Designing Curriculum and Instruction for Extended Periods February 22, 2011
description
Transcript of Designing Curriculum and Instruction for Extended Periods February 22, 2011
Designing Curriculum and Instruction for Extended Periods
February 22, 2011
Designing Curriculum and Instruction for Extended Periods
February 22, 2011 Deb Reed
“One of the greatest pains to human nature is the pain of a new idea. It...makes you think that after all, your favorite notions may be wrong, your firmest beliefs ill-founded... Naturally, therefore, common men hate a new idea, and are disposed more or less to ill-treat the original man who brings it.”
Walter Bagehot Physics and Politics 1872
“One of the greatest pains to human nature is the pain of a new idea. It...makes you think that after all, your favorite notions may be wrong, your firmest beliefs ill-founded... Naturally, therefore, common men hate a new idea, and are disposed more or less to ill-treat the original man who brings it.”
Walter Bagehot Physics and Politics 1872
It’s the Year Of……It’s the Year Of……
Block Scheduling StandardsRubrics PortfoliosTechnology Assessments
Differentiated Instruction
Block Scheduling StandardsRubrics PortfoliosTechnology Assessments
Differentiated Instruction
The Landscape has changedThe Landscape has changed
Curriculum What is taught What is learned
InstructionTeacher centered Learner centered
Assessment Bell Curve Public, and Precise
Criteria
Curriculum What is taught What is learned
InstructionTeacher centered Learner centered
Assessment Bell Curve Public, and Precise
Criteria
Teaching in an extended period “block”
Teaching in an extended period “block”
+ opportunities - concerns + opportunities - concerns
Definition of ConcernDefinition of Concern
“The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.”
Hall & Hord, p. 61
“The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.”
Hall & Hord, p. 61
Concerns-Based Adoption Model (CBAM) ComponentsConcerns-Based Adoption
Model (CBAM) Components
1. Stages of Concern
2. Levels of Use
3. Innovation Configuration
Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission.
Assumptions of the Concerns-Based Adoption
Model (CBAM)
Assumptions of the Concerns-Based Adoption
Model (CBAM)CHANGE IS…
A PROCESS, not an event;
made by INDIVIDUALS first, then institutions;
a highly PERSONAL experience.
Change entails DEVELOPMENTAL growth in feelings
and skills.
INTERVENTION must be related to…
the PEOPLE first,
the INNOVATION second.
Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission.
Stages of Concern: Typical Expressions of Concern About the
Innovation
Stages of Concern: Typical Expressions of Concern About the
Innovation
Adapted from Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with
permission.
First Steps First Steps
The Curriculum
The Lesson PlanInstruction
The Curriculum
The Lesson PlanInstruction
“And so you just threw everything together?… Mathews, a posse is something you have to organize.”
15
Read, Reflect, and Self-AssessRead, Reflect, and Self-Assess
1. Please read the handout …..the first 13 basic planning
decisions, and assess your own planning, labeling the decisions...
S = strength N = need to be strengthened
2. Circle no more than two that you want to focus on strengthening
with intentional effort.
1616
Backward Design means
purposeful task analysis:
“starting with the end in mind”
Source: Grant Wiggins. Understanding by Design. Chapter 1
17
Backward DesignBackward Design
1
Identify desired results
2Determine
acceptable evidence
3
Plan learning experiences
and instruction
Macro level:
(unit/course)
outcomes
Deter
mine
Design
Imple
men
t
Evalu
ate
Rene
w
Standards Expectations
Curriculum Design and Review Process
Learning outcomes are what students who successfully complete a course, unit, or lesson will know, understand, or be able to do as a result.
The World Future SocietyThe World Future Society
“THE KNOWLEDGE EXPLOSION”* 1750 – 1900 Knowledge Doubles Once 1900 - 1950 Knowledge Doubles Again 1950 - 1960 Knowledge Doubles Again 1960 – Present Knowledge Doubles About Every 5
Years By 2020 Knowledge Will Double Every 73
Days (!)
*Courtesy of World Future Society, Bethesda, Maryland
“THE KNOWLEDGE EXPLOSION”* 1750 – 1900 Knowledge Doubles Once 1900 - 1950 Knowledge Doubles Again 1950 - 1960 Knowledge Doubles Again 1960 – Present Knowledge Doubles About Every 5
Years By 2020 Knowledge Will Double Every 73
Days (!)
