There are several subjects that teach students factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. This content elements students will know including facts, dates, vocabulary, structures and classifications. Beyond this knowledge, these same subjects teach the application of this knowledge, elements of the curriculum students will be able to do which includes evaluation of theories using this knowledge, planning and producing with this knowledge. The content tends to be isolated to single units, where as the skills tend to be threads which are used throughout several different units.
A Common Roadblock
The teacher team needs to separate skills with leverage across many units from content facts which are typically applicable to a single unit.
Sometimes after we have taught lessons for years the same way it is difficult to differentiate between the skills and content. This graphic organizer is a way for teams to begin discussions around the content and the skills measured in their teaching.
Measuring Longitudinal Learning
In order to follow student growth over longer periods of time, teachers must pull out the specific skills they are teaching the students in their class through the changing content. Most often, teachers can measure the growth in specific skills (ex: Interpreting experimental data, analysis of a political cartoon) in the context of a specific unit where students must draw upon their content knowledge to execute the skill.
Anne is an assessment and curriculum specialist best known for her work in assessment design, data analysis and instructional effectiveness. Anne is a sought after speaker in the area of assessment design, curriculum and instruction.