m e a n s t h a t t e a c h e r s s h o u l d u n p a c k s t a n d a r d s t o i d e n t i f y t h e f o c a l c o n c e p t s a n d s k i l l s a n d t h e e x p e c t e d l e v e l o f k n o w l e d g e a c q u i s i t i o n a n d a p p l i c a t i o n f o r c o n c e p t s o r d e g r e e o f p e r f o r m a n c e f o r s k i l l s . 21 T h e s e i t e m s c a n t h e n b e d i s t i l l e d i n t o d i f f e r e n t f o r m s o f l e a r n i n g t a r g e t s , i n c l u d i n g : 2223

• K n o w l e d g e T a r g e t s : T h e s e t a r g e t s i d e n t i f y t h e f a c t s a n d c o n c e p t s s t u d e n t s s h o u l d k n o w . K n o w l e d g e t a r g e t s r e p r e s e n t t h e f a c t u a l u n d e r p i n n i n g s i n e a c h d i s c i p l i n e a n d a r e o f t e n s t a t e d u s i n g v e r b s s u c h a s k n o w s , l i s t s , n a m e s , i d e n t i f i e s , a n d r e c a l l s .

• R e a s o n i n g T a r g e t s : T h e s e t a r g e t s e x p l a i n h o w s t u d e n t s w i l l u s e w h a t t h e y k n o w t o r e a s o n a n d s o l v e p r o b l e m s . R e a s o n i n g t a r g e t s r e p r e s e n t m e n t a l p r o c e s s e s s u c h a s p r e d i c t s , i n f e r s , c l a s s i f i e s , h y p o t h e s i z e s , c o m p a r e s , c o n c l u d e s , s u m m a r i z e s , a n a l y z e s , e v a l u a t e s , a n d g e n e r a l i z e s .

• S k i l l T a r g e t s : T h e s e t a r g e t s a r t i c u l a t e h o w s t u d e n t s w i l l u s e t h e i r k n o w l e d g e a n d r e a s o n i n g t o a c t s k i l l f u l l y . S k i l l t a r g e t s r e f e r t o t h o s e p e r f o r m a n c e s t h a t m u s t b e d e m o n s t r a t e d a n d o b s e r v e d , h e a r d , o r s e e n t o b e a s s e s s e d ( e . g . , p a r t i c i p a t i o n i n a d e b a t e , c o n v e r s i n g i n a l a n g u a g e o t h e r t h a n E n g l i s h , c o m p l e t i n g a p h y s i c a l f i t n e s s t e s t ) . K n o w l e d g e a n d r e a s o n i n g t a r g e t s o f t e n p r e c e d e s k i l l t a r g e t s

• P r o d u c t T a r g e t s : T h e s e t a r g e t s d e s c r i b e h o w s t u d e n t s w i l l u s e t h e i r k n o w l e d g e , r e a s o n i n g , a n d s k i l l s t o c r e a t e a c o n c r e t e p r o d u c t ( e . g . , a r t w o r k , w r i t t e n c o m p o s i t i o n s , t a c t i l e m o d e l s , d a t a v i s u a l i z a t i o n ) .

T e a c h e r s m u s t c a r e f u l l y c l a s s i f y t h e c o m p l e x i t y a n d r i g o r o f l e a r n i n g t a r g e t s i n o r d e r t o l o g i c a l l y s e q u e n c e i n s t r u c t i o n a n d p r e s e n t s t u d e n t s w i t h t a s k s t h a t m o v e t h e m t o w a r d t h e r e q u i r e d l e v e l o f l e a r n i n g a n d c o g n i t i o n . 24 C l a s s i f i c a t i o n s h o u l d b e g u i d e d b y o n e o r m o r e l e a r n i n g t a x o n o m i e s — w h i c h o p e r a t e a s h e u r i s t i c s o r f r a m e w o r k s u p o n w h i c h t e a c h e r s , s t u d e n t s , a n d o t h e r s c a n m a p t h e c o g n i t i v e r i g o r o f s t a n d a r d s a n d d r a f t l e a r n i n g o b j e c t i v e s t h a t c o r r e s p o n d a p p r o p r i a t e l y . 25 W h e r e p o s s i b l e , t h e c h o s e n t a x o n o m y s h o u l d b e c o n s i s t e n t w i t h t h a t a d o p t e d b y o n e ’ s e m p l o y i n g s c h o o l a n d / o r d i s t r i c t , t h o u g h t e a c h e r s c a n u s e a n y n u m b e r o f t a x o n o m i e s c o m m o n l y u s e d i n K - 1 2 e d u c a t i o n . 26 F o r e x a m p l e , t e a c h e r s m a y a p p l y t a x o n o m i e s s u c h a s t h e o r i g i n a l o r r e v i s e d B l o o m ’ s T a x o n o m y , t h e S O L O T a x o n o m y , F i n k ’ s T a x o n o m y o f S i g n i f i c a n t L e a r n i n g , W e b b ’ s D e p t h o f K n o w l e d g e , a n d M a r z a n o ’ s a n d K e n d a l l ’ s N e w T a x o n o m y o f E d u c a t i o n a l O b j e c t i v e s . 27

R e s o u r c e S p o t l i g h t – E x p a n d in g S t u d e n t K n o w l e d g e in C o n t e n t T o o l k i t

Additional information on how to unpack Utah Core Standards is available in the Expanding Student Knowledge in Content Toolkit, the fourth toolkit of the Utah Teacher Toolkit Series. Specifically, the first section (pp. 6-9) of this toolkit provides explicit guidance on how teachers can determine the target content and expected skills performances inherent in the language of Utah Core Standards. It also presents two tools—the Know/Do/Be Standards Analysis Worksheet (p. 8) and the Unpacking a Standard Worksheet (p. 9)—to support teachers in interpreting standards and synthesizing them into discrete learning objectives to guide planning and direct student learning. This toolkit is freely accessible using the hyperlinked icon and URL below.

https://www.schools.utah.gov/file/9f1ef1e2-393f-4fca-9c21-4b1ec09781ca

S o u r c e : H a n o v e r R e s e a r c h a n d U t a h L e a d i n g t h r o u g h E f f e c t i v e , A c t i o n a b l e , a n d D y n a m i c ( U L E A D ) E d u c a t i o n 2 3

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

https://thepeakperformancecenter.com/educational-learning/thinking/blooms-taxonomy/solo-taxonomy/

http://www.buffalo.edu/ubcei/enhance/designing/learning-outcomes/finks-significant-learning-outcomes.html

http://www.buffalo.edu/ubcei/enhance/designing/learning-outcomes/finks-significant-learning-outcomes.html

https://inservice.ascd.org/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel/

https://ohioleadership.org/storage/ocali-ims-sites/ocali-ims-olac/documents/Marzanos-New-Taxonomy-of-Educational-Objectives.pdf

https://ohioleadership.org/storage/ocali-ims-sites/ocali-ims-olac/documents/Marzanos-New-Taxonomy-of-Educational-Objectives.pdf







A r m e d w i t h a n u n d e r s t a n d i n g o f t h e l e a r n i n g t a r g e t s e n c o m p a s s e d b y s t a n d a r d s , t e a c h e r s s h o u l d d r a f t s t a n d a r d s - a l i g n e d l e a r n i n g o b j e c t i v e s t h a t w i l l s e r v e a s t h e f o u n d a t i o n f o r t h e i r i n s t r u c t i o n a l p l a n n i n g a n d a s a g u i d i n g a s p i r a t i o n f o r s t u d e n t s t o p u r s u e d u r i n g i n s t r u c t i o n . 28 S p e c i f i c a l l y , l e a r n i n g o b j e c t i v e s w i l l f u r t h e r c l a r i f y l e a r n i n g t a r g e t s f o r t e a c h e r s a n d s t u d e n t s w h i l e d i r e c t l y i n f o r m i n g t h e s e l e c t i o n o f r e l e v a n t a n d e f f e c t i v e i n s t r u c t i o n a l a n d a s s e s s m e n t p r a c t i c e s t h a t w i l l h e l p s t u d e n t s a c h i e v e d e s i r e d o u t c o m e s . 29 I n d e e d , w e l l - c o m p o s e d l e a r n i n g o b j e c t i v e s g u i d e e f f e c t i v e i n s t r u c t i o n a l p l a n n i n g a n d d e l i v e r y a n d a r e m u t u a l l y r e i n f o r c e d b y t h a t i n s t r u c t i o n a n d a s s o c i a t e d a s s e s s m e n t s . 30 N o t a b l y , i n w r i t i n g l e a r n i n g o b j e c t i v e s , t e a c h e r s a r t i c u l a t e “ t h e t e r m i n a l b e h a v i o r o r d e s i r e d o u t c o m e ” s t u d e n t s s h o u l d a c h i e v e a s a r e s u l t o f i n s t r u c t i o n . 31 I n a d d i t i o n t o s p e c i f y i n g t h i s b e h a v i o r , o b j e c t i v e s s h o u l d a l s o b e d i r e c t e d t o w a r d a n a u d i e n c e ( i . e . , s t u d e n t s ) , o u t l i n e t h e c o n d i t i o n s u n d e r w h i c h t h e t e r m i n a l b e h a v i o r w i l l b e c o m p l e t e d , a n d s p e c i f y t h e d e g r e e o f p r o f i c i e n c y t o w h i c h t h e b e h a v i o r s h o u l d b e d i s p l a y e d ( i . e . , t h e A B C D f r a m e w o r k ) . 32 I n s h o r t , l e a r n i n g o b j e c t i v e s a d d r e s s : 33

• W h a t s t u d e n t s w i l l b e a b l e t o d o u p o n c o m p l e t i o n o f a n i n s t r u c t i o n a l s e q u e n c e ;

• T h e c o n d i t i o n s a n d c o n s t r a i n t s u n d e r w h i c h s t u d e n t s w i l l d i s p l a y t h e d e s i r e d b e h a v i o r ; a n d

• T h e c r i t e r i a t h e t e a c h e r a n d s t u d e n t s w i l l u s e t o m e a s u r e s t u d e n t p e r f o r m a n c e a n d d e t e r m i n e s u c c e s s f u l a t t a i n m e n t o f t h e d e s i r e d o u t c o m e .

P r o c e d u r e f o r W r i t in g E f f e c t i v e L e a rn in g O b j e c t i v e s

IDENTIFY THE KEY KNOWLEDGE AND SKILLS STUDENTS WILL LEARN

▪ Write a statement describing the overall goal of the lesson, unit, or course

▪ Identify the big ideas and/or concepts that drive the goal

▪ List the knowledge and skills students need to have to grasp these big ideas

SELECT AN APPLICABLE VERB FOR EACH IDENTIFIED KNOWLEDGE POINT AND SKILL

▪ Using the list of key knowledge and skills you want students to learn, select a measurable action word that aligns with how the knowledge or skill will be demonstrated via instruction and assessment.

▪ For each item in your list, identify an action word based on the type of knowledge or skill that item represents using a specified learning taxonomy (e.g., Bloom’s Taxonomy)

COMPOSE THE OBJECTIVE USING AN ESTABLISHED FORMULA

▪ Start with a common sentence stem at the beginning of each statement (e.g., “Students will…”)

▪ Add in the chosen verb following the sentence stem (e.g., “Students will compare…”)

▪ Write about what students will learn regarding the specific knowledge or skills to be presented during instruction (e.g., “Students will compare the organelles of animal and plant cells…”)

▪ Describe how this will be done by stating the performance and/or product students will complete (e.g., “Students will compare the organelles of animal and plant cells by labelling diagrams of each cell type.”)

REVIEW AND REVISE THE OBJECTIVE AS NECESSARY

Determine if the following questions can be answered affirmatively (i.e., with a “yes”). If they cannot, revise the objective so they can be.

▪ Is the objective clear? Can any student read it and immediately understand the knowledge or skill they will gain as a result of participating in this instructional sequence?

▪ Is the objective brief? Can a student read and comprehend it with little effort?

▪ Is the objective measurable? Is it something students can talk about, perform, or demonstrate during instruction and via the associated formative and summative assessments?

S o u r c e : S c r u m A l l i a n c e 34



T h e t w o t o o l s o n t h e f o l l o w i n g p a g e s c a n h e l p t e a c h e r s c o m p l e t e t h e f u l l p r o c e s s o f u n p a c k i n g s t a n d a r d s t h r o u g h w r i t i n g l e a r n i n g o b j e c t i v e s . F i r s t , t h e U n p a c k i n g S t a n d a r d s t o S t u d e n t L e a r n i n g O b j e c t i v e s R u b r i c ( p . 1 0 ) s u p p o r t s s e l f - a n d p e e r e v a l u a t i o n o f h o w w e l l t e a c h e r s d i s t i l l i n s t r u c t i o n a l o b j e c t i v e s f r o m U t a h C o r e S t a n d a r d s a n d u s e i n s t r u c t i o n a l o b j e c t i v e s t o g u i d e t e a c h i n g a n d s t u d e n t l e a r n i n g . S e c o n d , t h e A B C D S t u d e n t L e a r n i n g O b j e c t i v e s C o m p o s i t i o n W o r k s h e e t ( p . 1 1 ) w i l l s u p p o r t t e a c h e r s i n d r a f t i n g l e a r n i n g o b j e c t i v e s f o l l o w i n g t h e A B C D ( i . e . , a u d i e n c e , b e h a v i o r , c o n d i t i o n s , a n d d e g r e e ) m o d e l .



D i r e c t i o n s : U s e t h e r u b r i c p r e s e n t e d b e l o w t o e v a l u a t e h o w y o u , y o u r c o l l a b o r a t i n g t e a c h e r s , a n d / o r o t h e r t e a c h e r s a t y o u r s c h o o l a n d / o r d i s t r i c t d i s t i l l i n s t r u c t i o n a l o b j e c t i v e s f r o m U t a h C o r e S t a n d a r d s . T h e r u b r i c a l s o p r e s e n t s c r i t e r i a u p o n w h i c h t o a s s e s s t h e u s e o f i n s t r u c t i o n a l o b j e c t i v e s b y t e a c h e r s a n d t h e s t u d e n t s t h e y t e a c h .

LEVEL 1: BEGINNING LEVEL 2: ATTEMPTING LEVEL 3: PRACTICING LEVEL 4: EMBRACING

CO

NT

EN

T A

ND

SK

ILLS

The teacher only reads the standards or discusses the content and skills. They do not document their work. They might simply copy the work of others that they find online or that of curriculum publishers.

The teacher writes a list of nouns for content and verbs for skills without making connections between the two. The teacher omits the context of the standard.

The teacher connects the verbs of the standard with each of its nouns, noun phrases, or context, as necessary. They record the work on a unit plan or curriculum map for reference. They identify the cognitive rigor of the standard.

The teacher uses the unpacked standards to build an understanding of what students must know and be able to do in a unit, plan lessons and high-level tasks, and inform assessments. They identify the cognitive rigor of the standard.

OB

JEC

TIV

ES

The teacher writes student learning objectives that use a less-rigorous verb than the intent of the standard.

The teacher writes too many student learning objectives for the instructional sequence (i.e., five or greater).

The teacher writes an appropriate number of student learning objectives for the instructional sequence (i.e., four or fewer).

The teacher aligns all instruction and assessment to the rigor of the student learning targets.

TEA

CH

ER

US

E

The teacher creates student learning objectives but does not use them for assessment design or as a way to frame instruction and classroom work or homework.

The teacher posts student learning objectives but does not use them as part of instruction or student learning. At most, the teacher reads them at the start or close of a lesson.

The teacher posts student learning objectives for students to reference and uses them to make learning connections with instruction. They teach to the rigor level of the standard.

The teacher flexibly integrates the student learning objectives throughout the lesson—students and the teacher use the language and identify content and skills learning. The teacher identifies with students the rigor of the objective.

ST

UD

EN

T U

SE

Students are unaware there are learning objectives or know they are posted but never reference them during instruction or assessment.

Students choral read, silently read, or listen to the teacher say the learning objectives at the start and/or end of an instructional sequence.

Students reflect on their progress using the learning objectives and evidence from classwork, homework, and assessments. They can articulate what they are learning.

Students identify goals for future learning based on their feedback from formative and summative assessments. They articulate what they have and have not learned.

S o u r c e : S o l u t i o n T r e e P r e s s 35

Unpack ing S tandards to S tudent Le a rn ing Objec t ives Rubr ic



D i r e c t i o n s : A n s w e r t h e q u e s t i o n s i n t h e t a b l e b e l o w t o d e t e r m i n e t h e a u d i e n c e , b e h a v i o r , c o n d i t i o n s , a n d d e g r e e f o r y o u r l e a r n i n g o b j e c t i v e . T h e n , i n t h e s p a c e p r o v i d e d a f t e r t h e t a b l e , c o m p o s e t h e l e a r n i n g o b j e c t i v e .