*Courtesy of World Future Society, Bethesda, Maryland
Deter
mine
Design
Imple
men
t
Evalu
ate
Rene
w
Standards Expectations Written
Curriculum
Curriculum Design and Review ProcessDevelop the content units guided by the objectives and learning outcomes of the respective units. Assessments must be designed at this time.
TEMPLATESTEMPLATES
Atlas Curriculum Management SystemCurriculum MapperCurriculum Creator
COMPONENTSThe essential question Time frameContent SkillsAssessments Resources
Atlas Curriculum Management SystemCurriculum MapperCurriculum Creator
COMPONENTSThe essential question Time frameContent SkillsAssessments Resources
Paired Verbal Fluency Summarizing
Paired Verbal Fluency Summarizing
Summarize what you
understand about
curriculum design, and the
planning decisions involved.
Summarize what you
understand about
curriculum design, and the
planning decisions involved.
Deter
mine
Design
Imple
men
t
Evalu
ate
Rene
w
Standards Expectations
Written Curriculum
Effective Teaching
Curriculum Design and Review Process
Develop subject-specific instructional strategies for each unit of study that would effectively achieve desired learning results.
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Objectives
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
25
Read, Reflect, and Self-AssessRead, Reflect, and Self-Assess
1. Please read the handout ….. features of standards based
instruction for extended periods.
S = strength N = need to be strengthened
2. Circle no more than two that you want to focus on strengthening
with intentional effort.
First StepsFirst Steps
The Curriculum
The Lesson PlanInstruction
The Curriculum
The Lesson PlanInstruction
In the beginning…
During…
Concluding…
In the beginning…
During…
Concluding…
Anchoring - Framing Prior to Instruction
Communicating Objectives/Outcomes of the
Lesson
Sharing the Itinerary of the Day/Period
Activating Students’ Current Knowledge
Pre-Assessment
Communicating Criteria
Making Connections
Anchoring - Framing Prior to Instruction
Communicating Objectives/Outcomes of the
Lesson
Sharing the Itinerary of the Day/Period
Activating Students’ Current Knowledge
Pre-Assessment
Communicating Criteria
Making Connections
In the Beginning
Anchoring or FRAMING the LearningIn the Beginning
Anchoring or FRAMING the Learning
Anchoring …Anchoring …
COMMUNICATING OBJECTIVES
o What students will know or be able to do
o Why it’s important
o Reasons for activities
“Sally and the Gophers”
The Brain & LearningThe Brain & Learning
“The human brain is designed to selectively
attend to stimuli, prioritizing on the basis of
perceived importance and screening out that
which seems to be less crucial to survival. The
level of attention we apply to a learning situation
is influenced or limited by our perception of its
value.” (Jensen, Brain-Based Learning)
“The human brain is designed to selectively
attend to stimuli, prioritizing on the basis of
perceived importance and screening out that
which seems to be less crucial to survival. The
level of attention we apply to a learning situation
is influenced or limited by our perception of its
value.” (Jensen, Brain-Based Learning)
Providing an ITINERARY Sequence of Events or Activities
Anchoring …Anchoring …
Today…
• Bell Work/HW Check
• Exam Preview
• Brad/Kiera’s Oral Presentations
• US Goes to War…
• 3-2-1 Wrap-up
Bernice McCarthy’s Quadrants
Bernice McCarthy’s Quadrants
IV
What if?I
Why?Communicating Objectives
III
How?Detailing the Itinerary
II
What?Sharing the Itinerary
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS•Areas of Performance
• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Objectives
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Planning
3434
Connecting Backward Design and Planning Decisions
Connecting Backward Design and Planning Decisions
“Give careful attention to the
evidence (data) from yesterday (or whenever else is
relevant) about who “has it” and who
doesn’t. Also look carefully at those
who have it so well they’re ready for an
extension or deepening activity.
1 2“Articulate the mastery objective of this lesson (or series of lessons) to
yourself fully. Say exactly what the
students will know or be able to do, or do better, at the end of the lesson. Dig into the content to
examine its nuances and central ideas before
arriving at this statement.”
Identify desired results
“Check in with the curriculum, the
standards you’re working on, and
particularly the big idea (enduring
understanding) that’s on the table to be sure the lesson you’re planning
connects explicitly to it.”
5
3535
▲ Student learning targets
▲ Instructional planning
▲ How to gather formative data
Mastery objectives are the control tower
for decisions about…
3636
Criteria for Mastery Objectives
Criteria for Mastery Objectives
A mastery objective should be appropriate…
1. Linked to (aligned with) the agree-on curricular standards (national, state, and local)
2. Worthy (worth knowing)
A mastery objective should be appropriate…
1. Linked to (aligned with) the agree-on curricular standards (national, state, and local)
2. Worthy (worth knowing)
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.
