Curriculum & Instructional Strategies Session 2 The most damaging phrase in the language is: “It's...

Curriculum & Instructional Strategies Curriculum & Instructional Strategies Session 2Session 2

The most damaging phrase in the language is: “It's The most damaging phrase in the language is: “It's always been done that way.”always been done that way.”

Rear Admiral Grace HopperRear Admiral Grace Hopper

Write your reflections in your Write your reflections in your Idea Cookbook, Idea Cookbook, and and we’ll discuss it when everyone is finishedwe’ll discuss it when everyone is finished ..

Beginning Class Items Beginning Class Items

• Announcements (Rachel’s Challenge)Announcements (Rachel’s Challenge)• Book shareBook share• Article shareArticle share• General thoughts or commentsGeneral thoughts or comments• Anyone change any personal information?Anyone change any personal information?• Anyone have a job to report?Anyone have a job to report?

I wonder… I wonder…

1.1. Should teachers give a student the grade earned?Should teachers give a student the grade earned?2.2. Can standards be too high?Can standards be too high?3.3. Should teachers be judged by student Should teachers be judged by student

performance?performance?

While examining Mary’s school file, Ms. Foster observes that Mary’s grades have been generally good, with some variation. Mary’s social studies grades have been more variable than grades in other subjects. As she interprets these grades, which of the following points should Ms. Foster keep in mind? -------------------------------------------------------------------

A. Some variation in course grades is normal because different teachers may apply different standards in assigning grades to students

B. Minor fluctuations in a student’s course grades over time often indicate the presence of stress related to factors outside of school

C. Course grades in a given content area tend to be stable because they are based on student work completed over an extended period of time

D. Students’ grades in a subject area should be expected to vary widely over time due o differences in course content from year to year

A parent calls Ms. Henry, a 9th grade teacher, to complain about the amount of work Ms. Henry requires of the students in her class, which the parent describes as “excessive and unrealistic.” Ms. Henry suggests that the parent meet with her to discuss the issue, and the parent agrees. Ms Henry can best ensure a productive meeting with the parent by: -------------------------------------------------------------------

A. clarifying what changes the parent would like to see occur in the classB. examining why this parent’s child is complaining about work in the

class while other students are notC. listening to the parent’s concerns and explaining reasons for assigning

the workD. comparing the amount of work Ms. Henry requires with the amount of

work by other teachers

Write down the following:Write down the following:1.1. What is your most positive memory of a teacher?What is your most positive memory of a teacher?2.2. What is your most negative memory of a teacher?What is your most negative memory of a teacher?After…let’s discuss how these might impact you as a After…let’s discuss how these might impact you as a

classroom teacher.classroom teacher.

Curriculum & Instructional Strategies Curriculum & Instructional Strategies Sessions 2Sessions 2

““Student Teacher Talks…” (p. 207)Student Teacher Talks…” (p. 207)DiscussionDiscussion


Backward Design Backward Design If you were to plan any of the following, how might you If you were to plan any of the following, how might you

go about it?go about it?a.a. Wedding Wedding b.b. PartyPartyc.c. Professional goals Professional goals d.d. Vacation Vacation


““Backward Design” (pp. 17-28)Backward Design” (pp. 17-28)Three groups Three groups Group #1 – What is Backward Design? (p. 17)Group #1 – What is Backward Design? (p. 17)Group #2 – The Backward Design Process (p. 18)Group #2 – The Backward Design Process (p. 18)Group #3 – Application of Backward Design (p. 25)Group #3 – Application of Backward Design (p. 25)Formulate three questions for further discussionFormulate three questions for further discussion

OverallSession 11


Constructivism (p. 21)Constructivism (p. 21)


Constructivism

A theory on how one learns Understandings are constructed based on one’s reflection

on experiences New experiences are reconciled with past experiences to

form new understandings

Constructivism in the Classroom

Constructivist educators believe…1. In encouraging real-world problem solving, experiments,

and creative thinking 2. In fostering students’ ability to reflect on past knowledge

and experiences to shape new meanings 3. In promoting students to assess how new learning

experiences are helping them4. In discussing the learning after the instructional activity

(reflection)

How does it differ from traditional approaches?

a. Focus shifts from the teacher to the student(s)b. Teacher is no longer the expert pouring knowledge into the

students’ brainsc. Students are actively involved in their own learning d. Teacher is facilitator, coach, mediator, and helpere. Teacher’s most important role is asking good questions f. Both teacher and student think of knowledge as dynamic,

ever-changing views of the world rather than inert facts to be memorized

Comparison

Chart on p. 23

““Backward Design” (pp. 17-28)Backward Design” (pp. 17-28)Three groups Three groups Group #1 – What is Backward Design? (p. 17)Group #1 – What is Backward Design? (p. 17)Group #2 – The Backward Design Process (p. 18)Group #2 – The Backward Design Process (p. 18)Group #3 – Application of Backward Design (p. 25)Group #3 – Application of Backward Design (p. 25)Formulate three questions for further discussionFormulate three questions for further discussion

OverallSession 11


Constructivism (pp. 11-14)Constructivism (pp. 11-14)Backward Design (pp. 17-28)Backward Design (pp. 17-28)32 Mistakes Teachers Make and Want to Avoid (p. 32 Mistakes Teachers Make and Want to Avoid (p.

30) 30)


Wong videoWong videoCris Tovani videoCris Tovani video““Stupid in America” continuedStupid in America” continued


Articles (that I sent you)Articles (that I sent you)““Learning From What Doesn’t Work”Learning From What Doesn’t Work”““Strategies For Teen Readers”Strategies For Teen Readers”““Seven Literacy Strategies That Work”Seven Literacy Strategies That Work”““What Matters To Students”What Matters To Students”““A Skill For Life”A Skill For Life”““Teacher Leader” Teacher Leader”


““32 Mistakes Teachers Make and Want to Avoid” (p. 30)32 Mistakes Teachers Make and Want to Avoid” (p. 30)Four groups – eight mistakes Four groups – eight mistakes Best Practices (pp. 31-36)Best Practices (pp. 31-36)Find positive ways to avoid the mistakes Find positive ways to avoid the mistakes ReportReport


Further discussion of the lesson plan and Further discussion of the lesson plan and Tickets #17Tickets #17

Teaming time to work together in like content areas Teaming time to work together in like content areas


Please return from break within 15 minutesPlease return from break within 15 minutes

Curriculum & Instructional Strategies Session 2 The most damaging phrase in the language is: “It's...

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