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Designing Instruction

Designing Instruction
Making Best Practices Work in Standards-Based Classrooms

October 2007 | 352 pages | Corwin
It is no secret that meeting the AYP goals mandated by NCLB is a considerable challenge for many educators. Even some of the wealthiest, highest-performing schools and districts have not been able to make enough annual yearly progress with some of their student subgroups. Faced with decreased funds and other potential penalties, school leaders are scrambling to find new education models to significantly and quickly raise achievement levels of academically struggling students. However, even the most highly-touted school reform guides do not to include classroom practices and the most prestigious curriculum-instructional programs do not address infrastructure issues which can determine success or failure. Concerned that many districts will fall short in their efforts to improve student performance using imbalanced approaches, the authors present a comprehensive, three-pronged approach for raising achievement levels. This resource shows school and district leaders how to begin a strong overall reform project by first incorporating the following essential elements: standards-based curriculum, best practice techniques for instruction delivery and assessment and a series of capacity-building processes to integrate reforms into the daily operation of each school

About the Authors
Our Journey Through School Reform

Enter Instructional Design

The Purpose for This Book

The Five Parts

Who Should Buy This Book

Part I. School Reform Is All About What Happens in the Classroom
1. Instructional Design as the Catalyst for Successful School Reform
The Eight Core Elements of Successful School Reform

How Does Instructional Design Integrate With Successful School Reform?

Three-Year Time Frame

2. Performance Indicators: The Passkey to Standards-Based Curriculum
What's in the Name?

The Criteria for Valid Performance Indicators

How the Standards Are Organized

Not Classroom Ready, but That's Okay

Using Standards to Strengthen the Learning Culture and Increase Expectations

The Process of Developing Performance Indicators

Frequently Asked Questions and Related Issues

What to Do During the Pilot of Performance Indicators

"Are We There Yet?"


Part II. Planning
3. Curriculum Mapping
Not a New Concept

Features and Physical Layout of the Curriculum Map

The Instructional Design Aproach to Curriculum Mapping

Teacher-Administrator Accountability

Frequently Asked Questions About the Curriculum Mapping Process

Ensuring a Successful Rollout of the Curriculum Maps

The Three-Year Time Frame

4. Unit Planning: Rationale and Format

The Unit Plan Format for Instructional Design

Considerations in Developing Unit Plans

Frequently Asked Questions About Unit Plans

The Three-Year Time Frame

Part III. Best Practices in Unit Planning and Delivery
5. Unit Planning: Motivation and Information



Bloom's Taxonomy


6. Unit Planning: Learning Constructs

Organizational Patterns

Writing Summary

Note Taking

Math-Problem Analysis and Problem Solving

Vocabulary and Context Clues

Graphic Organizers

Levels of Questioning

Similarities and Differences


7. Unit Planning: Delivery Strategies

Lecture or Explanation


Guided Discussion

Inquiry, or Formulating and Testing Hypotheses

Learning Circles

Socratic Seminar

Action Research

Advance Organizer


Part IV. Assessment
8. Unit Planning: Assessment and Culmination




Part V. Capacity-Building
9. Capacity-Building to Integrate Classroom Reform Into the Deep Culture of Each School


How the Data Should Be Used by Teachers and Administrators

Building Leadership Teams

Administrative Stewardship

Collaborative Observations


Appendix A: Ohio Summary of Results

Appendix B: River Bend Local Schools

Appendix C: Various Methods to Determine Mastery of Performance Indicators

Selcted References

"Exceptionally useful, well-organized, and supported by research."

Linda Diaz, Program Specialist for Professional Development
Monroe County School District, Key West, FL

"A fresh new approach that offers creative thinking strategies for administrative leadership teams. Few textbooks have such detailed examples combined with the background study of best practices. The authors have great credibility, experience, resources, and abundant research to support their proposal. A very well-written text offering ample review of the research."

Sara E. Spruce, Professor of Education
Olivet Nazarene University

"We used the Designing Instruction process to redefine our entire curriculum and instructional program, and our student achievement has shown steady improvement!"

Cynthia A. Lemmerman, Superintendent
The Fostoria Community Schools, OH

"The Designing Instruction process helped us focus our efforts on effective teaching practices and the overall improvement of our entire delivery system. We have dramatically improved our pedagogy and the learning outcomes of our students."

Jon Hood, Principal
Maryland Elementary School, Bexley, OH

"Through the Designing Instruction process, our district empowered teachers to design a standards-based curriculum, develop yearlong curriculum maps, and devise unit plans that integrate best practice teaching and testing methods into every classroom, and our principals have become the stewards who facilitate and sustain the process!"

Lynne Gale, District Administrator
Hamilton Township Schools, NJ

"What a godsend! Our teachers developed a K-12 standards-based curriculum in math and language arts, and teams of teachers developed course tools that were based on best practice research to deliver our new curriculum in every classroom. As our test scores began to go up, the gap between sub-groups began to narrow. We are thrilled with our success, and the district has continued the process ever since."

Joan Sigafoos, Retired School Improvement Director
Elyria City Schools, OH

"My highest priority was for schoolwide reform that would improve daily classroom instruction—a comprehensive program that would assist teachers in their choice of curriculum, their efforts to differentiate, and their choice of teaching-learning strategies. What we've accomplished using the Designing Instruction program has been outstanding!"

Meredith Davis, Principal
Sanford Middle School, Minneapolis, MN

"An invaluable, practical guide for teachers and administrators and education libraries at the college level."

The Bookwatch, December 2007
Midwest Book Review

"The authors outline instructional design within the context of school reform. By presenting the material in an accessible way, the book combines theory with practical applications."

Education Libraries, Spring 2008, Vol. 30(3)

Updated content

Dr Fernando Mortera-Gutierrez
Education , Monterrey College of Technology - Monterrey
February 15, 2010
Key features
  • Unique three-tiered approach: discusses the core elements of school reform, provides best practices for delivering and assessing classroom instruction, and shows how to use collaborative observation and other team-leadership processes to integrate reforms into the deep-rooted culture of a school (thus ensuring that promising reforms are lasting).
  • Research-based practices fine-tuned as a result of long-term relationships with 50+ school-districts across the country and in Canada
  • Each author has more than 20 years' experience in school reform and curriculum/instruction
  • Highly-referenced material with reference sections following each chapter
  • "Bird-walk/Aside" sections highlight author observations and lessons learned
  • Authors share what worked and what didn't work
  • Rubrics to guide the development of Performance Indicators, Curriculum Maps, Unit Plans and benchmark assessments
  • Samples of Performance Indicators, Curriculum Maps, Unit Plans, benchmark assessments, and checklists
  • Sample short and long-range checklists and to-do lists to help educators accomplish each stage of the Instructional Design Process
  • Sample administrative job descriptions and annual performance appraisals aligned with reform targets
  • Sample text for Board Policies to adopt the performance indicators as achievement targets of the district
  • Sample evaluation scenarios to monitor the progress of the reform activities, and more

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ISBN: 9781412938853
CAD$ 58.95

For large school/district orders, volume discounts, availability and shipping times contact customer service at 800-233-9936

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