A A u d i e n c e : W h o w i l l b e e x p e c t e d t o p e r f o r m t h e t a r g e t b e h a v i o r a n d / o r a c h i e v e t h e d e s i r e d o u t c o m e a s a r e s u l t o f t h i s i n s t r u c t i o n a l s e q u e n c e ?

B B e h a v i o r : W h a t w i l l s t u d e n t s b e a b l e t o d o a s a r e s u l t o f t h i s i n s t r u c t i o n a l s e q u e n c e ? W h a t p r o d u c t w i l l t h e y c r e a t e , o r w h a t p e r f o r m a n c e w i l l t h e y c o m p l e t e ?

C C o n d i t i o n s : H o w w i l l s t u d e n t s c o m p l e t e t h e b e h a v i o r , c r e a t e t h e p r o d u c t , o r e n a c t t h e p e r f o r m a n c e ? W h a t s u p p o r t s ( e . g . , e q u i p m e n t , d i r e c t i o n s ) w i l l t h e y b e p r o v i d e d ? W h a t c h a l l e n g e s a n d o b s t a c l e s w i l l t h e y e n c o u n t e r ( e . g . , o m i t t e d i n f o r m a t i o n , t i m e c o n s t r a i n t s ) ?

D D e g r e e : W h a t a r e t h e m i n i m u m a c c e p t a b l e c r i t e r i a f o r s t u d e n t s t o s u c c e s s f u l l y d i s p l a y p r o f i c i e n c y ? I s t h e r e a s p e c i f i c l e v e l o f q u a l i t y , r a t e o f a c c u r a c y , a n d / o r v o l u m e o f b e h a v i o r t h e y m u s t a c h i e v e ?

L E A R N I N G O B J E C T I V E :

S o u r c e : W a s h t e n a w L i t e r a c y a n d O f f i c e o f A s s e s s m e n t , A c c r e d i t a t i o n , a n d A c a d e m i c P r o g r a m P l a n n i n g , U n i v e r s i t y o f N o r t h C a r o l i n a a t G r e e n s b o r o 36

ABCD Student Learning Objec t ives Compos i t ion Workshee t

P L A N N I N G R I G O R O U S A N D R E L E V A N T I N S T R U C T I O N : D E S I G N E F F E C T I V E A N D E N G A G I N G A C T I V I T I E S


DESIGN EFFECTIVE AND ENGAGING ACTIVITIES I n p l a n n i n g l e s s o n s , t e a c h e r s m u s t o u t l i n e m u l t i p l e i t e r a t i v e l e a r n i n g p a t h w a y s t o “ g u i d e s t u d e n t s f r o m w h e r e t h e y s t a r t t o w h e r e t h e y n e e d t o g o . ” 37 E s s e n t i a l l y , t e a c h e r s n e e d t o l e v e r a g e t h e i r k n o w l e d g e o f s t u d e n t s , c o n t e n t e x p e r t i s e , a n d f a m i l i a r i t y w i t h e v i d e n c e - b a s e d t e a c h i n g p r a c t i c e s t o s e l e c t a n d / o r c r e a t e a c t i v i t i e s , m a t e r i a l s , a n d a s s e s s m e n t s t h a t h e l p s t u d e n t s a c q u i r e t h e k n o w l e d g e a n d s k i l l s t a r g e t e d i n t h e l e a r n i n g o b j e c t i v e s . 38 T o t h i s e n d , t e a c h e r s s h o u l d a c t i v e l y c o n s i d e r t h e f o l l o w i n g : 3940

• R a t i o n a l e : W h a t i s t h e p u r p o s e o f i n s t r u c t i o n ? W h a t a r e t h e o b j e c t i v e s ?

• S t u d e n t s : W h a t a r e s t u d e n t s ’ a c a d e m i c , s o c i a l - e m o t i o n a l , p h y s i c a l , a n d n e e d s ?

• S t r a t e g i e s : W h i c h t e a c h i n g s t r a t e g i e s w i l l b e s t f a c i l i t a t e s t u d e n t s ' l e a r n i n g ?

• G r o u p i n g : S h o u l d s t u d e n t s b e g r o u p e d h e t e r o g e n e o u s l y o r h o m o g e n e o u s l y ? W h a t s i z e s h o u l d g r o u p s b e ?

• T i m i n g : W h e n i s t h e b e s t t i m e f o r t h i s i n s t r u c t i o n ? A r e t h e r e a n y p r e r e q u i s i t e s s t u d e n t s s h o u l d h a v e m a s t e r e d ?

• M a t e r i a l s : W h a t m a t e r i a l s a r e n e e d e d f o r i n s t r u c t i o n t o b e s u c c e s s f u l ?

• S u c c e s s : W a s p l a n n e d i n s t r u c t i o n s u c c e s s f u l ? W e r e s t u d e n t s i n t e r e s t e d ? D i d s t u d e n t s l e a r n ? W h a t d i d n o t w o r k ? W h a t w i l l c a n b e d o n e d i f f e r e n t l y n e x t t i m e ?

• S e q u e n c e : W h a t c a n b e d o n e t o b u i l d u p o n t h i s i n s t r u c t i o n a l s e q u e n c e ? H o w c a n t h i s s e q u e n c e b e c o n t e x t u a l i z e d w i t h i n t h e b r o a d e r c u r r i c u l u m ?

G u i d in g Q u e s t i o n s f o r P l an n i n g In s t r u c t i on

▪ Are the learning objectives appropriately challenging, and do they align with the curriculum standards?

▪ Are learning objectives able to cover meaningful content, skills, and/or dispositions? Will students recognize the importance of the target content, skills, and/or dispositions?

▪ What are the essential questions to be answered during instruction?

▪ Are objectives clearly stated in terms of student learning rather than classroom activity or teacher behaviors?

▪ Will students understand the learning objectives, and will they be able to articulate them in their own words?

▪ What are students’ preconceptions and misconceptions about the subject matter?

▪ How can the new learning hang on students’ prior knowledge and real-world experience?

▪ What learning data is available about individual students’ readiness, interest, and learning preferences?

▪ If no existing data is available, how can easy and effective pre-assessments be created that can be analyzed quickly, without taking too much instructional time?

▪ How could students’ abilities, strengths, and weaknesses, as well as interests, be incorporated into the lesson?

▪ How can students’ prior knowledge be activated and related to current instruction?

▪ What can be done to help students see a meaningful need to learn the new information?

▪ What are some thought-provoking questions to trigger student attention and interest?

▪ Are there specific examples linking the present learning to real world problems?

S o u r c e : U t a h E d u c a t i o n N e t w o r k 4 0

R e s o u r c e S p o t l i g h t – L e s s o n P l a n T o o l a n d K - 1 2 C o r e Le s s o n P l a n s

The Utah Education Network (UEN) provides a number of resources to assist educators in fulfilling their responsibilities to students. For example, the UEN hosts a Lesson Plan Tool available to registered educators. It also collects and publishes K-12 Core Lesson Plans organized by grade (i.e., K-12), core subject (e.g., science, language arts), and career and technical education field (e.g., business and marketing education, keyboarding). Both resources are accessible using the hyperlinked icons and URLs below.

Lesson Plan Tool

https://www.uen.org/lessonplan/

K-12 Core Lesson Plans

https://www.uen.org/ k12educator/corelessonplans.shtml

.


https://www.uen.org/k12educator/corelessonplans.shtml






S o u r c e : S o l u t i o n T r e e 41

T e a c h e r s s h o u l d s e l e c t s t r a t e g i e s t h a t p r o m o t e a c t i v e l e a r n i n g , l o g i c a l l y s c a f f o l d s t u d e n t s t o w a r d m a s t e r y , a n d b u i l d u p o n s t u d e n t s ’ p r i o r k n o w l e d g e , i n t e r e s t s , a n d f u t u r e g o a l s . 42 T h i s m e a n s r e v e r s e e n g i n e e r i n g o r b a c k w a r d s p l a n n i n g a s p e c i f i c s e q u e n c e o f l e a r n i n g t a s k s — w i t h a c c o m p a n y i n g l e a r n i n g m a t e r i a l s — f r o m t h e d e s i r e d o u t c o m e s t o b u i l d m u l t i p l e c o h e s i v e a n d l o g i c a l p a t h w a y s t h r o u g h w h i c h s t u d e n t s c a n r e f i n e t h e i r k n o w l e d g e a n d d e v e l o p n e w s k i l l s . 43 M o r e s p e c i f i c a l l y , t e a c h e r s w i l l n e e d t o d e v e l o p a m e n u o f c o m p l e m e n t a r y a c t i v i t i e s ( e . g . , t e a c h e r - l e d t u t o r i a l s , p a r t n e r d i s c u s s i o n s , s t u d e n t - l e d i n v e s t i g a t i o n s ) , r e s o u r c e s ( e . g . , d i g i t a l c o n t e n t , v i d e o s , p r i n t w o r k s h e e t s ) , a n d s c a f f o l d s ( e . g . , t a s k p r o c e d u r e s , c h e c k l i s t s , g r a d u a l r e l e a s e t a c t i c s ) t h a t c a n s u p p o r t d i v e r s e s t u d e n t s — i n c l u d i n g s t u d e n t s w i t h d i s a b i l i t i e s , E n g l i s h l e a r n e r s ( E L s ) , g i f t e d a n d t a l e n t e d s t u d e n t s , a n d s t u d e n t s f r o m o t h e r p o p u l a t i o n s w i t h s p e c i a l i z e d n e e d s . 44 A t t h e s a m e t i m e , t e a c h e r s s h o u l d d e v e l o p i n s t r u c t i o n a l a c t i v i t i e s a n d c u r r i c u l a r r e s o u r c e s t h a t p r o m o t e s t u d e n t e n g a g e m e n t i n t h e l e a r n i n g p r o c e s s . 45 I n p a r t i c u l a r , t e a c h e r s m u s t “ f o c u s o n c r e a t i n g c h a l l e n g i n g l e a r n i n g t a s k s a n d g i v i n g s t u d e n t s t h e r o l e s , r e s p o n s i b i l i t i e s , a n d c o l l a b o r a t i v e s t r u c t u r e s t o e n g a g e i n t h e s e t a s k s w i t h t h e i r p e e r s ” a n d i n d e p e n d e n t l y . 46 I f t e a c h e r s s u c c e s s f u l l y p l a n s u c h a c t i v i t i e s , t h e y h e l p e n s u r e g r e a t e r b e h a v i o r a l ( i . e . , o n - t a s k b e h a v i o r c o n d u c i v e t o l e a r n i n g ) , e m o t i o n a l ( i . e . , p o s i t i v e f e e l i n g s a n d p e r c e p t i o n s o f s c h o o l a n d l e a r n i n g ) , a n d c o g n i t i v e e n g a g e m e n t ( i . e . , i n t e r e s t a n d m o t i v a t i o n t o l e a r n a n d a c h i e v e o u t l i n e d i n s t r u c t i o n a l o b j e c t i v e s ) b y s t u d e n t s . 47 T e a c h e r s s h o u l d s e e k m e t h o d s t h r o u g h w h i c h t o p r o m o t e s t u d e n t s ’ e n g a g e m e n t i n e a c h o f t h e f o l l o w i n g s u b - a r e a s : 48

▪ What will show students that new knowledge and skills have connections to their personal, career, or life goals or even how the knowledge and goals fit with their interests today?

▪ What are the optimal strategies and activities for accomplishing the learning objectives, given the resources (e.g., time, materials, technology) available?

▪ Will a variety of instructional strategies be used to increase student engagement and maximize learning?

▪ How should materials be selected and/or adapted, considering students’ age, prior knowledge, and interest?

▪ What procedures will students need to follow to complete the activities?

▪ If activities require students to work together, how will groups be formed? How will collaborative and productive group work be encouraged?

▪ How much time will be allocated for different activities?

▪ What are the potential difficulties that students are likely to encounter?

▪ What presentation alternatives will be used if students have trouble with certain concepts or skills?

▪ How can you differentiate instruction within this lesson so that all students will have good opportunities to learn and master the objectives (e.g., through grouping, different complexities in content, or different activities)?

▪ How will students who fall behind receive remedial instruction and advanced learners get enrichment?

▪ Does the instructional plan allow for flexibility and adjustment when needed?

▪ How can the closure revisit the learning objectives to reinforce and review key concepts, ideas, or principles?

▪ How can students self-assess their understanding or wonder what they would like to know more about?

▪ How can students receive opportunities to draw conclusions, rather than having teachers direct the summarizing?

▪ Is it possible to give an interesting or unexpected prompt at the end to capture students’ interest or to highlight in what situations students might use the new information?

▪ How will the teacher know if students are making progress toward the objectives?

▪ How can the teacher determine whether the lesson objectives have been accomplished?

▪ What kind of summative performance and/or product, if any, will be expected from students?

▪ How will the teacher evaluate students and provide feedback? Will rubrics and scoring be used?

▪ How will the assessment results be communicated to the students?

▪ What will the teacher do with the assessment results for planning future instruction?



• I n t e l l e c t u a l E n g a g e m e n t : T e a c h e r s m a y d e s i g n a c t i v i t i e s t h a t a p p e a l t o s t u d e n t i n t e r e s t s . F o r e x a m p l e , t e a c h e r s m a y g i v e s t u d e n t s c h o i c e o v e r t h e t o p i c s t h e y a r e a s k e d t o w r i t e a b o u t o r a l l o w s t u d e n t s t o c h o o s e t h e w a y t h e y w i l l i n v e s t i g a t e a t o p i c o r d e m o n s t r a t e w h a t t h e y h a v e l e a r n e d . T e a c h e r s m a y a l s o i n t r o d u c e a u n i t o f s t u d y w i t h a g u i d i n g p r o b l e m t h a t s t u d e n t s n e e d t o s o l v e .

• E m o t i o n a l E n g a g e m e n t : T e a c h e r s s h o u l d p r o m o t e p o s i t i v e s t u d e n t e m o t i o n s t o f a c i l i t a t e l e a r n i n g a n d m i n i m i z e n e g a t i v e b e h a v i o r s . F o r e x a m p l e , t e a c h e r s m a y m a k e a p o i n t o f m o n i t o r i n g s t u d e n t m o o d s a n d a s k i n g t h e m h o w t h e y a r e f e e l i n g . T h e b a s i c t h e o r y i s t h a t s t u d e n t s w i l l b e m o r e l i k e l y t o s u c c e e d i f a n a d u l t i n t h e s c h o o l m e e t s w i t h t h e m r e g u l a r l y , i n q u i r e s a b o u t a c a d e m i c a n d n o n - a c a d e m i c i s s u e s , g i v e s a d v i c e , a n d t a k e s a n i n t e r e s t i n t h e s t u d e n t ’ s o u t - o f - s c h o o l l i f e , p e r s o n a l p a s s i o n s , f u t u r e a s p i r a t i o n s , a n d d i s t i n c t l e a r n i n g c h a l l e n g e s a n d n e e d s .

• B e h a v i o r a l E n g a g e m e n t : T e a c h e r s m a y e s t a b l i s h c l a s s r o o m r o u t i n e s , u s e c o n s i s t e n t c u e s , o r a s s i g n s t u d e n t s r o l e s t h a t f o s t e r b e h a v i o r s m o r e c o n d u c i v e t o l e a r n i n g . T e a c h e r s m a y a l s o i n t r o d u c e v a r i a t i o n i n t o c l a s s r o o m r o u t i n e s t o r e d u c e m o n o t o n y a n d d i s e n g a g e m e n t , a s n e c e s s a r y a n d a p p r o p r i a t e .

• P h y s i c a l E n g a g e m e n t : T e a c h e r s m a y u s e p h y s i c a l a c t i v i t i e s o r r o u t i n e s t o s t i m u l a t e l e a r n i n g o r i n t e r e s t . I n s t e a d o f a s k i n g s t u d e n t s t o a n s w e r q u e s t i o n s a l o u d , a t e a c h e r m i g h t a s k s t u d e n t s t o w a l k u p t o t h e c h a l k b o a r d a n d a n s w e r t h e q u e s t i o n v e r b a l l y w h i l e a l s o w r i t i n g t h e a n s w e r o n t h e b o a r d . T e a c h e r s m a y a l s o i n t r o d u c e s h o r t p e r i o d s o f p h y s i c a l a c t i v i t y o r q u i c k e x e r c i s e s — p a r t i c u l a r l y d u r i n g t h e e l e m e n t a r y y e a r s — t o r e d u c e a n t s y , f i d g e t y , o r d i s t r a c t e d b e h a v i o r s .

