vii. Sample Syllabus Integrating PACT (UCSB)

This example by UC Santa Barbara shows how a particular course on curriculum integrates all five PACT tasks.

Curriculum Design and Implementation

ED 395

Instructor: Nicole Merino Instructor: Tanya Mishler

Text:

v  Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McTighe, Association for Supervision and Curriculum Development, 2006.

v  Reader/workbook available at the Alternative.

Course Description:

The focus of this course is on integrated curriculum design and each of its elements: students, content, instruction, assessment, and reflection. Each class will relate to the California Standards for the Teaching Profession (CSTP). The course is designed to support your work in all of five tasks of the PACT Teaching Event (PACT: Performance Assessment for California Teachers www.pacttpa.org): context, planning instruction and assessment, instructing students and supporting learning, assessing student learning, reflecting on teaching and learning.

Evaluation of Student Performance (Course Requirements)

v  40% In-class assignments (note: if you miss class you must complete the assignment on your own. It is your responsibility to get the assignment from a classmate.)

v  20% PACT Context for Learning (Due: Jan. 17)

v  20% PACT Content CT Interview (Due: Jan. 31)

v  20% PACT Assessment Design Assignment (Due: Feb. 21)

v  Completion of PACT (Class grade is recorded as incomplete if TE is not complete)

Date

/

Activities & Topics

/ Readings & work due /
CSTP

Jan. 3

/
Course Introduction
v  PACT overview vs. What Really Matters / BRING ALWAYS: Course text, ED 395 reader/workbook, PACT handbook
In class assignment: Read and chart ch. 1 course text
Homework: Begin PACT Context / 6.5

Jan. 10

/ What Really Matters in Teaching?
Scoring a PACT Event
v  Introduction of PACT Content interview assignment / In class assignment: Read and discuss ch. 2 course text.
Homework: Finish PACT Context / 4.1
6.5

Jan. 17

/ What Really Matters in Learning?
Reviewing Context for Learning
v  Peer editing of PACT
Context assignment
v  UCOPIS introduction/password / DUE: PACT Context for Learning
In class assignment: Participation in peer review of PACT Context. Read and discuss ch. 3 course text.
Homework: Finish PACT Content CT interview / 3.2
6.5

Jan. 24

/

NO CLASS

Jan. 31

/
What Really Matters in Planning for Student Success?
v  Brainstorm instructional strategies
v  Collaborative planning
Academic Language
v  Ann Lippincott presents / DUE: PACT Content CT interview
Bring: Sloppy copy of Lesson Plan
In class assignment: Read and discuss ch. 4 course text / 4.2
4.3

Feb. 7

/
Considering Evidence of Learning in Diverse Classrooms
v  Brainstorm types of assessment
v  Description of PACT Assessment design assignment
Backwards Mapping Curriculum
v  Collaborative planning / In class assignment: Read and discuss ch. 5 course text
Homework: Begin PACT Assessment Design assignment / 4.2
5.2

Feb. 14

/
Responsive Teaching in Academically Diverse Classrooms
v  Collaborative planning
Analyzing Student Work
v  Creating a Rubric / Bring: Class set of student work
In class assignment: Write a reflection based on student work. Read and discuss ch. 6 course text.
Homework: Finish PACT Assessment Design assignment / 1.2
5.4

Feb. 21

/
Teaching for Understanding
v  Collaborative planning
v  Creating ?’s to promote understanding
6 Facets of Planning
v  Collaborative planning / DUE: PACT Assessment Design assignment
In class assignment: Read and discuss ch. 7 course text. Complete 6 Facets of Planning worksheet. / 1.4

Feb. 28

/
Analyzing Video
v  Showcasing good teaching
UCOP-OIS Video Clip Instruction
v  FAQs re: video clip / Homework: Prepare for video clip
In class assignment: Score PACT video clip / 6.5

Mar. 7

/
Metacognition
v  Situational dispositions for transfer
Incorporating Theory into Reflection
v  Show your understanding of Educational theories / Bring: Math reflection
In class assignment: Read and discuss Meta-
cognition article. Self edit reflection; insert theory where appropriate. / 6.1

Mar. 14

/
PACT WORKSHOP TIME
v  Use this time to modify lessons and reflect on teaching
v  Independent and Collaborative work spaces available
v  Computer Lab Open

Mar. 30

/
Teaching Event Due-Uploaded by midnight
/ DUE: PACT

Apr. 2-8

/ Take a break! You deserve it and you need it.


Assessment Design Assignment

Your assignment is to identify the specific content standard(s) you will be teaching and determine four evidence sources you will collect to demonstrate academic proficiency.

v  You must use Figure 5.1 (p. 63) from course text in your plan. One identified evidence source will use a rubric to analyze student understanding. If specific workbook/math book pages are identified please include either copy or description of work. The existence of Pre-assessments are assumed and therefore should not be included in the Assessment Photo Album.

v  You must include a typed (published format) rubric to describe varying degrees of student understanding for identified evidence source.

v  You must also submit a copy of the PACT assessment rubric as a cover page. Highlight the level of proficiency you feel you have demonstrated in your assessment design assignment. This is your self- assessment. Please use this rubric to guide your assessment design.

Source: Nicole Merino and Tanya Mishler, UC Santa Barbara

Created: 1/2007