From Feedback to Curriculum Writing

Discussion on what does classroom feedback look like. Thoughts revolved around time constraints for feedback due to teacher direct instruction for entire class. If teachers can let go of control in the classroom, http://www.teachthought.com/learning/great-teaching-means-letting-go/ then teachers can have more time in class to facilitate, mentor, and provide feedback.

Leadership can assist with this by providing a scope and sequence that puts an emphasis on standards that create students who are college and career ready rather than students that can master state mandated exams.

Creating this scope and sequence through processes like curriculum writing should enable educators to intentionally design lessons (with backwards design) that place emphasis on reading, writing, thinking, and creating rather than choosing the correct answer on a multiple choice test.

Curriculum writing should not consist of item analysis of STAAR results, previous exam questions, and a test bank. But rather student performance data on DBQ's or CER's or any other student performance that has specific standards or rubrics or clear learning targets attached. Are our next steps slowing down the curriculum writing process so that teachers can calibrate expectations on student performances with specific agreed upon standards? We would need student performance data and teacher scoring of the student performance so we could have a discussion on how to evaluate emerging, proficient, or breakthrough results.

Just thinking out loud on my computer,

Andy