• S o c i a l E n g a g e m e n t : T e a c h e r s m a y u s e a v a r i e t y o f s t r a t e g i e s t o s t i m u l a t e e n g a g e m e n t t h r o u g h s o c i a l i n t e r a c t i o n s . F o r e x a m p l e , s t u d e n t s m a y b e p a i r e d o r g r o u p e d t o w o r k c o l l a b o r a t i v e l y o n p r o j e c t s . I n a d d i t i o n , s t r a t e g i e s s u c h a s d e m o n s t r a t i o n s o f l e a r n i n g o r c a p s t o n e p r o j e c t s m a y r e q u i r e s t u d e n t s t o g i v e p u b l i c p r e s e n t a t i o n s o f t h e i r w o r k , w h i l e s t r a t e g i e s s u c h a s c o m m u n i t y - b a s e d o r s e r v i c e l e a r n i n g c a n i n t r o d u c e c i v i c a n d s o c i a l i s s u e s i n t o t h e l e a r n i n g p r o c e s s .

• C u l t u r a l E n g a g e m e n t : T e a c h e r s m a y t a k e a c t i v e s t e p s t o m a k e s t u d e n t s f r o m d i v e r s e b a c k g r o u n d s f e e l w e l c o m e d , a c c e p t e d , s a f e , a n d v a l u e d . T e a c h e r s m a y a s k s t u d e n t s f r o m d i v e r s e b a c k g r o u n d s t o s p e a k a b o u t t h e i r e x p e r i e n c e s , a n d t e a c h e r s m a y i n t e n t i o n a l l y m o d i f y l e s s o n s t o i n c o r p o r a t e t h e c u l t u r e s o f s t u d e n t s i n t h e i r c l a s s e s . E d u c a t i o n a l m a t e r i a l s f e a t u r e d i n t h e c l a s s r o o m m a y r e f l e c t t h e c u l t u r a l d i v e r s i t y o f s t u d e n t s a n d t h e s c h o o l c o m m u n i t y .

D e f i n i n g S t u d e n t E n g a g e m e n t

S o u r c e : S t u d e n t E n g a g e m e n t P r o j e c t , U n i v e r s i t y o f N e b r a s k a - L i n c o l n 49

O n e w a y i n w h i c h t e a c h e r s c a n a c c o m p l i s h s u c h p l a n n i n g i s b y l e v e r a g i n g f e a t u r e s o f u n i v e r s a l d e s i g n f o r l e a r n i n g ( U D L ) r e l a t e d t o a c t i o n , e x p r e s s i o n , a n d e n g a g e m e n t . 50 R e g a r d i n g a c t i o n a n d e x p r e s s i o n , t e a c h e r s s h o u l d o u t l i n e m u l t i p l e m e a n s b y w h i c h s t u d e n t s c a n d i s p l a y t h e i r l e a r n i n g . 51 T h i s c a n i n c l u d e v a r y i n g t h e c o g n i t i v e a n d p h y s i c a l d e m a n d s o f t a s k s , p r o v i d i n g o p t i o n s f o r c o m m u n i c a t i o n o f k n o w l e d g e ( e . g . , s p e e c h , w r i t i n g , a r t w o r k ) , a n d a l l o w i n g f r e e d o m i n t h e p r o d u c t s a n d / o r p e r f o r m a n c e s s t u d e n t s c o m p l e t e t o a p p l y n e w s k i l l s . 52 R e g a r d i n g e n g a g e m e n t , t e a c h e r s s h o u l d

Student engagement is a term used to describe an individual’s interest and enthusiasm for school, which impacts their academic performance and behavior. Student engagement is a complex term, making it all the more difficult to understand. Student engagement involves positive student behaviors, such as attendance, paying attention, and participation in class, as well as the psychological experience of identification with school and feeling that one is cared for, respected, and part of the school environment. It is evident from this that the concept of student engagement is multidimensional and multifaceted.

https://udlguidelines.cast.org/



d e v e l o p m u l t i p l e e n t r y p o i n t s ( e . g . , l e s s o n h o o k s ) a n d p a t h w a y s f o r s u p p o r t i n g s t u d e n t i n t e r e s t a n d p e r s i s t e n c e . 53 S u c h s t r a t e g i e s i n c l u d e e m b e d d i n g c h o i c e i n t h e a c t i v i t i e s s t u d e n t s c o m p l e t e , s c a f f o l d i n g s t u d e n t s w i t h s u g g e s t e d r o u t i n e s a n d s e l f -m o n i t o r i n g t o o l s , a n d p r e - s c o p i n g c o n v e r s a t i o n s w i t h s t u d e n t s t o d e t e r m i n e h o w t h e i r i n t e r e s t s m a y a l i g n t o t a r g e t c o n t e n t . 54

G u i d e l i n e s a n d C h e c kp o i n t s f o r P r o v i d i n g M u l t i p l e M e an s o f A ct i o n a n d E x p r e s s i o n a n d Mu l t ip l e M e a n s o f E n g ag em e n t A

GUIDELINE CHECKPOINTS

AC

TIO

N A

ND

EX

PR

ES

SIO

N

4. Physical Action ➔

Interact with accessible materials and tools

4.1 – Vary the methods for response and navigation ➔

4.2 – Optimize access to tools and assistive technologies ➔

5. Expression and Communication ➔

Compose and share ideas using tools that help attain learning goals

5.1 – Use multiple media for communication ➔

5.2 – Use multiple tools for construction and composition ➔

5.3 – Build fluencies with graduated levels of support for practice and performance ➔

6. Executive Functions ➔

Develop and act on plans to make the most out of learning

6.1 – Guide appropriate goal-setting ➔

6.2 – Support planning and strategy development ➔

6.3 – Facilitate managing information and resources ➔

6.4 – Enhance capacity for monitoring progress ➔

EN

GA

GEM

EN

T

7. Recruiting Interest ➔

Spark excitement and curiosity for learning

7.1 – Optimize individual choice and autonomy ➔

7.2 – Optimize relevance, value, and authenticity ➔

7.3 – Minimize threats and distractions ➔

8. Sustaining Effort and Persistence ➔

Tackle challenges with focus and determination

8.1 – Heighten salience of goals and objectives ➔

8.2 – Vary demands and resources to optimize challenge ➔

8.3 – Foster collaboration and community ➔

8.4 – Increase mastery-oriented feedback ➔

9. Self-Regulation ➔

Harness the power of emotions and motivation in learning

9.1 – Promote expectations and beliefs that optimize motivation ➔

9.2 – Facilitate personal coping skills and strategies ➔

9.3 – Develop self-assessment and reflection ➔

A C l i c k e a c h ➔ i c o n t o a c c e s s a d d i t i o n a l i n f o r m a t i o n f o r t h e c o r r e s p o n d i n g g u i d e l i n e o r c h e c k p o i n t .

S o u r c e : C A S T 55

O n p p . 1 7 - 1 8 , t h e M u l t i p l e M e a n s f o r A c t i o n , E x p r e s s i o n , a n d E n g a g e m e n t W o r k s h e e t p r e s e n t s s e v e r a l p r o m p t s t o h e l p t e a c h e r s d e t e r m i n e h o w w e l l a n i n -p r o g r e s s o r c o m p l e t e d i n s t r u c t i o n a l p l a n i n c o r p o r a t e s m u l t i p l e m e a n s f o r a c t i o n , e x p r e s s i o n , a n d e n g a g e m e n t . I t f o c u s e s i n s t r u c t i o n a l p l a n n i n g o n i m p a c t f u l s t r a t e g i e s t h a t w i l l s u p p o r t t h e l e a r n i n g o f a l l s t u d e n t s i n i t s f o u n d a t i o n a l d e s i g n .

R e s o u r c e S p o t l i g h t – A p p r e c ia t i n g D i v e r s i t y i n S t u d en t N e e d s an d I d en t i t i e s T o o l k i t

S o u r c e : H a n o v e r R e s e a r c h a n d U t a h L e a d i n g t h r o u g h E f f e c t i v e , A c t i o n a b l e , a n d D y n a m i c ( U L E A D ) E d u c a t i o n 56

Additional information on how to deploy UDL is available in the Appreciating Diversity in Student Needs and Identities Toolkit, the second toolkit of the Utah Teacher Toolkit Series. The second section (pp. 12-19) of this toolkit expounds on the UDL framework and its three main facets: multiple means of representation, action and expression, and engagement. It also presents two tools—the Self-Reflection Diagnostic for Universal Design for Learning (p. 16) and the Universal Design for Learning Step-by-Step Planning Tool (pp. 17-19)—to help teachers follow UDL principles in their instructional planning and delivery. This toolkit is freely accessible using the hyperlinked icon and URL below.

https://www.schools.utah.gov/file/f5a1df40-abd7-46f3-96fe-0f31cf96c52f

https://udlguidelines.cast.org/action-expression/physical-action

https://udlguidelines.cast.org/action-expression/physical-action/response-navigation

https://udlguidelines.cast.org/action-expression/physical-action/assistive-technologies

https://udlguidelines.cast.org/action-expression/expression-communication

https://udlguidelines.cast.org/action-expression/expression-communication/use-multimedia

https://udlguidelines.cast.org/action-expression/expression-communication/construction-composition

https://udlguidelines.cast.org/action-expression/expression-communication/fluencies-practice-performance

https://udlguidelines.cast.org/action-expression/executive-functions/executive-functions

https://udlguidelines.cast.org/action-expression/executive-functions/goal-setting/goal-setting

https://udlguidelines.cast.org/action-expression/executive-functions/strategy-development/strategy-development

https://udlguidelines.cast.org/action-expression/executive-functions/information-resources/information-resources

https://udlguidelines.cast.org/action-expression/executive-functions/monitoring-progress/monitoring-progress

https://udlguidelines.cast.org/engagement/recruiting-interest

https://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy

https://udlguidelines.cast.org/engagement/recruiting-interest/relevance-value-authenticity

https://udlguidelines.cast.org/engagement/recruiting-interest/threats-distractions

https://udlguidelines.cast.org/engagement/effort-persistence

https://udlguidelines.cast.org/engagement/effort-persistence/goals-objectives

https://udlguidelines.cast.org/engagement/effort-persistence/demands-resources-challenge

https://udlguidelines.cast.org/engagement/effort-persistence/collaboration-community

https://udlguidelines.cast.org/engagement/effort-persistence/mastery-oriented-feedback

https://udlguidelines.cast.org/engagement/self-regulation

https://udlguidelines.cast.org/engagement/self-regulation/optimize-motivation

https://udlguidelines.cast.org/engagement/self-regulation/coping-skills-strategies/coping-skills-strategies

https://udlguidelines.cast.org/engagement/self-regulation/self-assessment-reflection






A v a r i e t y o f f o r m a t s a n d t e m p l a t e s e x i s t t h a t t e a c h e r s c a n u s e t o c o m p o s e t h e i r f o r m a l i n s t r u c t i o n a l p l a n s . 57 F o r e m o s t , t e a c h e r s s h o u l d p r i o r i t i z e t h e e s t a b l i s h e d l e s s o n p l a n f o r m a t o f t h e i r e m p l o y i n g s c h o o l a n d d i s t r i c t — i f i t e x i s t s — t h o u g h t h e y m a y a l s o a d o p t t h e i r o w n f o r m a t o r a n a l r e a d y e x i s t i n g t e m p l a t e d e p e n d i n g o n t h e i r n e e d s ( e . g . , t h e W I P P E A M o d e l ) . 58 R e g a r d l e s s o f t h e c h o s e n p l a n n i n g f r a m e w o r k o r t e m p l a t e , t e a c h e r s s h o u l d s e e k t o e m b e d a c t i v i t i e s t h a t s u p p o r t a l l s t u d e n t s i n p r o g r e s s i n g t o w a r d a n d u l t i m a t e l y a c h i e v i n g o u t l i n e d l e a r n i n g o b j e c t i v e s . 59

S a m p l e L e s s o n P l a n Fo r m a t : T h e W I PP E A M o d e l

ELEMENT TEACHER ACTIONS

Warm-Up

▪ Assess prior knowledge by reviewing previous materials relevant to the current sequence of instruction

▪ Introduce an activity that reviews previously learned content and/or an activity that focuses on the topic to be taught

Introduction

▪ Provide a broad overview of the content and concepts to be taught and focus the students’ attention on the new lesson

▪ Introduce the purpose of instruction by stating and writing the objectives for students and discussing the lesson content and its benefits by relating the objective to students’ own lives

▪ Assess students’ prior knowledge of the new material by asking questions and writing students’ responses on a chalkboard or flip chart

Presentation

▪ Teach the lesson content and concepts

▪ Create an activity to introduce the concept or skill and then introduce information through a variety of modalities using visuals, realia, description, explanation, and written text

▪ Check for student understanding of the new material and make changes in lesson procedures if necessary

Practice

▪ Model the skills and provides opportunities for guided practice

▪ Introduce a variety of activities that allow students to work in groups, in pairs, or independently to practice the skills, concepts, and information presented

▪ Integrate technology into activities as available

Evaluation

▪ Assess each student’s attainment of the objective

▪ Utilize formative oral, aural, written, or applied performance assessments

▪ Share feedback with students based on their formative assessments

Application

▪ Provide activities that help students apply their learning to new situations or contexts beyond the lesson and connect it to their own lives

▪ Choose activities that students can relate to or have expressed concern about

▪ Gather feedback from students in follow-up classes and help them assess what additional support, if any, they may require

S o u r c e : L i t e r a c y I n f o r m a t i o n a n d C o m m u n i c a t i o n S y s t e m , U . S . D e p a r t m e n t o f E d u c a t i o n 60



D i r e c t i o n s : A n s w e r t h e q u e s t i o n s b e l o w t o d e t e r m i n e h o w w e l l a g i v e n i n s t r u c t i o n a l p l a n i n c o r p o r a t e s t h e u n i v e r s a l d e s i g n f o r l e a r n i n g ( U D L ) p r i n c i p l e s o f p r o v i d i n g m u l t i p l e m e a n s f o r a c t i o n a n d e x p r e s s i o n a n d p r o v i d i n g m u l t i p l e m e a n s f o r e n g a g e m e n t .

MULTIP LE ME ANS OF ACT ION AND EXPR ESS ION

D o e s p l a n n e d i n s t r u c t i o n p r o v i d e o p t i o n s t h a t h e l p a l l s t u d e n t s t o a c t s t r a t e g i c a l l y t o e x p r e s s a n d a p p l y t h e i r n e w k n o w l e d g e a n d s k i l l s ?

D o e s p l a n n e d i n s t r u c t i o n p r o v i d e o p t i o n s t h a t h e l p a l l s t u d e n t s t o a c c u r a t e l y a n d f u l l y e x p r e s s t h e i r k n o w l e d g e o f c o n t e n t a n d p r o f i c i e n c y w i t h t a r g e t s k i l l s ?

D o e s p l a n n e d i n s t r u c t i o n p r o v i d e o p t i o n s t h a t h e l p a l l s t u d e n t s c o m p l e t e a c t i v i t i e s , d e v e l o p p r o d u c t s , a n d / o r e n a c t p e r f o r m a n c e s i n a m a n n e r t h a t i s b e s t a l i g n e d t o t h e i r l e a r n i n g p r o c l i v i t i e s a n d i n d i v i d u a l a s s e t s ?

Mul t ip le Means for Ac t ion , Express ion, and Engagement Workshee t



MULTIP LE ME ANS OF ENGAGEMENT

D o e s p l a n n e d i n s t r u c t i o n p r o v i d e o p t i o n s t h a t h e l p a l l s t u d e n t s t o m o n i t o r a n d r e g u l a t e t h e i r o w n l e a r n i n g ?

D o e s p l a n n e d i n s t r u c t i o n p r o v i d e o p t i o n s t h a t h e l p a l l s t u d e n t s t o s u s t a i n t h e i r e f f o r t a n d m o t i v a t i o n — e v e n i f t h e y e n c o u n t e r c h a l l e n g e s ?

D o e s p l a n n e d i n s t r u c t i o n p r o v i d e o p t i o n s t h a t h e l p a l l s t u d e n t s t o b e c o m e i n t e r e s t e d i n t h e t a r g e t c o n c e p t s a n d s k i l l s a n d h o w t h e y m a y b e a p p l i e d i n t h e “ r e a l w o r l d ” ?

