Curriculum, Standards, and Testing

Basics: The student will better understand the set-up of curriculum in schools, the different factors that contribute to
standards in schools, and the impact of Common Core and High-Stakes testing.
Names: Joe VandePol, Jon Oostindie, Trent Smith
Time Allotted: 45-60 Minutes
Grade Level: Pre-Service Teachers
Intentional Room Set Up: The classroom will be set-up in tables containing groups of three or four students. This
placement is intentional because it will allow our students to be in position to collaborate quickly with others while
playing our “basketball review” game in between each focus question.
Materials Required:
● Mini basketball hoop & ball
● Guided notes sheet
● Google slides (hard copy)
● Focus Questions Sheet
● Lined Paper
● Lesson Plan (filled in)
● Final Assessment Quiz

Objective(s): A specific, measurable “The Learner Will” or “The Student Will” statement including the level
of proficiency. – (3C’s = Content/Performance, Condition and Criteria… i.e. The student will {Bloom’s taxonomy
verb}…{level of Bloom’s taxonomy learning}… so that they demonstrate 4 out of 5 or higher proficiency on the {end
of lesson assessment rubric}.Do not go over 4 objective for a 20 minute lesson.

● Objective 1: The students will understand how formal curriculum is taught in the schools.
● Objective 2: The students will understand what invisible curriculum is and how it influences learning.
● Objective 3: The students will be able to understand the place of extracurriculars in a school environment.
● Objective 4: The students will be able to recognize the different forces which shape the school’s curriculum.
● Objective 5: The students will understand how the Every Student Succeeds Act (ESSA) influences American
Schools.
● Objective 6: The students will know the different reasons of why Common Core has become controversial.
● Objective 7: The students will understand what problems can occur from high stakes testing and what
alternatives there are to high stakes testing.
● Objective 8: Students will understand how are cultural and political conflicts reflected by the curriculum.
● Objective 9: Students will know how technology is affecting the curriculum and will know a few potential
paths for tomorrow's curriculum.

Assessment: To assess learning and understanding from our students throughout the presentation, we will do
formative check-ins to pinpoint comprehension. After every focus question, the students, in their groups, will answer
a question that we pose to them by writing it on a piece of paper and balling it up. They then will shoot the paper ball
at a miniature basketball hoop we supply. If the student makes a shot, and their answer is correct, they can receive
candy as a prize.
Data & Intervention: To gather data regarding how well our students are retaining information, we will have a
basketball question game in between each focus question we present to the class. At the end of the lesson we will
have a short quiz that will be a summative assessment about the learning targets for the day. If the data returns to us
and shows a lack of grasp on the materials, we will require a summary of the sections that were not understood by the
student. This allows us to provide individual feedback and one-on-one investment that may be necessary for content
comprehension.

● Objective 1 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 1 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 2 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 2 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 3 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 3 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 4 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 4 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 5 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 5 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
 more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 6 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 6 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 7 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 7 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 8 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 8 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.
● Objective 9 Informal Formative Assessment: Students will be given 3-5 minutes to write about what he/she
has heard from lecture into the focus question sheet given at the beginning of the lesson. Once completed,
students will be asked to share and explain what they have learned to the class to offer facts and perspectives
to demonstrate knowledge of objective.
● Objective 9 Formal Formative Assessment: Data & Intervention Plan: The data generated from the reviewed
material will allow the educators to see that sections and areas had a firm handle of and what sections needed
more clarification. Also, this will allow teachers to see alternate ways to help and reach students more
effectively understand the required objectives.

Note: You will embed the names of your assessments into the sections below to communicate when during the
instruction part of your lesson you will implement each assessment and the allotted time necessary. Depending on
how quality and detailed your section above is, you should be able to minimally explain below to keep from
repetition.

Instructional Procedure: What information do students (and or a guest teacher) need to accomplish the
objective(s) as you intended? (The following steps do NOT have to occur in number order, nor are they necessarily
separate components. You may structure your lesson however you like to best meet your planning needs but make sure to
somehow still identify that you have each component. For Direct Interactive Instruction, you may use the “To, With & By”
Model –Direct Teaching with Integrated Modeling, Guided Practice and Independent Practice. For Inquiry, you may use the
“5 E” model – Engage, Explore, Explain, Elaborate, and Evaluate.) Consider and plan how you will transition and other
classroom management components that will affect your instruction. Learning is not linear-- as long as the necessary details
are included (and labeled) you may reorder and do the following instructional procedure how you like.

