Cohort Curriculum Meetings Spring, 2010 ESU 6. Goals Participants will develop curriculum products....
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Transcript of Cohort Curriculum Meetings Spring, 2010 ESU 6. Goals Participants will develop curriculum products....
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Cohort Curriculum Meetings
Spring, 2010
ESU 6
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Goals
• Participants will develop curriculum products.
• Participants will design collaboration networks.
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Objectives for the Day
• Determine common curriculum
• Begin to develop a common unit of instruction for fall semester
• Design interim communication tools and processes
• Determine interim activities
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Agenda
• Introductions• 2010-11 Cohort Schedule• Craft Knowledge• Curriculum Design Overview• Sharing of instructional units• Determine common unit of study• Interim communication tools• Work time
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Craft Knowledge
• Craft knowledge: the knowledge about the practice that is collected, codified, legitimated, and shared by professionals. (Burney, 2006)
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Professionals in any field…
• Act on the most current knowledge that defines their field.
• Are client-centered and adapt to meet the needs of the individuals whom they serve.
• Are results oriented.• Uphold the standards of the profession in
their own practice and through peer review
(Wiggins and McTighe, 2006)
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Deanna Burney
• Educational research is shared only haphazardly among teachers
• Teachers do not, as a body, share an authoritative, proven understanding of the work they do.
• Craft knowledge is confined to isolated classrooms
• The education system does not invest in the cultivation and dissemination of craft knowledge
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Deanna Burney
• The system prevents the development of a professional knowledge base:– Individual teachers work in isolation– Autonomy is the badge of professionalism– Isolation has produced personalized forms
of instruction
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Richard Elmore
• Education is a profession without a practice.• We haven’t developed a clear sense of what
we do, and how it relates to our core mission.• It is no longer acceptable to say that teaching
is a mysterious thing, that occurs idiosyncratically in every classroom
• We need a systematic answer to the question of how we do what we do
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Development and Sharing
• Name the strategies!
• Share instructional strategy
• Complete craft knowledge form
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Curriculum
• What economic advantage does your curriculum provide to your students?
– Scott McLeod
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What do we want?
• What things do you want your students to know and/or be able to do two years after they leave your care?
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Essential Question
• What should curriculum accomplish?
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Literature Framework
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development.
Wiggins, G., & McTighe, J. (2007). Schooling by design. Alexandria, VA. Association for Supervision and Curriculum Development.
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Curriculum Defined
• The blueprint for learning derived from the desired results.
• Takes content and shapes it into a plan for effective teaching and learning.
• Based on the learning goals for students.• Once we agree on the goals, what would the
learning plan look like, and what methods would help us achieve our goals?
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Curriculum is not…• A list of places to visit
• A list of content (which even if preceded by verbs is not a curriculum, but an inventory of stuff)
• Hierarchical lists of the major topics:– The Civil War– Parts of a Cell– Long Division
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Curriculum should…
• Be written backward from worthy tasks that require students to use content wisely.
• Help students “do the subject”, not just learn it’s findings.
• Be the blueprint for learning
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Curriculum Components
• Mission• Enduring
Understandings, Essential Questions
• Curriculum Maps• Common
Assessments• Rubrics
• Anchors• Learning Activities• Diagnostic and
Formative Assessment
• Differentiation• Troubleshooting
Guides
*See the SbD Handout
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Mission• Specifying the integrated
accomplishments sought – based on the habits of mind (problem solving, critical thinking).
• If we were successful students would have– Accomplished…– Created…– Used their learning to…
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Curriculum Components
• Mission• Enduring
Understandings, Essential Questions
• Curriculum Maps• Common
Assessments• Rubrics
• Anchors• Learning Activities• Diagnostic and
Formative Assessment
• Differentiation• Troubleshooting
Guides
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Understanding
• Read the excerpt from Schooling by Design.
• Complete the Three Level Text Protocol.
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Enduring Understandings
• An important inference, drawn from the experience of experts, stated as a specific and useful generalization.
• Refers to transferable, big ideas having enduring understanding beyond a specific topic.
• Involves abstract counterintuitive and easily misunderstood ideas.
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Enduring Understandings
• Is best acquired by “uncovering” (i.e., it must be developed inductively, co-constructed by learners) and “doing” the subject (i.e., using the ideas in realistic settings and with real-world problems).