S o u r c e : C A S T 61

P L A N N I N G R I G O R O U S A N D R E L E V A N T I N S T R U C T I O N : P R O M O T E C R O S S -D I S C I P L I N A R Y A P P L I C A T I O N S


PROMOTE CROSS-DISCIPLINARY CONNECTIONS I n p l a n n i n g i n s t r u c t i o n , t e a c h e r s s h o u l d r e c o g n i z e t h e v a l u e a n d u t i l i t y o f e n g a g i n g s k i l l s d r a w n f r o m m u l t i p l e d i s c i p l i n e s t o h e l p s t u d e n t s a c q u i r e c o n c e p t k n o w l e d g e a n d s t r o n g e r s k i l l s p r o f i c i e n c i e s . 62 T o t h i s e n d , c r o s s - d i s c i p l i n a r y t e a c h i n g a n d l e a r n i n g h e l p s s t u d e n t s g a i n d e e p e r a n d r i c h e r u n d e r s t a n d i n g s o f t o p i c s . 63 S u c h s t r a t e g i e s a l s o m i m i c r e a l - w o r l d p r o b l e m - s o l v i n g a n d t a s k c o m p l e t i o n . 64 W h e t h e r a t e a c h e r i s p l a n n i n g a c r o s s - d i s c i p l i n a r y a c t i v i t y , l e s s o n , o r u n i t i n d i v i d u a l l y o r w i t h a c o l l a b o r a t i v e t e a m o f t e a c h e r s , t h e y m u s t f i r s t u n d e r s t a n d t h e s t a n d a r d s t h e y i n t e n d t o a d d r e s s v i a i n s t r u c t i o n w i t h i n t h e i r p r i m a r y c o n t e n t a r e a . W i t h o n e s t a n d a r d o r a s e l e c t i o n o f s t a n d a r d s i n p l a c e t o g u i d e a n i n s t r u c t i o n a l s e q u e n c e f o r t h e i r d i s c i p l i n e , t e a c h e r s c a n t h e n e x p l o r e c r o s s - d i s c i p l i n a r y c o n n e c t i o n s . 65 T h e s e c o n n e c t i o n s m a y a r i s e f r o m s i m i l a r i t i e s i n t h e c o n t e n t a r e a s t a n d a r d s o f t h e p r i m a r y s u b j e c t a n d t h e i n t e g r a t e d s u b j e c t . 66 C o n n e c t i o n s m a y a l s o r e s u l t f r o m c r o s s - c u t t i n g c u r r i c u l u m c o n c e p t s , s h a r e d t h e m e s , c o m m o n v o c a b u l a r y , o r t h e o p p o r t u n i t y f o r a n i n t e r d i s c i p l i n a r y t a s k . 67 I n p a r t i c u l a r , t e a c h e r s s e e k i n g c r o s s - d i s c i p l i n a r y i n t e g r a t i o n w i l l n e e d t o : 68

• S e l e c t b e n c h m a r k s o r s t a n d a r d s f r o m t h e s u b j e c t a r e a s t o b e i n t e g r a t e d ;

• I d e n t i f y c r o s s - c u r r i c u l a r q u e s t i o n s t h a t c a n b e a s k e d a b o u t t h e b e n c h m a r k s o r s t a n d a r d s ; a n d

• S e l e c t o r d e s i g n a p r o d u c t o r p e r f o r m a n c e t h a t i n c o r p o r a t e s t h e b e n c h m a r k s o r s t a n d a r d s .

C o m p o n e n t s o f P r o v i d i n g a B a s i s f o r C r o ss - D i s c i p l in a r y I n t e g r at i o n

S o u r c e : M u l t i p l e 69

F o r c r o s s - d i s c i p l i n a r y t a s k s t o b e r i g o r o u s , t e a c h e r s m u s t e n s u r e t h a t t h e i r i n s t r u c t i o n a d d r e s s e s a n d a l i g n s w i t h r e l e v a n t c o n t e n t s t a n d a r d s i n a l l a d d r e s s e d d i s c i p l i n e s . T h i s m e a n s t h a t t e a c h e r s w i l l n e e d t o m a p t h e i r c u r r i c u l u m f o r c r o s s -d i s c i p l i n a r y c o h e r e n c e ( i . e . , a d d r e s s i n g c o m m o n o r r e l a t e d s k i l l s a n d c o n t e n t k n o w l e d g e t h a t a r e s h a r e d b y t w o o r m o r e d i s c i p l i n e s ) . 70 I d e n t i f y i n g s t a n d a r d s r e l a t e d t o a l l i n t e g r a t e d d i s c i p l i n e s i s k e y t o e n s u r e " p u r p o s e a n d r e l e v a n c y t o a l l i n t e g r a t e d e x p e r i e n c e s " a n d m a k e t h e c o n n e c t i o n s b e t w e e n d i s c i p l i n e s m o r e e x p l i c i t . 71 I n t h e a b s e n c e o f i d e n t i f i e d s t a n d a r d s f o r a l l i n t e g r a t e d d i s c i p l i n e s , i t w i l l b e m o r e d i f f i c u l t f o r s t u d e n t s a n d t h e t e a c h e r t o u n d e r s t a n d e x p e c t a t i o n s r e l a t e d t o t h e c r o s s - d i s c i p l i n a r y a p p l i c a t i o n a n d t o a t t a c h m e a n i n g a n d a u t h e n t i c i t y t o i t . 72

T y p e s o f C r o s s - D i s c i p l i n ar y C u r r i c u l u m I n t e g r a t i o n

TYPE DESCRIPTION

Parallel

Curriculum Integration

Teachers from different subject areas focus on the same theme with varying assignments. For example, an English teacher might teach The Crucible by Arthur Miller while an American History teacher teaches about the Salem Witch Trials. By combining the two lessons, students can see how historical events can shape drama and literature. The benefit of this type of instruction is that teachers maintain a high degree of control over their daily lesson plans. The only real coordination is on the timing of the material. However, issues can arise when unexpected interruptions cause one of the classes to fall behind.

Core Skills and Processes Curriculum Strands Curriculum Themes Essential Questions

Instructional Practices Evaluation Methods Problem-Based Inquiry Design Challenges



TYPE DESCRIPTION

Infusion


This type of integration occurs when a teacher "infuses" other subjects into daily lessons. For example, a science teacher might discuss the Manhattan Project, the atomic bomb, and the end of World War II when teaching about splitting the atom and atomic energy in a science class. The benefit of this type of curriculum integration is that the subject area teacher maintains complete control over the material taught. There is no coordination with other teachers and no fear of unexpected interruptions.

Multidisciplinary


Multi-disciplinary curriculum integration occurs when two or more teachers of different subject areas agree to address the same theme with a common project. An example of this is a class-wide project like a "Model Legislature" where students write bills, debate them, and then gather together to act as a sitting legislature deciding on all the bills that got through the individual committees. Both American Government and English teachers have to be very involved in this sort of project to make it work well. This type of integration requires a high degree of teacher commitment, which works great when there is high enthusiasm for the project. However, it does not work as well when teachers have little desire to be involved.

Transdisciplinary


This is the most integrated of all types of curricular integration. It also requires the most planning and cooperation between teachers. In this scenario, two or more subject areas share a common theme which they present to the students in an integrated fashion. Classes are joined together. The teachers write shared lesson plans and team teach all the lessons, weaving the subject areas together. This will only work when all teachers involved are committed to the project and collaborate. An example of this would be an English and Social Studies teacher jointly teaching a unit on the Middle Ages. Instead of having students learn in two separate classes, they combine forces to ensure that the needs of both curriculum areas are met.

S o u r c e : T h o u g h t C o . 73

D e p e n d i n g o n h o w t e a c h e r s c u r r e n t l y p l a n i n s t r u c t i o n , c r o s s - d i s c i p l i n a r y a c t i v i t i e s m a y b e b e s t i n i t i a t e d b y l o o k i n g a t t h e s t a n d a r d s t h e m s e l v e s o r b y i d e n t i f y i n g o u t l i n e d t h e m e s , k e y c o n t e n t i t e m s , a c t i v i t i e s , o r e s s e n t i a l q u e s t i o n s f r o m t h e i r p r i m a r y d i s c i p l i n e t h a t a l i g n w e l l w i t h o t h e r s . T e a c h e r s c a n t h e n e x a m i n e s t a n d a r d s f r o m t h e s e l e c t e d d i s c i p l i n e s t h a t a p p l y t o t h e t h e m e , c o n t e n t i t e m , a c t i v i t y , o r e s s e n t i a l q u e s t i o n . 74 N o t a b l y , t e a c h e r s s h o u l d l o o k " f o r c o n n e c t i o n s b e t w e e n t h e c o n t e n t t h a t s t u d e n t s a r e l e a r n i n g a n d t h e s k i l l s t h a t s t u d e n t s a r e e x p e c t e d t o m a s t e r " i n d i f f e r e n t s u b j e c t a r e a s . 75

W a y s t o I n t e g r a t e S ta n d ar d s an d S k i l l s f r om D i f f e r e n t S u b j e c t A r e a s

ENHANCEMENT REINFORCEMENT APPLICATION

A standard or competency in one are enriches a standard or competency from another content area by increasing skills or supplementing content knowledge.

A standard or skill in two subjects exactly corresponds, or a standard skill in one content area supports a standard skill from another.

A course employs a standard or competency in relevant situations provided by another content area standard or competency, allowing for real-world applications.

S o u r c e : O h i o D e p a r t m e n t o f E d u c a t i o n 76

O n p p . 2 1 - 2 2 , t h e C r o s s - D i s c i p l i n a r y P l a n n i n g P r o t o c o l o u t l i n e s a s a m p l e p r o c e s s t h a t t e a c h e r s c a n u s e t o e x a m i n e t h e m e s , c o n t e n t i t e m s , a n d s t a n d a r d s f r o m t h e i r a s s i g n e d d i s c i p l i n e a n d a n o t h e r d i s c i p l i n e t h e y s e e k t o i n t e g r a t e w i t h t h e i r o w n . S p e c i f i c a l l y , f o l l o w i n g t h i s p r o c e d u r e w i l l g i v e t e a c h e r s i n s i g h t i n t o h o w m a j o r c o m p o n e n t s o f t h e i r d i s c i p l i n e o v e r l a p w i t h t h o s e o f a n o t h e r .



D i r e c t i o n s : U s e t h e p r o c e s s b e l o w t o r e f l e c t o n s p e c i f i c t h e m e s , c o n t e n t i t e m s , a n d / o r i n s t r u c t i o n a l a c t i v i t i e s t h a t a r e i n t e g r a l t o o r p r o m i n e n t w i t h i n y o u r a s s i g n e d d i s c i p l i n e . T h e n , c o n s i d e r h o w t h e t h e m e , c o n t e n t i t e m , a n d / o r a c t i v i t y c a n s e r v e a s a n e n t r y p o i n t o r f u l c r u m t o p l a n a n d d e l i v e r i n s t r u c t i o n t h a t i n t e g r a t e s y o u r p r i m a r y s u b j e c t a r e a w i t h o t h e r d i s c i p l i n e s a n d s k i l l s a n d k n o w l e d g e f r o m t h o s e d i s c i p l i n e s .

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I . S e l e c t t h e T h e m e , C o n c e p t , a n d / o r A c t i v i t y S e l e c t a t h e m e , c o n c e p t , o r a c t i v i t y r e l e v a n t t o y o u r c o n t e n t a r e a ( e . g . , a r g u m e n t a t i v e w r i t i n g , p r i m a r y s o u r c e s e x a m i n a t i o n ) t o u s e a s a n e n t r y p o i n t w i t h y o u r l e s s o n o r a s a t r a n s i t i o n a l e l e m e n t . N o t e t h a t t h e c h o s e n t h e m e , c o n t e n t i t e m , o r a c t i v i t y i s o n l y o n e c o m p o n e n t o f t h e l e s s o n t h a t w i l l s u p p o r t c r o s s - d i s c i p l i n a r y p l a n n i n g .

I I . I d e n t i f y S t a n d a r d s A d d r e s s e d b y t h e T h e m e , C o n t e n t , o r A c t i v i t y T h i n k a b o u t w h a t s t a n d a r d o r s t a n d a r d s f r o m y o u r c o n t e n t a r e a y o u r c h o s e n t h e m e , c o n c e p t , a n d / o r a c t i v i t y e m p h a s i z e s . C h o o s e t h e m o s t r e l e v a n t s t a n d a r d o r s t a n d a r d s t o f o c u s o n . N o t e t h a t y o u m a y c o n s i d e r c o n t e n t a r e a s t a n d a r d s f r o m o u t s i d e y o u r d i s c i p l i n e f i r s t d e p e n d i n g o n y o u r p r e f e r e n c e .

Cross -Disc ip l ina ry P lann ing Pro tocol



I I I . L o o k f o r P a r a l l e l S t a n d a r d s T h i n k a b o u t w h a t s t a n d a r d o r s t a n d a r d s f r o m o u t s i d e o f y o u r c o n t e n t a r e a y o u r c h o s e n t h e m e , c o n t e n t i t e m , a n d / o r a c t i v i t y e m p h a s i z e s . C h o o s e t h e m o s t r e l e v a n t s t a n d a r d o r s t a n d a r d s t o f o c u s o n . N o t e t h a t y o u m a y c o n s i d e r c o n t e n t a r e a s t a n d a r d s f r o m y o u r d i s c i p l i n e s e c o n d d e p e n d i n g o n y o u r p r e f e r e n c e .

I V . O u t l i n e U s e o f t h e T h e m e , C o n t e n t , o r A c t i v i t y t o D r i v e t h e L e s s o n T h e c h o s e n t h e m e , c o n t e n t i t e m , o r a c t i v i t y w i l l a c t a s a p i v o t p o i n t i n t o t h e c o r e o f y o u r l e s s o n c o n t e n t . N o w , y o u n e e d t o o u t l i n e w h e n , w h e r e , a n d h o w y o u i n t e n d t o u s e t h e t h e m e , c o n t e n t i t e m , o r a c t i v i t y a s a p r o p e l l e r b e t w e e n t h e t w o ( o r m o r e ) a l i g n e d c o n t e n t s t a n d a r d s i n y o u r l e s s o n d e s i g n .

