Quick A·B·D System Concepts

Teaching Environment Challenge

Preparing Instruction Materials

Material Development Process

Preparation Shortcut Issues

Saving & Sharing Work Products

Material Development Tools

Managing Student Learning

Course Content Scope

Student Learning Profiles

Class Learning Profiles

Teacher Video Interview on A·B·D

Student's View of A·B·D System

AP Course Approach Simularities

A·B·D System Overview

Teacher Support End-to-End

Teacher Friendly Solution

Products & Services


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Clarity of Purpose Drives Success
When teachers, students and parents know exactly what learning is expected, accomplishment becomes measurable and more likely

Course Content Scope - Teachable & Measureable Objectives

Defining content is easily done using the A·B·D system. Any method of assigning IDs  can be used. The cognitive target column in this example is Webb’s Depth of Knowledge (DOK), but any system can be used. "Type of Content" refers to the criticality and specifically where gaps cannot be allowed to persist.

The illustration provides partial representations of fine-grained content scopes for Kindergarten ELA and Math. The designated cognitive level is represented here with Webb’s Depth of Knowledge (DOK), but any cognitive scale can be used. Also designated is the content type which may be core or non-core. The example shows all core content which is where gaps cannot be allowed to persist.

Our alignment method begins with implementing a shared library of teachable and measurable knowledge and skills. It’s a repository for the built-out standards content and other content including local items. We use this content as the common denominator for alignment comparisons.

Our unique method of alignment underpins the systematic realization of opportunity to learn and prior knowledge. While alignment is a claimed feature of almost every education product, the typical advertised alignment is more of a loose association than a well-defined, rigorous relationship. It’s an alignment at the granularity of the standards themselves where an average course has 35-40 statements. The issue is that standards must be built out into teachable and measurable content as part of their implementation. And that approximately 5x expansion into discrete content is typically not written down or consistently performed.

A second issue with alignment is coverage. When alignment to standards is claimed, completeness of coverage or over coverage is never stated. Our alignment method uses standards-derived content with defined course scopes of content to fix these huge alignment issues and provide clarity and transparency in education objectives to enable coherence in the end-to-end education process – the principle of today’s standard’s reform.

The A·B·D system provides functions to help teachers accurately define course content scopes and develop aligned instructional materials. As an added support, we recognize the importance of scaffolded learning as implemented by appropriately sequencing instruction, and provide sequencing guidance based on learning prerequisite information from the content library.