• Summarizes important strategic principles in skill areas.
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Knowledge vs Understanding
• The facts• A body of coherent
facts• Verifiable claims• Right or wrong• I know something to be
true• I respond on cue with
what I know
• The meaning of the facts
• The “theory” that provides coherence
• Fallible, in-process theories
• A matter of degree • I understand why it is
true• I judge when to use
what I know
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Transfer
• Apply learning to new situations not only in school, but also beyond it.
• The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school.
• Learn now to apply lessons to later challenges.
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Playing the Game
• Transfer allows students to apply what they have learned to new situations
• Action words for student projects– Design– Create– Develop– Recommend– Construct
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Project Based Learning
• Provide an overarching problem that students uncover throughout a learning segment.
• Upside Down Teaching, Hook Problem
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Upside-down Teaching
• Cathy Seeley, former president of NCTM• Rather than starting a lesson with the
identification of procedures and simple examples, and working up to a rich, challenging problem, teachers who practice Upside-down Teaching begin with the rich, challenging problem. Seeley suggests the following outline:
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Cathy Seeley
• Upside-down teaching• Start with a rich problem• Engage students in dealing with the problem by
discussing, comparing, and interacting• Help students connect and notice what they’ve
learned• Then assign exercises and homework• Demonstration of upside-down teaching at
www.utdanacenter.org/amdm
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Essential Questions
• Provocative and arguable question designed to guide inquiry into the big ideas.
• By actively exploring the essential questions, students develop and deepen their understanding.
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What does “Essential” Mean?
• Important questions that recur throughout life – “what is justice?”
• Core ideas and inquiries within a discipline. “what causes conflict?”
• Helps students make sense of complicated ideas. “how do the most effective leaders gain consensus”?
• Engages the students through relevance and meaning.
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Curriculum Components
• Mission• Enduring
Understandings, Essential Questions
• Curriculum Maps• Common
Assessments• Rubrics
• Anchors• Learning Activities• Diagnostic and
Formative Assessment
• Differentiation• Troubleshooting
Guides
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Curriculum Maps
• Show how habits, big ideas, essential questions and assessment tasks spiral through the curriculum
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Curriculum Components
• Mission• Enduring
Understandings, Essential Questions
• Curriculum Maps• Common
Assessments• Rubrics
• Anchors• Learning Activities• Diagnostic and
Formative Assessment
• Differentiation• Troubleshooting
Guides
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Common Assessments
• Answers the question:– How will we know students have learned?
• Demonstrations of the most important learning targets.
• Ongoing measures of learning for gauging progress and guiding improvement efforts.
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Rubrics
• Common rubrics provide consistent evaluation and specific feedback
• Provide more consistent evaluation from one teacher to the next
• Provide targets for students
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Anchors
• Tangible examples of student work to illustrate various performance levels
• Provides examples for classroom instruction
• Provides models for students to better evaluate their own work
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Learning Activities
• Research based instructional strategies are tied to the learning goals.
• Recommended resources are identified.
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Diagnostic and Formative Assessments
• Diagnostic Assessments: Pre-assessments to provide information that aid in planning instruction. A check of prior knowledge is an example.
• Formative assessments: ongoing assessments that provide information to guide instruction.
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Differentiation
• Directions for tailoring instruction to student needs.
• Provides resources and strategies for differentiation aligned to the learning goal.
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Troubleshooting Guides
• Advice and tips for addressing predictable learning related problems
• Provides assistance for novice teachers based on the experience of veterans
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Learning Plans
• Backward design of classroom lessons based on the learning goals.– Stage 1: Goals, Understanding, Essential
Questions– Stage 2: Evidence/Assessments– Stage 3: Activities
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Summary
• Review the handout: 10 Curriculum Components.
• How could a curriculum based on some or all of these provide a blueprint for learning?
• What would be the benefits to a design such as this?
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Common Curriculum
• What topics/units of study do we have in common?
• What should we design for next fall?
• See unit questions
• Answer the questions collaboratively
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Communication
• Skype
• Wikispaces
• K-1 Cohort Wiki– Documents– Unit questions
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Work Time
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Next Steps
• What will be done prior to the next meeting?
• What are the deadlines?