S o u r c e : M u l t i p l e 77

P L A N N I N G R I G O R O U S A N D R E L E V A N T I N S T R U C T I O N : E N D N O T E S


ENDNOTES

1 “ U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , A u g u s t 2 0 1 3 . p . x i . h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / f 0 e 8 6 5 4 0 - 5 6 1 7 - 4 1 6 6 - a 7 0 1 - f e a 4 0 3 f 2 f 8 4 8 2 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s a n d I n d i c a t o r s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , 2 0 1 3 . p p . 1 – 3 . h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / 7 3 1 3 c f e 5 - 5 e 6 8 - 4 1 e f - 9 d e 4 - 0 3 e 5 a 9 d 3 9 5 d 8 3 O p p e r , I . M . “ T e a c h e r s M a t t e r : U n d e r s t a n d i n g T e a c h e r s ’ I m p a c t o n S t u d e n t A c h i e v e m e n t . ” R A N D C o r p o r a t i o n , R A N D C o r p o r a t i o n , 2 0 1 9 . p . 1 . h t t p s : / / w w w . r a n d . o r g / p u b s / r e s e a r c h _ r e p o r t s / R R 4 3 1 2 . h t m l 4 [ 1 ] G u a d a l u p e , C . “ T e a c h e r s a s P r i m a r y A g e n t s o f E d u c a t i o n a l S y s t e m s . ” C a n a d i a n F o u n d a t i o n f o r t h e A m e r i c a s . h t t p s : / / w w w . f o c a l . c a / e n / p u b l i c a t i o n s / f o c a l p o i n t / 2 5 9 - j u n e - 2 0 1 0 - c e s a r - g u a d a l u p e - e n [ 2 ] “ E f f e c t i v e T e a c h e r s A r e t h e M o s t I m p o r t a n t F a c t o r C o n t r i b u t i n g t o S t u d e n t A c h i e v e m e n t . ” E d u c a t i o n a l R e s e a r c h N e w s l e t t e r a n d W e b i n a r s , S e p t e m b e r 2 0 0 3 . h t t p s : / / w w w . e r n w e b . c o m / e d u c a t i o n a l - r e s e a r c h - a r t i c l e s / e f f e c t i v e - t e a c h e r s - a r e - t h e - m o s t -i m p o r t a n t - f a c t o r - c o n t r i b u t i n g - t o - s t u d e n t - a c h i e v e m e n t / [ 3 ] T e r a d a , Y . “ U n d e r s t a n d i n g a T e a c h e r ’ s L o n g - T e r m I m p a c t . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , F e b r u a r y 4 , 2 0 1 9 . h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / u n d e r s t a n d i n g - t e a c h e r s - l o n g - t e r m - i m p a c t 5 [ 1 ] H a y c o c k , K . “ G o o d T e a c h i n g M a t t e r s : H o w W e l l - Q u a l i f i e d T e a c h e r s C a n C l o s e t h e G a p . ” T h e E d u c a t i o n T r u s t , 1 9 9 8 . p p . 3 – 1 0 . h t t p s : / / i m a g e s . p e a r s o n a s s e s s m e n t s . c o m / i m a g e s / N E S _ P u b l i c a t i o n s / 1 9 9 9 _ 0 4 H a y c o k _ 3 9 7 _ 1 . p d f [ 2 ] T u c k e r , P . D . a n d J . H . S t r o n g e . “ L i n k i n g T e a c h e r E v a l u a t i o n a n d S t u d e n t L e a r n i n g , C h a p t e r 1 . T h e P o w e r o f a n E f f e c t i v e T e a c h e r a n d W h y W e S h o u l d A s s e s s I t . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , A p r i l 2 0 0 5 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 4 1 3 6 / c h a p t e r s / T h e - P o w e r - o f - a n - E f f e c t i v e - T e a c h e r -a n d - W h y - W e - S h o u l d - A s s e s s - I t . a s p x [ 3 ] L i u , J . a n d S . L o e b . “ E n g a g i n g T e a c h e r s : M e a s u r i n g t h e I m p a c t o f T e a c h e r s o n S t u d e n t A t t e n d a n c e i n S e c o n d a r y S c h o o l . ” S t a n f o r d C e n t e r f o r E d u c a t i o n P o l i c y A n a l y s i s , J a n u a r y 2 0 1 7 . p p . 1 – 2 , 5 . h t t p s : / / c e p a . s t a n f o r d . e d u / s i t e s / d e f a u l t / f i l e s / w p 1 7 - 0 1 -v 2 0 1 7 0 1 . p d f [ 4 ] T o r n i o , S . “ 1 2 P o w e r f u l S t a t i s t i c s T h a t P r o v e W h y T e a c h e r s M a t t e r . ” W e A r e T e a c h e r s , M a y 1 5 , 2 0 1 9 . h t t p s : / / w w w . w e a r e t e a c h e r s . c o m / t e a c h e r - i m p a c t - s t a t i s t i c s / [ 5 ] H a n u s h e k , E . A . “ V a l u i n g T e a c h e r s . ” E d u c a t i o n N e x t , 2 0 1 1 . p p . 4 2 – 4 3 . h t t p : / / h a n u s h e k . s t a n f o r d . e d u / s i t e s / d e f a u l t / f i l e s / p u b l i c a t i o n s / H a n u s h e k % 2 0 2 0 1 1 % 2 0 E d N e x t % 2 0 11 % 2 8 3 % 2 9 . p d f [ 6 ] C h e t t y , R . , J . N . F r i e d m a n , a n d J . E . R o c k o f f . “ T h e L o n g - T e r m I m p a c t s o f T e a c h e r s : T e a c h e r V a l u e - A d d e d a n d S t u d e n t O u t c o m e s i n A d u l t h o o d . ” N a t i o n a l B u r e a u o f E c o n o m i c R e s e a r c h , D e c e m b e r 2 0 1 1 . p . i i . h t t p : / / w w w . n b e r . o r g / p a p e r s / w 1 7 6 9 9 . p d f [ 7 ] C h e t t y , R . , J . N . F r i e d m a n , a n d J . E . R o c k o f f . “ M e a s u r i n g t h e I m p a c t s o f T e a c h e r s I I : T e a c h e r V a l u e - A d d e d a n d S t u d e n t O u t c o m e s i n A d u l t h o o d . ” N a t i o n a l B u r e a u o f E c o n o m i c R e s e a r c h , S e p t e m b e r 2 0 1 3 . p . i i . h t t p s : / / w w w . n b e r . o r g / p a p e r s / w 1 9 4 2 4 . p d f [ 8 ] B l a z a r , D . a n d M . A . K r a f t . “ T e a c h e r a n d T e a c h i n g E f f e c t s o n S t u d e n t s ’ A t t i t u d e s a n d B e h a v i o r s . ” E d u c a t i o n a l E v a l u a t i o n a n d P o l i c y A n a l y s i s , 3 9 : 1 , M a r c h 2 0 1 7 . h t t p s : / / w w w . n c b i . n l m . n i h . g o v / p m c / a r t i c l e s / P M C 5 6 0 2 5 6 5 / [ 9 ] J a c k s o n , C . K . “ T e a c h e r s ’ I m p a c t o n S t u d e n t B e h a v i o r M a t t e r s M o r e f o r S t u d e n t S u c c e s s T h a n T h e i r I m p a c t o n T e s t S c o r e s . ” E d u c a t i o n N e x t , 1 9 : 1 , 2 0 1 9 . h t t p s : / / w w w . e d u c a t i o n n e x t . o r g / t e a c h e r s - i m p a c t -s t u d e n t - b e h a v i o r - m a t t e r s - s t u d e n t - s u c c e s s - i m p a c t - t e s t - s c o r e s / 6 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : S t r o n g e , J . H . “ Q u a l i t i e s o f E f f e c t i v e T e a c h e r s , 3 r d E d i t i o n , C h a p t e r 1 . Q u a l i t i e s o f E f f e c t i v e T e a c h e r s : A n I n t r o d u c t i o n . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , M a r c h 2 0 1 8 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 1 8 0 4 2 / c h a p t e r s / Q u a l i t i e s - o f - E f f e c t i v e - T e a c h e r s @ - A n -I n t r o d u c t i o n . a s p x 7 I b i d . 8 [ 1 ] S a c k s , A . “ W h a t M a k e s a G r e a t T e a c h e r : P e d a g o g y o r P e r s o n a l i t y ? ” E d u c a t i o n W e e k , S e p t e m b e r 2 5 , 2 0 1 9 . h t t p s : / / w w w . e d w e e k . o r g / t m / a r t i c l e s / 2 0 1 9 / 0 9 / 2 5 / w h a t - m a k e s - a - g r e a t -t e a c h e r - p e d a g o g y - o r . h t m l [ 2 ] H a s s e t t , M . F . “ W h a t M a k e s a G o o d T e a c h e r ? ” R o w a n U n i v e r s i t y . p p . 2 – 4 . h t t p : / / u s e r s . r o w a n . e d u / ~ l e v y / W h a t % 2 0 M a k e s % 2 0 A % 2 0 G o o d % 2 0 T e a c h e r . p d f 9 [ 1 ] “ T o p Q u a l i t i e s o f a n E f f e c t i v e T e a c h e r . ” C e n t e r f o r N e w D e s i g n s i n L e a r n i n g a n d S c h o l a r s h i p , G e o r g e t o w n U n i v e r s i t y . h t t p s : / / c n d l s . g e o r g e t o w n . e d u / a t p r o g r a m / t w l / e f f e c t i v e - t e a c h e r / [ 2 ] G o l d b e r g , M . F . “ K e e p i n g G o o d T e a c h e r s , C h a p t e r 2 6 . T h e Q u a l i t i e s o f G r e a t T e a c h e r s . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 0 3 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 4 1 3 8 / c h a p t e r s / T h e - Q u a l i t i e s - o f - G r e a t - T e a c h e r s . a s p x 10 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s , ” O p . c i t . , p p . 1 6 – 1 7 . 11 [ 1 ] “ L e s s o n P l a n n i n g . ” C e n t e r f o r E d u c a t i o n a l I n n o v a t i o n , U n i v e r s i t y a t B u f f a l o . h t t p : / / w w w . b u f f a l o . e d u / u b c e i / e n h a n c e / t e a c h i n g / l e s s o n - p l a n n i n g . h t m l [ 2 ] C o x , J . “ H e r e ’ s W h a t Y o u N e e d t o K n o w A b o u t L e s s o n P l a n s . ” T h o u g h t C o , J a n u a r y 1 4 , 2 0 1 9 .



h t t p s : / / w w w . t h o u g h t c o . c o m / w h a t - i s - a - l e s s o n - p l a n - 2 0 8 1 3 5 9 [ 3 ] “ L e s s o n P l a n n i n g . ” C u r r i c u l u m a n d I n s t r u c t i o n a l S u p p o r t , C e n t r a l M i c h i g a n U n i v e r s i t y . h t t p s : / / c h i p c a s t . h o s t e d . p a n o p t o . c o m / P a n o p t o / P a g e s / V i e w e r . a s p x ? i d = 1 9 0 0 7 9 b 6 - 7 3 1 d - 4 c 5 f - a 5 b 3 -a c 4 c 0 1 1 1 3 b f 9 12 [ 1 ] S t r o n g e , J . H . “ C h a p t e r 3 . I n s t r u c t i o n a l P l a n n i n g . ” I n Q u a l i t i e s o f E f f e c t i v e T e a c h e r s , 3 r d E d i t i o n , A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 1 8 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 1 8 0 4 2 / c h a p t e r s / I n s t r u c t i o n a l - P l a n n i n g . a s p x [ 2 ] “ I n s t r u c t i o n a l F r a m e w o r k 1 0 1 : W h a t I t I s , W h y I t ’ s I m p o r t a n t , a n d W h y E v e r y S c h o o l S h o u l d H a v e O n e . ” L e a r n i n g F o c u s e d . h t t p s : / / l e a r n i n g f o c u s e d . c o m / i n s t r u c t i o n a l - f r a m e w o r k - 1 0 1 / [ 3 ] K o n i , I . a n d E . K r u l l . “ D e v e l o p i n g a Q u e s t i o n n a i r e t o U n c o v e r T e a c h e r s ’ T h i n k i n g i n I n s t r u c t i o n a l P l a n n i n g . ” P r o c e d i a - S o c i a l a n d B e h a v i o r a l S c i e n c e s , 1 9 1 , 2 0 1 5 . p p . 6 7 3 , 6 7 5 – 6 7 6 , 6 7 8 . h t t p s : / / r e a d e r . e l s e v i e r . c o m / r e a d e r / s d / p i i / S 1 8 7 7 0 4 2 8 1 5 0 2 7 5 2 4 ? t o k e n = B A B 8 4 F A B 2 0 8 C A D 8 1 D 2 C B8 4 F B 6 7 D 2 D 2 A D 4 A A 8 D 9 7 9 6 6 E 2 E F A 4 6 7 C 2 C 1 3 D 6 C D A 3 9 1 A 1 8 5 1 0 E 1 5 F 1 3 8 9 F 5 4 5 5 3 4 6 9 7 8 A E 2 0 8 0 7 8& o r i g i n R e g i o n = u s - e a s t - 1 & o r i g i n C r e a t i o n = 2 0 2 1 0 6 2 9 1 3 0 6 0 3 13 [ 1 ] P o r t e r - M a g e e , K . “ T h e M i s s i n g L i n k B e t w e e n S t a n d a r d s a n d I n s t r u c t i o n . ” T h o m a s B . F o r d h a m I n s t i t u t e , D e c e m b e r 2 9 , 2 0 1 4 . h t t p s : / / f o r d h a m i n s t i t u t e . o r g / n a t i o n a l / c o m m e n t a r y / m i s s i n g - l i n k -b e t w e e n - s t a n d a r d s - a n d - i n s t r u c t i o n [ 2 ] U l l m a n , E . “ H o w T o P l a n E f f e c t i v e L e s s o n s . ” A S C D E d u c a t i o n U p d a t e , 5 3 : 1 0 , O c t o b e r 2 0 1 1 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / n e w s l e t t e r s / e d u c a t i o n -u p d a t e / o c t 1 1 / v o l 5 3 / n u m 1 0 / H o w - T o - P l a n - E f f e c t i v e - L e s s o n s . a s p x 14 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : C u n n i n g h a m , G . “ C h a p t e r 7 . L e s s o n P l a n s a n d U n i t P l a n s : T h e B a s i s f o r I n s t r u c t i o n . ” I n T h e N e w T e a c h e r ’ s C o m p a n i o n , A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 0 9 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 9 0 5 1 / c h a p t e r s / L e s s o n - P l a n s - a n d - U n i t - P l a n s @ - T h e -B a s i s - f o r - I n s t r u c t i o n . a s p x 15 [ 1 ] F i n l e y , T . “ 9 W a y s t o P l a n T r a n s f o r m a t i o n a l L e s s o n s : P l a n n i n g t h e B e s t C u r r i c u l u m U n i t E v e r . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , J u l y 2 7 , 2 0 1 6 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / 9 - w a y s - p l a n - t r a n s f o r m a t i o n a l - l e s s o n s - t o d d - f i n l e y [ 2 ] “ S e t a n d M o n i t o r G o a l s . ” L i t e r a c y I n f o r m a t i o n a n d C o m m u n i c a t i o n S y s t e m , U . S . D e p a r t m e n t o f E d u c a t i o n . h t t p s : / / l i n c s . e d . g o v / s t a t e - r e s o u r c e s / f e d e r a l - i n i t i a t i v e s / t e a l / g u i d e / s e t g o a l s [ 3 ] L i s c i a n d r e l l o , J . “ A r e Y o u C o n f u s i n g S t a n d a r d s w i t h L e a r n i n g O b j e c t i v e s ? ” R o o m t o D i s c o v e r . h t t p s : / / r o o m t o d i s c o v e r . c o m / l e a r n i n g - o b j e c t i v e s - s t a n d a r d s / 16 [ 1 ] M i l k o v a , S . “ S t r a t e g i e s f o r E f f e c t i v e L e s s o n P l a n n i n g . ” C e n t e r f o r R e s e a r c h o n L e a r n i n g a n d T e a c h i n g , U n i v e r s i t y o f M i c h i g a n . h t t p s : / / c r l t . u m i c h . e d u / g s i s / p 2 _ 5 [ 2 ] “ T E A L C e n t e r F a c t S h e e t N o . 8 : E f f e c t i v e L e s s o n P l a n n i n g . ” L i t e r a c y I n f o r m a t i o n a n d C o m m u n i c a t i o n S y s t e m , U . S . D e p a r t m e n t o f E d u c a t i o n . h t t p s : / / l i n c s . e d . g o v / s t a t e - r e s o u r c e s / f e d e r a l -i n i t i a t i v e s / t e a l / g u i d e / l e s s o n p l a n n i n g [ 3 ] L e a , K . “ M e a n i n g f u l C o n n e c t i o n s : O b j e c t i v e s a n d S t a n d a r d s . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , M a r c h 7 , 2 0 1 3 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / m e a n i n g f u l - c o n n e c t i o n s - o b j e c t i v e s - a n d - s t a n d a r d s - k a r e n - l e a 17 [ 1 ] “ A l i g n e d I n s t r u c t i o n a l P r a c t i c e . ” A c h i e v e t h e C o r e | S t u d e n t A c h i e v e m e n t P a r t n e r s . h t t p s : / / a c h i e v e t h e c o r e . o r g / p a g e / 2 7 3 0 / a l i g n e d - i n s t r u c t i o n a l - p r a c t i c e [ 2 ] B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ E d u c a t i o n a l P s y c h o l o g y : I n s t r u c t i o n a l P l a n n i n g . ” L u m e n L e a r n i n g . h t t p s : / / c o u r s e s . l u m e n l e a r n i n g . c o m / e d p s y / c h a p t e r / i n s t r u c t i o n a l - p l a n n i n g / 18 F i g u r e a d a p t e d f r o m : [ 1 ] “ C o n t e n t S t a n d a r d s : C o n n e c t i n g S t a n d a r d s - B a s e d C u r r i c u l u m t o I n s t r u c t i o n a l P l a n n i n g . ” I R I S C e n t e r , V a n d e r b i l t U n i v e r s i t y , 2 0 2 1 . h t t p s : / / i r i s . p e a b o d y . v a n d e r b i l t . e d u / m o d u l e / c n m / [ 2 ] “ C o n t e n t S t a n d a r d s : C o n n e c t i n g S t a n d a r d s -B a s e d C u r r i c u l u m t o I n s t r u c t i o n a l P l a n n i n g - - P e r s p e c t i v e s a n d R e s o u r c e s . ” I R I S C e n t e r , V a n d e r b i l t U n i v e r s i t y , 2 0 2 1 . h t t p s : / / i r i s . p e a b o d y . v a n d e r b i l t . e d u / m o d u l e / c n m / c r e s o u r c e / # c o n t e n t [ 3 ] “ C o n t e n t S t a n d a r d s : C o n n e c t i n g S t a n d a r d s - B a s e d C u r r i c u l u m t o I n s t r u c t i o n a l P l a n n i n g - - P a g e 1 1 : I m p l e m e n t i n g t h e I n s t r u c t i o n a l C y c l e . ” I R I S C e n t e r , V a n d e r b i l t U n i v e r s i t y , 2 0 2 1 . h t t p s : / / i r i s . p e a b o d y . v a n d e r b i l t . e d u / m o d u l e / c n m / c r e s o u r c e / q 3 / p 1 1 / # c o n t e n t 19 [ 1 ] C a r r , J . F . a n d D . E . H a r r i s . “ C h a p t e r 1 . O v e r v i e w o f S t a n d a r d s L i n k i n g . ” I n S u c c e e d i n g w i t h S t a n d a r d s : L i n k i n g C u r r i c u l u m , A s s e s s m e n t , a n d A c t i o n P l a n n i n g , A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 0 1 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 1 0 0 5 / c h a p t e r s / O v e r v i e w - o f - S t a n d a r d s - L i n k i n g . a s p x [ 2 ] C r o w , G . M . a n d D . G . P o u n d e r . “ C o r e F u n c t i o n : C u r r i c u l u m a n d I n s t r u c t i o n - E f f e c t i v e P r a c t i c e : E n g a g e I n s t r u c t i o n a l T e a m s i n D e v e l o p i n g S t a n d a r d s - A l i g n e d U n i t s o f I n s t r u c t i o n . ” C e n t e r o n I n n o v a t i o n s i n L e a r n i n g , A c a d e m i c D e v e l o p m e n t I n s t i t u t e , 2 0 1 7 . p p . 2 – 3 . h t t p : / / w w w . c e n t e r i l . o r g / c o r e f u n c t i o n s / a s s e t s / f i l e s / 0 4 % 2 0 C I % 2 0 S t a n d a r d s % 2 0 a l i g n e d % 2 0 u n i t s . p df 20 [ 1 ] “ S t a n d a r d s A l i g n m e n t . ” C u r r i c u l u m D e c i s i o n s . h t t p s : / / w w w . c u r r i c u l u m d e c i s i o n s . c o m / s t a n d a r d s - a l i g n m e n t / [ 2 ] “ S t a n d a r d s A l i g n m e n t t o C u r r i c u l u m a n d A s s e s s m e n t . ” C e n t e r o n S t a n d a r d s a n d A s s e s s m e n t I m p l e m e n t a t i o n , W e s t E d a n d C R E S S T . h t t p s : / / f i l e s . e r i c . e d . g o v / f u l l t e x t / E D 5 8 8 5 0 3 . p d f [ 3 ] “ O b j e c t i v e D e s i g n a n d I n s t r u c t i o n a l A l i g n m e n t . ” P e a r s o n E d u c a t i o n I n c . , 2 0 1 6 . h t t p s : / / w w w . p e a r s o n . c o m / c o n t e n t / d a m / o n e - d o t -