● Anticipatory Set: (Allotted Time 3-5mins)

a. Quick funny 90 sec video on the state testing
b. Mention how Common Core standards have already talked about by other groups and how students
can refer back to previous lectures
c. Explain how the guided notes work, by copying down the bolded or underlined words in the empty
blanks on the guided note sheet
d. State that you want the class to have your undivided attention when the teacher is speaking
● State Purpose and Objective of Lesson: (Allotted Time 1-2mins)
a. State to the students what they are going to learn
i. Objective 1: The students will understand how formal curriculum is taught in the schools.
ii. Objective 2: The students will understand what invisible curriculum is and how it influences
learning.
iii. Objective 3: The students will be able to understand the place of extracurriculars in a school
environment.
iv. Objective 4: The students will be able to recognize the different forces which shape the
school’s curriculum.
v. Objective 5: The students will understand how the Every Student Succeeds Act (ESSA)
influences American Schools.
vi. Objective 6: The students will know the different reasons of why Common Core has become
controversial.
vii. Objective 7: The students will understand what problems can occur from high stakes testing
and what alternatives there are to high stakes testing.
viii. Objective 8: Students will understand how are cultural and political conflicts reflected by the
curriculum.
ix. Objective 9: Students will know how technology is affecting the curriculum and will know a
few potential paths for tomorrow's curriculum.
b. Curriculum, Standards and Testing are all essential parts of being a teacher. These different
assessments are a way of showcasing the progress a teacher and their class has made.
c. This lesson relates to the prior lessons through common core and its impact on creating curriculum.
● Instruction: (Allotted Time 30-40) You may want to break the times out by DII, Modeling, GP and IP to
make sure you’ve planned effectively)
a. Each teacher will present the information from one focus question at a time. The information will be
presented on a powerpoint.
b. After each focus question has been completed, each table will write the answers to the individual focus
question on the focus question packet.
c. Once each person has completed the question, each group will write down the most important thing on
a lined piece of paper for the respective focus question.
d. Each group will have a different representative to shoot a basketball,made of the crumpled piece of
lined paper.
e. After each group has shot and earned their points, the papers will be returned and the process will be
repeated until all 10 focus question have been answered.
● Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for students
who):
● We will make sure students take their time and if they rush and are incorrect, show them the correct
answer and encourage them to be patient.
 ● We can pair up students who struggle with a buddy to keep them on task or in-line with the class. We also
can have one of our three teachers walk over and help them.
● We will encourage students who excel to aid others in their groups in order to gain total participation
● We will offer one-on-one help to them if needed and provide them with detailed teacher notes if they
could not grasp the information.
● The students are interacting with the lesson in many ways. They hear the information and see it on the
board. They take the notes for those who learn through writing. There was also a game that got students
moving and allowed them to learn interpersonally. We included multiple intelligences in order to give
opportunities for all types of students to learn.

Closure: (Allotted Time: 8-10 minutes)

a. We, the teachers, will summarize the information learned in class as a way of transitioning into our
test. We will allow for questions prior to the quiz (if time allows for it).
b. The students will take a 10 question quiz covering the information we went over in class. This will be
their ticket out the door and will help us in assessing their knowledge of the material.
c. There will be a connection to the Labaree article at the end of the presentation as means of relating
what we learned today to previous discussions in class.
d. “Thanks for being attentive in class today, students. See you next class. Have a great day!!”
 References

Hoyt, E. (2018, August 18). Impressive Extracurriculars. Retrieved from

https://www.fastweb.com/student-life/articles/impressive-extracurriculars

Lang, J. M. (2010, November 2). Retrieved from

https://www.chronicle.com/article/The-Invisible-Curriculum/125197

Purdue University Online. (2018). How Has Technology Changed Education?. [online] Available at:

https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-changed-education

Sadker, D. M., & Zittleman, K. R. (2018). Teachers, schools, and society: A brief introduction to education. New

York, NY: McGraw-Hill Education.

Shepard, L. A. (2015, May 15). The Hazards of High-Stakes Testing. Retrieved from https://issues.org/shepard/

Staff, N. (2018, March 15). The Facts On The Every Student Succeeds Act (ESSA). Retrieved from

https://newsone.com/3699694/the-facts-on-essa-the-every-student-succeeds-act/