Iowa Core Curriculum
By: Alex Davis
What is it?
- Intended Curriculum: The content target for the enacted curriculum, often captured in content standards or other similar documents
- Enacted Curriculum: The content actually delievered during instructions in the classroom and other learning settings
- Assessed Curriculum: The content that is assessed to determine achievement
Alignment and Directionality
Directionality is the direction in which alignment is examined can be broken down into two approaches.
-Horizontal Alignment: Degree of match across two components.
-Vertical Alignment: Degree of match within one component.
Dimensions and Level of Analysis
Topical/conceptual knowledge: topics and information that students are suppose to learn.
Cognitive Complexity/Demand: What students are expected to do with the topical/conceptual knowledge.
Emphasis: The extent to which topical/conceptual knowledge with accompanying complexity/demand are addressed by the intended, enacted, or assessed curriculum.
Level of Analysis
When engaging in an examination of alignment in any direction, along any dimensions, the specificity with which alignment is considered can vary along a continuum. This is referred to as "grain size"
Coarse-grained: tends to be global or general in nature; "its in there somewhere"
Fine-grained: Specific, targeted, one-to-one correspondence
1. Respond to all outcomes and targets of the implementation plan
- Due July 1, 2010, for grades 9-12
- Due July 1, 2012, for grades k-8
2. Complete an initial alignment of local content with ICC essential concepts and skill sets in literacy, Mathematics, Social Studies, and 21st Century skills( Civic literacy, Health literacy, financial literacy, Technology Literacy, Employability skills) and steps to address any gaps
- Due July 1, 2012, for grades 9-12
- Due 2013-2014, for grades k-8
Characteristics of Effective Instructions
Teaching for Understanding
Assessment FOR Learning (Formative Assessment)
Rigorous and Relevant Curriculum
Teaching for Learner Differences
- Building learning opportunities on a students' natural curiosity
- Building learning opportunities on students' current knowledge
- Drawing on a deep understanding of how students learn and students' developmental characteristics to design learning experiences
- Providing students the opportunity to actively engage in learning skills, knowledge, and concepts
- Creating a climate of collaborative learning between the teacher and the learner
- Including students in decision-making processess of the classroom
- Teacher facilitating a variety of learning opportunities-experiential, holistic, authentic and challenging
- Students collaborating and sharing resources
- Curriculum focusing on essential concepts and skill sets
- Providing opportunities for students to reflect on what and how they learn.
Teaching for Learner Differences
- Teaching for Learner Differences through IDM is about meeting the needs of all students while maintaining high expectations for all students. It aligns with and supports all services and programs within a school
- Teaching for Learner Differences is focused on appropriate instruction and focused on each and every students.
- It is data driven, a collaborative effort, proactive, a seamless continuum of instructional delivery, fluid interactive, and responsive.