c o m / o n e - d o t - c o m / g l o b a l / F i l e s / e f f i c a c y - a n d - r e s e a r c h / m e t h o d s / l e a r n i n g -p r i n c i p l e s / O b j e c t i v e _ D e s i g n _ a n d _ I n s t r u c t i o n a l _ A l i g n m e n t . p d f 21 [ 1 ] “ M o v i n g f r o m C o n t e n t S t a n d a r d s t o S t u d e n t - F r i e n d l y L e a r n i n g T a r g e t s , P a r t 1 . ” M a s t e r y C o n n e c t | I n s t r u c t i r e , J u n e 2 9 , 2 0 1 6 . h t t p s : / / b l o g . m a s t e r y c o n n e c t . c o m / f o u r - s t e p s -u n p a c k i n g - s t a n d a r d s / [ 2 ] “ U n p a c k i n g S t a n d a r d s t o G e t t o t h e H e a r t o f I n s t r u c t i o n . ” V i r g i n i a D e p a r t m e n t o f E d u c a t i o n ’ s T e c h n i c a l A s s i s t a n c e C e n t e r , O l d D o m i n i o n U n i v e r s i t y , J a n u a r y 2 0 2 0 . h t t p s : / / t t a c . o d u . e d u / c u r r i c u l u m - a n d - i n s t r u c t i o n / u n p a c k i n g - s t a n d a r d s - t o - g e t - t o - t h e - h e a r t - o f -i n s t r u c t i o n / [ 3 ] S t e r l i n g , S . “ H o w t o U n p a c k a S t a n d a r d . ” L e a r n i n g S c i e n c e s I n t e r n a t i o n a l , A u g u s t 1 2 , 2 0 1 4 . h t t p s : / / w w w . l e a r n i n g s c i e n c e s . c o m / b l o g / h o w - t o - u n p a c k - a - s t a n d a r d / 22 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ D e c o n s t r u c t i n g / U n p a c k i n g S t a n d a r d s : C l a r i f y i n g L e a r n i n g T a r g e t s . ” S a n b o r n R e g i o n a l S c h o o l D i s t r i c t ( N H ) . p . 1 . h t t p s : / / w w w . s a u 1 7 . o r g / u s e r f i l e s / - 4 / m y % 2 0 f i l e s / d e c o n s t r u c t i n g s t a n d a r d s s t e p s . p d f ? i d = 6 3 23 F i g u r e a d a p t e d f r o m : “ E x p a n d i n g S t u d e n t K n o w l e d g e i n C o n t e n t T o o l k i t . ” H a n o v e r R e s e a r c h a n d U t a h L e a d i n g t h r o u g h E f f e c t i v e , A c t i o n a b l e , a n d D y n a m i c ( U L E A D ) E d u c a t i o n , M a y 2 0 2 1 . p p . 6 – 9 . h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / 9 f 1 e f 1 e 2 - 3 9 3 f - 4 f c a - 9 c 2 1 - 4 b 1 e c 0 9 7 8 1 c a 24 [ 1 ] D u j o n , A . “ L e s s o n P l a n n i n g : 6 S t e p s f o r A l i g n i n g S t u d e n t T a s k s W i t h L e a r n i n g T a r g e t s . ” L e a r n i n g S c i e n c e s I n t e r n a t i o n a l , S e p t e m b e r 1 0 , 2 0 1 8 . h t t p s : / / w w w . l e a r n i n g s c i e n c e s . c o m / b l o g / l e s s o n - p l a n n i n g - 6 - s t e p s - f o r - a l i g n i n g - s t u d e n t - t a s k s - w i t h -l e a r n i n g - t a r g e t s / [ 2 ] D e W i t t , P . “ U n w r a p p i n g t h e S t a n d a r d s : A S i m p l e W a y t o D e c o n s t r u c t L e a r n i n g O u t c o m e s . ” E d u c a t i o n W e e k , M a r c h 2 5 , 2 0 1 5 . h t t p s : / / w w w . e d w e e k . o r g / e d u c a t i o n / o p i n i o n - u n w r a p p i n g - t h e - s t a n d a r d s - a - s i m p l e - w a y - t o -d e c o n s t r u c t - l e a r n i n g - o u t c o m e s / 2 0 1 5 / 0 3 25 [ 1 ] “ T a x o n o m i e s o f L e a r n i n g . ” D e r e k B o k C e n t e r f o r T e a c h i n g a n d L e a r n i n g , H a r v a r d U n i v e r s i t y . h t t p s : / / b o k c e n t e r . h a r v a r d . e d u / t a x o n o m i e s - l e a r n i n g [ 2 ] “ A p p e n d i x C : T a x o n o m i e s o f E d u c a t i o n a l O b j e c t i v e s . ” C e n t r e f o r T e a c h i n g S u p p o r t a n d I n n o v a t i o n , U n i v e r s i t y o f T o r o n t o . h t t p s : / / t e a c h i n g . u t o r o n t o . c a / t e a c h i n g - s u p p o r t / c o u r s e - d e s i g n / d e v e l o p i n g - l e a r n i n g -o u t c o m e s / a p p e n d i x - c - t a x o n o m i e s - o f - e d u c a t i o n a l - o b j e c t i v e s / [ 3 ] C o l e m a n , V . “ O n t h e R e l i a b i l i t y o f A p p l y i n g E d u c a t i o n a l T a x o n o m i e s . ” R e s e a r c h M a t t e r s , 2 4 , 2 0 1 7 . h t t p s : / / w w w . c a m b r i d g e a s s e s s m e n t . o r g . u k / I m a g e s / 4 2 6 1 7 1 - o n - t h e - r e l i a b i l i t y - o f - a p p l y i n g -e d u c a t i o n a l - t a x o n o m i e s . p d f 26 [ 1 ] “ C h o o s i n g a T a x o n o m y . ” C e n t e r f o r E d u c a t i o n a l I n n o v a t i o n , U n i v e r s i t y a t B u f f a l o . h t t p : / / w w w . b u f f a l o . e d u / u b c e i / e n h a n c e / d e s i g n i n g / c h o o s i n g - a - t a x o n o m y . h t m l [ 2 ] “ L e a r n i n g T a x o n o m i e s . ” P e a k P e r f o r m a n c e C e n t e r . h t t p s : / / t h e p e a k p e r f o r m a n c e c e n t e r . c o m / e d u c a t i o n a l -l e a r n i n g / t h i n k i n g / b l o o m s - t a x o n o m y / l e a r n i n g - t a x o n o m i e s / [ 3 ] “ T a x o n o m i e s o f L e a r n i n g O u t c o m e s . ” L i b r a r i e s a n d A c a d e m i c I n n o v a t i o n , G e o r g e W a s h i n g t o n U n i v e r s i t y . h t t p s : / / i n s t r u c t i o n . g w u . e d u / t a x o n o m i e s - l e a r n i n g - o u t c o m e s [ 4 ] F e r l a z z o , L . e t a l . “ R e s p o n s e : W a y s t o U s e L e a r n i n g ‘ T a x o n o m i e s ’ i n t h e C l a s s r o o m . ” E d u c a t i o n W e e k , M a r c h 4 , 2 0 1 7 . h t t p s : / / w w w . e d w e e k . o r g / t e a c h i n g - l e a r n i n g / o p i n i o n - r e s p o n s e - w a y s - t o - u s e - l e a r n i n g - t a x o n o m i e s -i n - t h e - c l a s s r o o m / 2 0 1 7 / 0 3 27 [ 1 ] A r m s t r o n g , P . “ B l o o m ’ s T a x o n o m y . ” C e n t e r f o r T e a c h i n g , V a n d e r b i l t U n i v e r s i t y , 2 0 1 0 . h t t p s : / / c f t . v a n d e r b i l t . e d u / g u i d e s - s u b - p a g e s / b l o o m s - t a x o n o m y / [ 2 ] “ S O L O T a x o n o m y . ” P e a k P e r f o r m a n c e C e n t e r . h t t p s : / / t h e p e a k p e r f o r m a n c e c e n t e r . c o m / e d u c a t i o n a l -l e a r n i n g / t h i n k i n g / b l o o m s - t a x o n o m y / s o l o - t a x o n o m y / [ 3 ] “ F i n k ’ s S i g n i f i c a n t L e a r n i n g O u t c o m e s . ” C e n t e r f o r E d u c a t i o n a l I n n o v a t i o n , U n i v e r s i t y a t B u f f a l o . h t t p : / / w w w . b u f f a l o . e d u / u b c e i / e n h a n c e / d e s i g n i n g / l e a r n i n g - o u t c o m e s / f i n k s - s i g n i f i c a n t - l e a r n i n g -o u t c o m e s . h t m l [ 4 ] F r a n c i s , E . “ W h a t I s D e p t h o f K n o w l e d g e ? ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , M a y 9 , 2 0 1 7 . h t t p s : / / i n s e r v i c e . a s c d . o r g / w h a t - e x a c t l y - i s - d e p t h - o f -k n o w l e d g e - h i n t - i t s - n o t - a - w h e e l / [ 5 ] “ M a r z a n o ’ s ( M a r z a n o & K e n d a l l , 2 0 0 7 ) N e w T a x o n o m y o f E d u c a t i o n a l O b j e c t i v e s . ” O h i o L e a d e r s h i p A d v i s o r y C o u n c i l . h t t p s : / / o h i o l e a d e r s h i p . o r g / s t o r a g e / o c a l i - i m s - s i t e s / o c a l i - i m s - o l a c / d o c u m e n t s / M a r z a n o s - N e w -T a x o n o m y - o f - E d u c a t i o n a l - O b j e c t i v e s . p d f 28 [ 1 ] O ’ N e i l l , G . a n d F . M u r p h y . “ A s s e s s m e n t : G u i d e t o T a x o n o m i e s o f L e a r n i n g . ” T e a c h i n g a n d L e a r n i n g , U n i v e r s i t y C o l l e g e D u b l i n , J a n u a r y 2 0 , 2 0 1 0 . p . 2 . h t t p s : / / w w w . u c d . i e / t 4 c m s / u c d t l a 0 0 3 4 . p d f [ 2 ] G r a f w a l l n e r , P . “ A F r a m e w o r k f o r L e s s o n P l a n n i n g . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , A p r i l 1 8 , 2 0 1 9 . h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / f r a m e w o r k - l e s s o n - p l a n n i n g [ 3 ] “ L e s s o n P l a n n i n g . ” C e n t r e f o r T e a c h i n g E x c e l l e n c e , S i n g a p o r e M a n a g e m e n t U n i v e r s i t y . h t t p s : / / c t e . s m u . e d u . s g / a p p r o a c h -t e a c h i n g / i n t e g r a t e d - d e s i g n / l e s s o n - p l a n n i n g 29 [ 1 ] “ W r i t i n g C o u r s e G o a l s / L e a r n i n g O u t c o m e s a n d L e a r n i n g O b j e c t i v e s . ” C e n t e r f o r E x c e l l e n c e i n L e a r n i n g a n d T e a c h i n g , I o w a S t a t e U n i v e r s i t y . h t t p s : / / w w w . c e l t . i a s t a t e . e d u / t e a c h i n g / p r e p a r i n g -t o - t e a c h / t i p s - o n - w r i t i n g - c o u r s e - g o a l s l e a r n i n g - o u t c o m e s - a n d - m e a s u r e a b l e - l e a r n i n g - o b j e c t i v e s / [ 2 ] K e l l y , M . “ C r e a t i n g E f f e c t i v e L e s s o n O b j e c t i v e s . ” T h o u g h t C o , M a y 3 1 , 2 0 2 0 . h t t p s : / / w w w . t h o u g h t c o . c o m / l e s s o n - o b j e c t i v e s - t h a t - p r o d u c e - r e s u l t s - 7 7 6 3 [ 3 ] Z h o u , H . “ W h y D o e s



