Texas IPQ categories in Curriculum and Instruction
Curriculum and Instruction are Dynamic
What does this mean? Curriculum and instruction are adapted according to evaluation information.
What evidence-based resources are available to address the IPQ of Dynamic Curriculum and Instruction?
Improving Adult Literacy Instruction: Options for Practice and Research
Author: Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy; A M. Lesgold and M. Welch-Ross,
Editors: National Research Council
Published: 2011
Website: [click here]
Abstract: A recent survey reveals significant deficiency in reading and literacy among US adults. Resources focusing on improved instructional practices can help adult educators to address the above need. Improving Adult Literacy Instruction is one such resource geared towards improving literacy instruction in the United States through a more systemic approach to research, practice, and policy. The report recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The report is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Literacy and Numeracy for Adults: Write to Communicate
Author: National Centre of Literacy & Numeracy for Adults, New Zealand
Published: 2009
Weblink: [click here]
Abstract: This website from the National Centre for Literacy and Numeracy for Adults in New Zealand has developed research to practice materials for educators and adult learners on Learning Progressions (from low literate to higher literate levels) for Numeracy (Make Sense of Numbers to Solve Problems, Reasons Statistically, Measure and Interpret Shape and Space), and Literacy (Listen and Speak to communicate, Read with Understanding, Write to Communicate.) This profile addresses the section on Write to Communicate, although all of the sections contain the same elements. These elements include: well-detailed curricula for each of the sections, other educator resources, learner resources, assessment for learning, professional learning and communities.
Using Assessment To Guide Instructional Planning For Distance Learners
Author: L. I. Petty
Published: 2004
Weblink: [click here]
Abstract: Assessment is a key component of all educational programs; used properly it can yield valuable information for teachers, students and administrators. Assessment can be used for various purposes, including placing students into appropriate classes, gauging student progress, and measuring overall educational gains for accountability purposes. This working paper examines how the second of these – assessment to gauge student progress – can be used in distance education programs for adult basic learners with a particular focus on using assessment to guide instructional planning. Because distance learning is so different from classroom learning, it is important to look at both the roles of assessment and the implications of that assessment as it pertains to distance learners. This paper suggests that certain types of assessment can create a foundation for effective lesson planning at a distance. It also suggests that the logistics of distance may require innovative thinking about ways to conduct assessment of student progress.
Using the REEP Assessment for ESOL and ABE Classroom Instruction
Author: J. Pinsonneault and C. Reid
Published: 2004
Weblink: [click here]
Abstract: The authors describe how they use the REEP Writing Rubric for teaching writing in a mid-level ESOL classroom and a pre-GED® test classroom. Both authors note that the tool is quite "user friendly", and can be used for formative assessment in the classroom. The REEP Writing Rubric is one component of the REEP Writing Assessment. For the mid-level ESOL classroom, the author focused on the components including the pre-writing activities, the essay prompts, and the rubric itself. The Assessment components formed the basis of the lesson for the students: they studied and practiced the pre-writing activities, wrote to essay prompts, and studied and used the rubric to understand the standards against which their writing would be judged. For the pre-GED® test class, the author and the co-teacher began by having the students study and understand the rubric, and then apply the rubric to pieces of student writing; in other words, the students were asked to score student writing with the rubric. The authors now use the REEP rubric to score the students own writing, and they are experimenting with using the rubric as a peer- or self-assessment tool.
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