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Designing Instruction
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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
 
Acknowledgments
 
About the Authors
 
Introduction
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?"

 
Summary

 
 
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
Introduction

 
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
Introduction

 
Motivation

 
Information

 
Bloom's Taxonomy

 
Summary

 
 
6. Unit Planning: Learning Constructs
Introduction

 
Organizational Patterns

 
Writing Summary

 
Note Taking

 
Math-Problem Analysis and Problem Solving

 
Vocabulary and Context Clues

 
Graphic Organizers

 
Levels of Questioning

 
Similarities and Differences

 
Summary

 
 
7. Unit Planning: Delivery Strategies
Introduction

 
Lecture or Explanation

 
Demonstration

 
Guided Discussion

 
Inquiry, or Formulating and Testing Hypotheses

 
Learning Circles

 
Socratic Seminar

 
Action Research

 
Advance Organizer

 
Summary

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

 
Assessment

 
Culmination

 
Summary

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

 
Benchmarking

 
How the Data Should Be Used by Teachers and Administrators

 
Building Leadership Teams

 
Administrative Stewardship

 
Collaborative Observations

 
Summary

 
Appendix A: Ohio Summary of Results

 
Appendix B: River Bend Local Schools

 
Appendix C: Various Methods to Determine Mastery of Performance Indicators

 
 
Selcted References
 
Index

"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

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