W r i t i n g G o o d L e a r n i n g O b j e c t i v e s M a t t e r ? ” D u k e L e a r n i n g I n n o v a t i o n , D u k e U n i v e r s i t y , M a r c h 1 , 2 0 1 7 . h t t p s : / / l e a r n i n g i n n o v a t i o n . d u k e . e d u / b l o g / 2 0 1 7 / 0 3 / l e a r n i n g - o b j e c t i v e s / 30 [ 1 ] “ A l i g n m e n t . ” E b e r l y C e n t e r f o r T e a c h i n g E x c e l l e n c e a n d E d u c a t i o n a l I n n o v a t i o n , C a r n e g i e M e l l o n U n i v e r s i t y . h t t p s : / / w w w . c m u . e d u / t e a c h i n g / a s s e s s m e n t / b a s i c s / a l i g n m e n t . h t m l [ 2 ] L e w i s , B . “ W r i t i n g a L e s s o n P l a n : O b j e c t i v e s a n d G o a l s . ” T h o u g h t C o , F e b r u a r y 1 2 , 2 0 2 0 . h t t p s : / / w w w . t h o u g h t c o . c o m / l e s s o n - p l a n - s t e p - 1 - o b j e c t i v e s - a n d - g o a l s - 2 0 8 1 8 5 6 [ 3 ] “ W r i t i n g G o a l s a n d O b j e c t i v e s . ” C e n t e r f o r I n n o v a t i v e T e a c h i n g a n d L e a r n i n g , N o r t h e r n I l l i n o i s U n i v e r s i t y , 2 0 2 0 . h t t p s : / / w w w . n i u . e d u / c i t l / r e s o u r c e s / g u i d e s / i n s t r u c t i o n a l - g u i d e / w r i t i n g - g o a l s - a n d - o b j e c t i v e s . s h t m l 31 [ 1 ] “ W r i t i n g C l e a r L e a r n i n g O b j e c t i v e s . ” U n i v e r s i t y o f R o c h e s t e r M e d i c a l C e n t e r . h t t p s : / / w w w . u r m c . r o c h e s t e r . e d u / M e d i a L i b r a r i e s / U R M C M e d i a / c e n t e r - e x p e r i e n t i a l - l e a r n i n g / a b o u t -u s / i m a g e s / W r i t i n g - C l e a r - L e a r n i n g - O b j e c t i v e s . p d f [ 2 ] “ W r i t i n g S t u d e n t L e a r n i n g O u t c o m e s . ” O f f i c e o f t h e P r o v o s t , U n i v e r s i t y o f W i s c o n s i n - M a d i s o n . h t t p s : / / a s s e s s m e n t . p r o v o s t . w i s c . e d u / s t u d e n t -l e a r n i n g - o u t c o m e s / w r i t i n g - s t u d e n t - l e a r n i n g - o u t c o m e s / 32 [ 1 ] “ W r i t i n g S t u d e n t L e a r n i n g O u t c o m e s , ” O p . c i t . [ 2 ] “ W r i t i n g L e a r n i n g O u t c o m e s W o r k s h e e t . ” C a m p u s L a b s . p p . 1 , 4 . h t t p s : / / w w w . n a s p a . o r g / f i l e s / d m f i l e / W r i t i n g - L e a r n i n g - O u t c o m e s -W o r k s h e e t . p d f 33 B u l l e t e d t e x t a d a p t e d f r o m : “ W r i t i n g E f f e c t i v e L e a r n i n g O b j e c t i v e s / E d u c a t i o n a l O b j e c t i v e s . ” J o h n s H o p k i n s U n i v e r s i t y . p . 1 . h t t p s : / / p r o v o s t . j h u . e d u / w p -c o n t e n t / u p l o a d s / s i t e s / 4 / 2 0 1 9 / 1 1 / W r i t i n g - E f f e c t i v e - L e a r n i n g - O b j e c t i v e s . p d f 34 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ W r i t i n g L e a r n i n g O b j e c t i v e s . ” S c r u m A l l i a n c e . p p . 1 – 4 . h t t p s : / / w w w . s c r u m a l l i a n c e . o r g / S c r u m R e d e s i g n D E V S i t e / m e d i a / S c r u m A l l i a n c e M e d i a / G l o b a l % 2 0 S c r um % 2 0 G a t h e r i n g s / S c r u m A l l i a n c e _ W r i t i n g L e a r n i n g O b j e c t i v e s . p d f 35 U n p a c k i n g S t a n d a r d s t o S t u d e n t L e a r n i n g O b j e c t i v e s R u b r i c c o n t e n t s t a k e n v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U n p a c k i n g S t a n d a r d s t o S t u d e n t L e a r n i n g T a r g e t s R u b r i c . ” S o l u t i o n T r e e P r e s s , 2 0 1 7 . h t t p s : / / c l o u d f r o n t -s 3 . s o l u t i o n t r e e . c o m / p d f s / R e p r o d u c i b l e s _ S I A / f i g u r e 4 . 1 2 u n p a c k i n g s t a n d a r d s t o s t u d e n t l e a r n i n g t a r ge t s r u b r i c . p d f 36 A B C D S t u d e n t L e a r n i n g O b j e c t i v e s C o m p o s i t i o n W o r k s h e e t a d a p t e d f r o m : [ 1 ] “ T h e A B C D M o d e l f o r W r i t i n g O b j e c t i v e s . ” W a s h t e n a w L i t e r a c y . p p . 1 – 2 . h t t p s : / / w a s h t e n a w l i t e r a c y . o r g / d o w n l o a d s / T u t o r s / C i v C i t y E x t r a _ T u t o r G u i d e _ A p p e n d i c e s A _ B . p d f [ 2 ] B r u m f i e l d , T . a n d S . C a r r i g a n . “ I n s t r u c t i o n a l O b j e c t i v e s W o r k s h o p H a n d o u t . ” O f f i c e o f A s s e s s m e n t , A c c r e d i t a t i o n , a n d A c a d e m i c P r o g r a m P l a n n i n g , U n i v e r s i t y o f N o r t h C a r o l i n a a t G r e e n s b o r o , J u n e 6 , 2 0 1 1 . p . 3 . h t t p s : / / a s s e s s m e n t . u n c g . e d u / a c a d e m i c / d o c s / I n s t r u c t i o n a l _ O b j e c t i v e s _ W o r k s h o p _ H a n d o u t . p d f 37 [ 1 ] K u r t z , H . “ L e a r n i n g P r o g r e s s i o n s : M a p s t o P e r s o n a l i z e d T e a c h i n g . ” E d u c a t i o n W e e k , N o v e m b e r 9 , 2 0 1 5 . h t t p s : / / w w w . e d w e e k . o r g / t e a c h i n g - l e a r n i n g / l e a r n i n g - p r o g r e s s i o n s - m a p s - t o -p e r s o n a l i z e d - t e a c h i n g / 2 0 1 5 / 1 1 [ 2 ] “ W h a t A r e L e a r n i n g P r o g r e s s i o n s a n d W h y A r e T h e y I m p o r t a n t ? ” E d u c a t i o n a l T e s t i n g S e r v i c e . h t t p s : / / n e w s . e t s . o r g / s t o r i e s / w h a t - a r e - l e a r n i n g -p r o g r e s s i o n s - a n d - w h y - a r e - t h e y - i m p o r t a n t / [ 3 ] P o p h a m , W . 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C a r e . “ L e a r n i n g P r o g r e s s i o n s : P a t h w a y s f o r 2 1 s t C e n t u r y T e a c h i n g a n d L e a r n i n g . ” B r o o k i n g s I n s t i t u t i o n , M a r c h 2 7 , 2 0 1 8 . h t t p s : / / w w w . b r o o k i n g s . e d u / b l o g / e d u c a t i o n -p l u s - d e v e l o p m e n t / 2 0 1 8 / 0 3 / 2 7 / l e a r n i n g - p r o g r e s s i o n s - p a t h w a y s - f o r - 2 1 s t - c e n t u r y - t e a c h i n g - a n d -l e a r n i n g / [ 2 ] “ L e a r n i n g P r o g r e s s i o n . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p , A u g u s t 2 9 , 2 0 1 3 . h t t p s : / / w w w . e d g l o s s a r y . o r g / l e a r n i n g - p r o g r e s s i o n / [ 3 ] “ C o n t e n t S e q u e n c i n g i n I n s t r u c t i o n a l D e s i g n . ” O f f i c e o f t h e P r o v o s t , T e x a s T e c h U n i v e r s i t y . p p . 1 – 2 . h t t p : / / w w w . t a m u s . e d u / a c a d e m i c / w p - c o n t e n t / u p l o a d s / s i t e s / 2 4 / 2 0 1 7 / 0 7 / C o n t e n t - S e q u e n c i n g -H a n d o u t - v 2 . 0 . p d f 39 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p a t i o n s , f r o m : M u r r a y , B . 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P u b l i s h i n g N e t w o r k , 2 0 2 0 . h t t p s : / / i o p n . l i b r a r y . i l l i n o i s . e d u / p r e s s b o o k s / i n s t r u c t i o n i n l i b r a r i e s / c h a p t e r / s e l e c t i n g -i n s t r u c t i o n a l - s t r a t e g i e s - a n d - c r e a t i n g - l e s s o n - p l a n s / [ 2 ] F i n l e y , T . “ C o m m o n C o r e a n d P l a n n i n g : O r g a n i z i n g a U n i t o f I n s t r u c t i o n . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , M a r c h 1 0 , 2 0 1 4 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / c o m m o n - c o r e - p l a n n i n g - o r g a n i z i n g - u n i t - t o d d - f i n l e y [ 3 ] P a s h l e r , H . e t a l . “ O r g a n i z i n g I n s t r u c t i o n a n d S t u d y t o I m p r o v e S t u d e n t L e a r n i n g . ” N a t i o n a l C e n t e r f o r E d u c a t i o n R e s e a r c h , I n s t i t u e o f E d u c a t i o n S c i e n c e s , S e p t e m b e r 2 0 0 7 . p p . 1 – 2 . h t t p s : / / f i l e s . e r i c . e d . g o v / f u l l t e x t / E D 4 9 8 5 5 5 . p d f 43 [ 1 ] M c c r e a , P . “ T h e 7 H a b i t s o f H i g h l y E f f e c t i v e L e s s o n P l a n s . ” M e d i u m , J u n e 2 2 , 2 0 1 5 . h t t p s : / / m e d i u m . c o m / @ p e p s m c c r e a / t h e - 7 - h a b i t s - o f - h i g h l y - e f f e c t i v e - l e s s o n - p l a n s - f 7 8 5 f 1 f 8 9 7 4 e [ 2 ] “ P l a n n i n g a S e q u e n c e o f L e s s o n s . ” N e w S o u t h W a l e s G o v e r n m e n t , N S W D e p a r t m e n t o f E d u c a t i o n , J a n u a r y 2 1 , 2 0 2 1 . h t t p s : / / e d u c a t i o n . n s w . g o v . a u / t e a c h i n g - a n d - l e a r n i n g / p r o f e s s i o n a l -l e a r n i n g / t e a c h e r - q u a l i t y - a n d - a c c r e d i t a t i o n / s t r o n g - s t a r t - g r e a t - t e a c h e r s / r e f i n i n g -p r a c t i c e / p l a n n i n g - a - s e q u e n c e - o f - l e s s o n s . h t m l [ 3 ] M i l k o v a , O p . c i t . [ 4 ] U l l m a n , O p . c i t . 44 [ 1 ] “ G u i d e l i n e s t o C o n s t r u c t a L e a r n i n g D e s i g n S e q u e n c e . ” L e a r n i n g D e s i g n s | U n i v e r s i t y o f W o l l o n g o n g A u s t r a l i a . p p . 1 – 2 . h t t p : / / w w w . l e a r n i n g d e s i g n s . u o w . e d u . a u / p r o j e c t / d o c / C o n s t r u c t % 2 0 a n % 2 0 L D % 2 0 S e q u e n c e . p d f [ 2 ] C l o u d s , K . “ A B e g i n n e r s ’ G u i d e t o L e s s o n P l a n n i n g . ” E n g a g e E d u c a t i o n , A u g u s t 1 1 , 2 0 2 0 . h t t p s : / / e n g a g e - e d u c a t i o n . c o m / b l o g / a - b e g i n n e r s - g u i d e - t o - l e s s o n - p l a n n i n g / [ 3 ] S t a u f f e r , B . “ W h a t I s a L e s s o n P l a n a n d H o w D o Y o u M a k e O n e ? ” A p p l i e d E d u c a t i o n a l S y s t e m s , S e p t e m b e r 1 , 2 0 1 9 . h t t p s : / / w w w . a e s e d u c a t i o n . c o m / b l o g / w h a t - i s - a - l e s s o n - p l a n [ 4 ] O l i n g h o u s e , N . “ D e s i g n i n g L e s s o n s f o r D i v e r s e L e a r n e r s . ” C o l l e g e o f E d u c a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , 2 0 0 8 . p p . 1 – 1 8 . h t t p s : / / e d w p . e d u c . m s u . e d u / t e / w p - c o n t e n t / u p l o a d s / s i t e s / 4 9 / 2 0 2 0 / 0 6 / D e s i g n i n g - L e s s o n s - f o r -D i v e r s e - L e a r n e r s . p d f [ 5 ] “ P l a n n i n g L e s s o n s f o r t h e E S L C l a s s r o o m . ” E d u c a t i o n A l l i a n c e , B r o w n U n i v e r s i t y . h t t p s : / / w w w . b r o w n . e d u / a c a d e m i c s / e d u c a t i o n - a l l i a n c e / t e a c h i n g - d i v e r s e -l e a r n e r s / l e s s o n - p l a n n i n g [ 6 ] A z z a m , A . “ S i x S t r a t e g i e s f o r C h a l l e n g i n g G i f t e d L e a r n e r s . ” A S C D E d u c a t i o n U p d a t e , 5 8 : 4 , A p r i l 2 0 1 6 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / n e w s l e t t e r s / e d u c a t i o n -u p d a t e / a p r 1 6 / v o l 5 8 / n u m 0 4 / S i x - S t r a t e g i e s - f o r - C h a l l e n g i n g - G i f t e d - L e a r n e r s . a s p x 45 [ 1 ] F e r l a z z o , L . “ N i n e S t r a t e g i e s f o r P r o m o t i n g S t u d e n t E n g a g e m e n t . ” E d u c a t i o n W e e k , F e b r u a r y 7 , 2 0 2 1 . h t t p s : / / w w w . e d w e e k . o r g / t e a c h i n g - l e a r n i n g / o p i n i o n - n i n e - s t r a t e g i e s - f o r - p r o m o t i n g -s t u d e n t - e n g a g e m e n t / 2 0 2 1 / 0 2 [ 2 ] “ E n g a g e m e n t . ” N a t i o n a l C e n t e r o n S a f e S u p p o r t i v e L e a r n i n g E n v i r o n m e n t s , A m e r i c a n I n s t i t u t e s f o r R e s e a r c h . h t t p s : / / s a f e s u p p o r t i v e l e a r n i n g . e d . g o v / t o p i c -r e s e a r c h / e n g a g e m e n t 46 T o t h , M . D . “ W h y S t u d e n t E n g a g e m e n t I s I m p o r t a n t i n a P o s t - C O V I D W o r l d - a n d 5 S t r a t e g i e s t o I m p r o v e I t . ” L e a r n i n g S c i e n c e s I n t e r n a t i o n a l , M a r c h 1 7 , 2 0 2 1 . h t t p s : / / w w w . l e a r n i n g s c i e n c e s . c o m / b l o g / w h y - i s - s t u d e n t - e n g a g e m e n t - i m p o r t a n t / 47 [ 1 ] H a l l , J . “ N e w P e r s p e c t i v e s o n S t u d e n t E n g a g e m e n t . ” A s s o c i a t i o n f o r M i d d l e L e v e l E d u c a t i o n , A p r i l 2 0 1 5 . h t t p s : / / w w w . a m l e . o r g / n e w - p e r s p e c t i v e s - o n - s t u d e n t - e n g a g e m e n t / [ 2 ] K a n g , R . L . “ E n g a g e m e n t I s E v e r y t h i n g : T h r e e P i l l a r s o f S t u d e n t E n g a g e m e n t . ” C e n t e r f o r t h e P r o f e s s i o n a l E d u c a t i o n o f T e a c h e r s | T e a c h e r s C o l l e g e , C o l u m b i a U n i v e r s i t y , J a n u a r y 4 , 2 0 2 1 . h t t p : / / c p e t . t c . c o l u m b i a . e d u / 8 / p o s t / 2 0 2 1 / 0 1 / e n g a g e m e n t - i s - e v e r y t h i n g - t h r e e - p i l l a r s - o f - s t u d e n t -e n g a g e m e n t . h t m l [ 3 ] M a r t i n , J . a n d A . T o r r e s . “ I . W h a t I s S t u d e n t E n g a g e m e n t a n d W h y I s I t I m p o r t a n t ? ” N a t i o n a l A s s o c i a t i o n o f I n d e p e n d e n t S c h o o l s . p . 2 . h t t p s : / / w w w . n a i s . o r g / A r t i c l e s / D o c u m e n t s / M e m b e r / 2 0 1 6 % 2 0 H S S S E % 2 0 C h a p t e r - 1 . p d f 48 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ S t u d e n t E n g a g e m e n t . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p , F e b r u a r y 1 8 , 2 0 1 6 . h t t p s : / / w w w . e d g l o s s a r y . o r g / s t u d e n t - e n g a g e m e n t / 49 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : O l s o n , A . a n d R . L . P e t e r s o n . “ S t u d e n t E n g a g e m e n t . ” S t u d e n t E n g a g e m e n t P r o j e c t , U n i v e r s i t y o f N e b r a s k a - L i n c o l n , A p r i l 2 0 1 5 . p . 1 . h t t p s : / / k 1 2 e n g a g e m e n t . u n l . e d u / s t r a t e g y - b r i e f s / S t u d e n t % 2 0 E n g a g e m e n t % 2 0 1 1 - 1 0 - 1 5 % 2 0 . p d f 50 [ 1 ] “ T h e U D L G u i d e l i n e s . ” C A S T , 2 0 1 8 . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / [ 2 ] “ A b o u t t h e G r a p h i c O r g a n i z e r . ” C A S T , 2 0 1 8 . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / m o r e / a b o u t - g r a p h i c - o r g a n i z e r [ 3 ] “ F r e q u e n t l y A s k e d Q u e s t i o n s . ” C A S T , 2 0 1 8 . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / m o r e / f r e q u e n t l y - a s k e d -q u e s t i o n s 51 “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f A c t i o n a n d E x p r e s s i o n . ” C A S T , 2 0 1 8 . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / a c t i o n -e x p r e s s i o n ? u t m _ s o u r c e = c a s t s i t e & u t m _ m e d i u m = w e b & u t m _ c a m p a i g n = n o n e & u t m _ c o n t e n t = a b o u t u d l 52 [ 1 ] “ U n i v e r s a l D e s i g n f o r L e a r n i n g ( U D L ) , U D L P r i n c i p l e : A c t i o n & E x p r e s s i o n . ” M t . S a n A n t o n i o C o l l e g e , A p r i l 1 3 , 2 0 2 1 . h t t p s : / / m t s a c . l i b g u i d e s . c o m / u d l / e x p r e s s i o n [ 2 ] “ M u l t i p l e M e a n s o f A c t i o n a n d E x p r e s s i o n . ” S T E M T e a c h i n g T o o l s | I n s t i t u t e f o r S c i e n c e + M a t h E d u c a t i o n , U n i v e r s i t y o f W a s h i n g t o n . h t t p : / / s t e m t e a c h i n g t o o l s . o r g / s p / m u l t i p l e - m e a n s - o f - a c t i o n - a n d - e x p r e s s i o n



53 [ 1 ] “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f E n g a g e m e n t . ” C A S T , 2 0 1 8 . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / e n g a g e m e n t / ? u t m _ s o u r c e = c a s t s i t e & u t m _ m e d i u m = w e b & u t m _ c a m p a i gn = n o n e & u t m _ c o n t e n t = a b o u t u d l [ 2 ] T h i b o d e a u , T . “ U D L : P r o v i d i n g M u l t i p l e M e a n s f o r E n g a g e m e n t . ” N o v a k E d u c a t i o n , M a r c h 2 8 , 2 0 2 1 . h t t p s : / / w w w . n o v a k e d u c a t i o n . c o m / b l o g / u d l -p r o v i d i n g - m u l t i p l e - m e a n s - f o r - e n g a g e m e n t 54 [ 1 ] “ M u l t i p l e M e a n s o f E n g a g e m e n t . ” S T E M T e a c h i n g T o o l s | I n s t i t u t e f o r S c i e n c e + M a t h E d u c a t i o n , U n i v e r s i t y o f W a s h i n g t o n . h t t p : / / s t e m t e a c h i n g t o o l s . o r g / s p / m u l t i p l e - m e a n s - o f -e n g a g e m e n t [ 2 ] “ U n i v e r s a l D e s i g n f o r L e a r n i n g ( U D L ) , U D L P r i n c i p l e : E n g a g e m e n t . ” M t . S a n A n t o n i o C o l l e g e , A p r i l 1 3 , 2 0 2 1 . h t t p s : / / m t s a c . l i b g u i d e s . c o m / u d l / e n g a g e m e n t 55 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : [ 1 ] “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f A c t i o n a n d E x p r e s s i o n , ” O p . c i t . [ 2 ] “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f E n g a g e m e n t , ” O p . c i t . 56 F i g u r e a d a p t e d f r o m : “ A p p r e c i a t i n g D i v e r s i t y i n S t u d e n t N e e d s a n d I d e n t i t i e s . ” H a n o v e r R e s e a r c h a n d U t a h L e a d i n g t h r o u g h E f f e c t i v e , A c t i o n a b l e , a n d D y n a m i c ( U L E A D ) E d u c a t i o n , D e c e m b e r 2 0 2 0 . p p . 1 2 – 1 9 . h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / f 5 a 1 d f 4 0 - a b d 7 - 4 6 f 3 - 9 6 f e -0 f 3 1 c f 9 6 c 5 2 f 57 [ 1 ] “ C h a p t e r S i x : L e s s o n P l a n T e m p l a t e s a n d E x a m p l e s . ” C h a l k . C o m . h t t p s : / / w w w . c h a l k . c o m / i n t r o d u c t i o n - t o - l e s s o n - p l a n n i n g / c h a p t e r - 6 - l e s s o n - p l a n - t e m p l a t e s - a n d -e x a m p l e s / [ 2 ] “ T h e A n a t o m y o f a G r e a t L e s s o n P l a n T e m p l a t e . ” P l a n b o o k . h t t p s : / / b l o g . p l a n b o o k . c o m / l e s s o n - p l a n - t e m p l a t e / 58 [ 1 ] D a v e n p o r t , M . a n d E . C l a r k s o n . “ L e s s o n P l a n n i n g T e m p l a t e s : S o M a n y O p t i o n s ! ” A t l a s N e x t , F e b r u a r y 2 1 , 2 0 2 0 . / / w w w . o n a t l a s . c o m / b l o g / l e s s o n - p l a n n i n g - t e m p l a t e s - m a n y - o p t i o n s [ 2 ] J o n e s , L . “ 1 0 G r e a t L e s s o n P l a n n i n g T e m p l a t e s a n d R e s o u r c e s . ” T e a c h i n g C h a n n e l , F e b r u a r y 6 , 2 0 1 4 . h t t p s : / / w w w . t e a c h i n g c h a n n e l . c o m / b l o g / 1 0 - g r e a t - l e s s o n - p l a n n i n g - t e m p l a t e s - a n d - r e s o u r c e s 59 [ 1 ] C u n n i n g h a m , O p . c i t . [ 2 ] L e w i s , B . “ C o m p o n e n t s o f a W e l l - W r i t t e n L e s s o n P l a n . ” T h o u g h t C o , O c t o b e r 9 , 2 0 1 9 . h t t p s : / / w w w . t h o u g h t c o . c o m / c o m p o n e n t s - o f - a - w e l l - w r i t t e n - l e s s o n - p l a n - 2 0 8 1 8 7 1 60 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ T E A L C e n t e r F a c t S h e e t N o . 8 : E f f e c t i v e L e s s o n P l a n n i n g , ” O p . c i t . 61 M u l t i p l e M e a n s f o r A c t i o n , E x p r e s s i o n , a n d E n g a g e m e n t W o r k s h e e t a d a p t e d f r o m : “ K e y Q u e s t i o n s t o C o n s i d e r W h e n P l a n n i n g L e s s o n s . ” C A S T . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / b i n a r i e s / c o n t e n t / a s s e t s / c o m m o n / p u b l i c a t i o n s / a r t i c l e s / c a s t - u d l -p l a n n i n g q - a 1 1 y . p d f 62 [ 1 ] J o h n s o n , B . “ D e e p e r L e a r n i n g : W h y C r o s s - C u r r i c u l a r T e a c h i n g I s E s s e n t i a l . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , A u g u s t 1 4 , 2 0 1 4 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / c r o s s -c u r r i c u l a r - t e a c h i n g - d e e p e r - l e a r n i n g - b e n - j o h n s o n [ 2 ] “ B e n e f i t s o f I n t e r d i s c i p l i n a r y S t u d y . ” C e n t r a l M i c h i g a n U n i v e r s i t y . h t t p s : / / w w w . c m i c h . e d u / o f f i c e _ p r o v o s t / A c a d e m i c A f f a i r s / I n t e r D i s c i p l i n a r y / P a g e s / B e n e f i t s . a s p x [ 3 ] “ W h y T e a c h w i t h a n I n t e r d i s c i p l i n a r y A p p r o a c h ? ” S c i e n c e E d u c a t i o n R e s o u r c e C e n t e r , C a r l e t o n C o l l e g e , M a y 2 6 , 2 0 2 1 . h t t p s : / / s e r c . c a r l e t o n . e d u / s p / l i b r a r y / i n t e r d i s c i p l i n a r y / w h y . h t m l 63 [ 1 ] G o l d i n g , C . “ I n t e g r a t i n g t h e D i s c i p l i n e s : S u c c e s s f u l I n t e r d i s c i p l i n a r y S u b j e c t s . ” C e n t r e f o r t h e S t u d y o f H i g h e r E d u c a t i o n , U n i v e r s i t y o f M e l b o u r n e , N o v e m b e r 2 0 0 9 . p p . 2 – 4 . [ 2 ] “ H o w E f f e c t i v e I s a C r o s s - D i s c i p l i n a r y A p p r o a c h t o T e a c h i n g S c i e n c e ? ” M a r s h a l l C a v e n d i s h E d u c a t i o n , J u n e 5 , 2 0 1 7 . h t t p s : / / w w w . m c e d u c a t i o n . c o m / m c e - i n t l / a b o u t - u s / s o c i a l - m e d i a - p a g e -s h a r i n g / s p a r k / 2 0 1 7 / 0 6 / 0 5 / h o w - e f f e c t i v e - i s - a - c r o s s - d i s c i p l i n a r y - a p p r o a c h - t o - t e a c h i n g - s c i e n c e 64 [ 1 ] “ I n t e r d i s c i p l i n a r y A p p r o a c h e s t o T e a c h i n g . ” S c i e n c e E d u c a t i o n R e s o u r c e C e n t e r , C a r l e t o n C o l l e g e , M a y 7 , 2 0 1 8 . h t t p s : / / s e r c . c a r l e t o n . e d u / s p / l i b r a r y / i n t e r d i s c i p l i n a r y / i n d e x . h t m l [ 2 ] L y n c h , M . “ T h e P r o s a n d C o n s o f C r o s s - C u r r i c u l a r T e a c h i n g . ” T h e E d v o c a t e , J u n e 2 0 , 2 0 1 9 . h t t p s : / / w w w . t h e e d a d v o c a t e . o r g / p r o s - a n d - c o n s - o f - c r o s s - c u r r i c u l a r - t e a c h i n g / 65 V a n s a n t , S . B . “ I n t e g r a t i n g C u r r i c u l u m f o r M e a n i n g f u l L e a r n i n g . ” A s s o c i a t i o n f o r M i d d l e L e v e l E d u c a t i o n . h t t p s : / / w w w . a m l e . o r g / i n t e g r a t i n g - c u r r i c u l u m - f o r - m e a n i n g f u l - l e a r n i n g / 66 K e l l y , M . “ C r o s s - C u r r i c u l a r C o n n e c t i o n s i n I n s t r u c t i o n : F o u r W a y s t o I n t e g r a t e L e s s o n s . ” T h o u g h t C o , J u l y 1 5 , 2 0 1 9 . h t t p s : / / w w w . t h o u g h t c o . c o m / c r o s s - c u r r i c u l a r - c o n n e c t i o n s - 7 7 9 1 67 V a n s a n t , O p . c i t . 68 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : K e l l y , “ C r o s s - C u r r i c u l a r C o n n e c t i o n s i n I n s t r u c t i o n : F o u r W a y s t o I n t e g r a t e L e s s o n s , ” O p . c i t . 69 F i g u r e a d a p t e d f r o m : [ 1 ] T h i b a u t , L . e t a l . “ I n t e g r a t e d S T E M E d u c a t i o n : A S y s t e m a t i c R e v i e w o f I n s t r u c t i o n a l P r a c t i c e s i n S e c o n d a r y E d u c a t i o n . ” E u r o p e a n J o u r n a l o f S T E M E d u c a t i o n , 3 : 1 , M a y 1 , 2 0 1 8 . p p . 5 – 8 . D o w n l o a d a b l e a t h t t p s : / / w w w . r e s e a r c h g a t e . n e t / p u b l i c a t i o n / 3 2 4 8 7 8 1 6 2 _ I n t e g r a t e d _ S T E M _ E d u c a t i o n _ A _ S y s t e m a t i c _R e v i e w _ o f _ I n s t r u c t i o n a l _ P r a c t i c e s _ i n _ S e c o n d a r y _ E d u c a t i o n [ 2 ] “ I n t e g r a t e d C u r r i c u l u m i n t h e



P r i m a r y P r o g r a m . ” I n T h e P r i m a r y P r o g r a m : G r o w i n g a n d L e a r n i n g i n t h e H e a r t l a n d , N e b r a s k a D e p a r t m e n t o f E d u c a t i o n , I o w a D e p a r t m e n t o f E d u c a t i o n , I o w a A r e a E d u c a t i o n A g e n c i e s , a n d H e a d - S t a r t S t a t e C o l l a b o r a t i o n P r o j e c t , 1 9 9 3 . p . 5 6 0 . h t t p s : / / w w w . e d u c a t i o n . n e . g o v / w p -c o n t e n t / u p l o a d s / 2 0 1 7 / 0 7 / I C . p d f [ 3 ] L a k e , K . “ I n t e g r a t e d C u r r i c u l u m . ” E d u c a t i o n N o r t h w e s t , M a y 1 9 9 4 . p . 1 0 . h t t p s : / / e d u c a t i o n n o r t h w e s t . o r g / s i t e s / d e f a u l t / f i l e s / i n t e g r a t e d - c u r r i c u l u m . p d f 70 “ C u r r i c u l u m M a p p i n g . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p , N o v e m b e r 1 8 , 2 0 1 3 . h t t p s : / / w w w . e d g l o s s a r y . o r g / c u r r i c u l u m - m a p p i n g / 71 “ C u r r i c u l u m I n t e g r a t i o n R e s e a r c h : R e - E x a m i n i n g O u t c o m e s a n d P o s s i b i l i t i e s f o r t h e 2 1 s t C e n t u r y . ” O f f i c e o f E d u c a t i o n I m p r o v e m e n t a n d I n n o v a t i o n , M i c h i g a n D e p a r t m e n t o f E d u c a t i o n , 2 0 1 4 . p . 7 . h t t p s : / / w w w . m i c h i g a n . g o v / d o c u m e n t s / m d e / I n t e g r a t i o n _ R e s e a r c h _ d o c u m e n t _ A D A _ v 2 -2 0 1 7 _ 5 5 6 1 1 2 _ 7 . p d f 72 “ L e a r n i n g S t a n d a r d s . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p , F e b r u a r y 4 , 2 0 1 4 . h t t p s : / / w w w . e d g l o s s a r y . o r g / l e a r n i n g - s t a n d a r d s / 73 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : K e l l y , “ C r o s s - C u r r i c u l a r C o n n e c t i o n s i n I n s t r u c t i o n : F o u r W a y s t o I n t e g r a t e L e s s o n s , ” O p . c i t . 74 “ I n t e g r a t e d U n i t s : A P l a n n i n g G u i d e f o r T e a c h e r s . ” H i g h T e c h H i g h . p p . 4 – 1 0 . h t t p s : / / b a c k e n d . e d u t o p i a . o r g / s i t e s / d e f a u l t / f i l e s / p d f s / i n t e g r a t e d - c u r r i c u l u m - g u i d e . p d f 75 C l a y t o n , M . e t a l . “ D e s i g n i n g M u l t i d i s c i p l i n a r y I n t e g r a t e d C u r r i c u l u m U n i t s . ” C o n n e c t E d : T h e C a l i f o r n i a C e n t e r f o r C o l l e g e a n d C a r e e r , F e b r u a r y 2 0 1 0 . p . 1 5 . h t t p s : / / c a s n . b e r k e l e y . e d u / w p -c o n t e n t / u p l o a d s / 2 0 1 9 / 0 3 / L L _ D e s i g n i n g _ C u r r i c u l u m _ U n i t s _ 2 0 1 0 _ v 5 _ w e b - 1 . p d f 76 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ I n t e g r a t e d C o u r s e w o r k a n d A w a r d i n g S i m u l t a n e o u s C r e d i t G u i d a n c e f o r S c h o o l s . ” O h i o D e p a r t m e n t o f E d u c a t i o n , J u n e 2 0 1 8 . p . 4 . h t t p : / / e d u c a t i o n . o h i o . g o v / g e t a t t a c h m e n t / T o p i c s / Q u a l i t y - S c h o o l - C h o i c e / C r e d i t - F l e x i b i l i t y -P l a n / I n t e g r a t e d - C o u r s e w o r k - G u i d a n c e . p d f . a s p x ? l a n g = e n - U S 77 C r o s s - D i s c i p l i n a r y P l a n n i n g P r o t o c o l a d a p t e d f r o m : [ 1 ] “ I n t e g r a t e d C u r r i c u l u m i n t h e P r i m a r y P r o g r a m , ” O p . c i t . , p p . 5 6 7 – 5 7 2 . [ 2 ] “ S t r a t e g y t o L e s s o n C a r d . ” L e a r n i n g S t u d i o s , E d u c a t i o n C l o s e t . h t t p s : / / s 3 . a m a z o n a w s . c o m / l e a r n i n g s t u d i o s / P r o f e s s i o n a l + D e v e l o p m e n t / s t r a t e g y + t o + l e s s o n + c a r d . pd f


ABOUT HANOVER RESEARCH

H a n o v e r R e s e a r c h p r o v i d e s h i g h - q u a l i t y , c u s t o m r e s e a r c h a n d a n a l y t i c s t h r o u g h a c o s t - e f f e c t i v e m o d e l t h a t h e l p s c l i e n t s m a k e i n f o r m e d d e c i s i o n s , i d e n t i f y a n d s e i z e o p p o r t u n i t i e s , a n d h e i g h t e n t h e i r e f f e c t i v e n e s s

O U R S O L U T I O N S

A C A D E M I C S O L U T I O N S ADMINISTRATIVE SOLUTIONS

• College & Career Readiness: Support on-time student graduation and prepare all students for post-secondary education and careers.

• Program Evaluation: Measure program impact to support informed, evidence-based investments in resources that maximize student outcomes and manage costs.

• Safe & Supportive Environments: Create an environment that supports the academic, cultural, and social-emotional needs of students, parents, and staff through a comprehensive annual assessment of climate and culture.

• Family and Community Engagement: Expand and strengthen family and community relationships and identify community partnerships that support student success.

• Talent Recruitment, Retention & Development: Attract and retain the best staff through an enhanced understanding of the teacher experience and staff professional development needs.

• Operations Improvement: Proactively address changes in demographics, enrollment levels, and community expectations in your budgeting decisions.

LEADERSHIP SOLUTION Build a high-performing administration that is the first choice for students, parents, and staff.

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