3737
Criteria for Mastery Objectives Criteria for Mastery Objectives
A mastery objective should be appropriate…
3. Matched to the students, i.e., challenging and attainable
4. Able to be assessed; measurable
A mastery objective should be appropriate…
3. Matched to the students, i.e., challenging and attainable
4. Able to be assessed; measurable
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.
3838
Criteria for Mastery ObjectivesCriteria for Mastery Objectives
The language of a mastery objective…
5. is specific in terms of curricular knowledge:declarative- statements of factual knowledge/ content (rules, concepts, ideas, facts)
procedural- processes or steps strategies, processes, steps)
6. names an active performance (observable behavior) that demonstrates mastery
The language of a mastery objective…
5. is specific in terms of curricular knowledge:declarative- statements of factual knowledge/ content (rules, concepts, ideas, facts)
procedural- processes or steps strategies, processes, steps)
6. names an active performance (observable behavior) that demonstrates mastery
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.
3939
Criteria for Mastery ObjectivesCriteria for Mastery Objectives
• understand
• know
• see that
• learn
• recognize that
• appreciate that
• be familiar with
• have a grasp of
• recognize significance of
• understand
• know
• see that
• learn
• recognize that
• appreciate that
• be familiar with
• have a grasp of
• recognize significance of
7. avoids using mental action words that do not inform students about what they will have to do to demonstrate mastery, such as…
A Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.
4040
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.
Criteria for Mastery ObjectivesCriteria for Mastery Objectives
8. begins with “Students (or You) will be able to…” indicating development of capacity vs. completion of an activity
9. includes strong clues about assessment10.may include a level of performance or can
be accompanied by criteria for success11.Is “student friendly”
8. begins with “Students (or You) will be able to…” indicating development of capacity vs. completion of an activity
9. includes strong clues about assessment10.may include a level of performance or can
be accompanied by criteria for success11.Is “student friendly”
In the beginning…
During…
Concluding…
In the beginning…
During…
Concluding…
PROCESSINGNew Information
ACTIVATINGPrior Knowledge
SUMMARIZINGNew Learning
MAKINGMAKINGMEANINGMEANING
In the beginning… During …
Concluding …
ACTIVATING STUDENTS’ CURRENT KNOWLEDGE
ACTIVATING
ACTIVATING
Purposes:
1. Cognitive engagement & readiness
2. Formative assessment & surfacing misconceptions
3. Empowering the learner
4. Adapting the plan
Activating StructuresA Repertoire of Options
Activating StructuresA Repertoire of Options
Anticipation Guide Brainstorm and
Categorize Brainstorm ”Flexibility
Style” and Web Carousel Brainstorming Draw a Picture/Diagram
of … Given a Skeleton/Outline
of (Map of Area, Human Body), Fill in Details
Graphic Organizers Human Treasure Hunt Know/Think/Want to
Know
Anticipation Guide Brainstorm and
Categorize Brainstorm ”Flexibility
Style” and Web Carousel Brainstorming Draw a Picture/Diagram
of … Given a Skeleton/Outline
of (Map of Area, Human Body), Fill in Details
Graphic Organizers Human Treasure Hunt Know/Think/Want to
Know
Line-Ups: Values, Estimation, Experience
Medium-Size Circle Mental Imagery Mindmap Paired Verbal Fluency Sort Cards or Pictures Walking Tour Word or Picture Splash Write 5 Words That
Occur to You When You Think of …
Line-Ups: Values, Estimation, Experience
Medium-Size Circle Mental Imagery Mindmap Paired Verbal Fluency Sort Cards or Pictures Walking Tour Word or Picture Splash Write 5 Words That
Occur to You When You Think of …
Maximizing Student Concentration DURING
Instruction
Maximizing Student Concentration DURING
Instruction Using a Variety of Explanatory Devices
• Auditory (vocal variety, modeling thinking aloud, etc.)• Visual (charts, graphic organizers, mental imagery, etc.• Kinesthetic (manipulatives, recording sheets, etc.)
Providing Processing Time • Chunking input and student processing time• 10-2 or age +2 (pulsed learning)• 37-90 physical stretch
Structuring the Processing• Cooperative learning structures• Alone or in small groups (pairs, trios)• Graphic organizers
Checking for Understanding• Frequently, during instruction, with all students
(“dipsticking”)• Recall and comprehension
Using a Variety of Explanatory Devices• Auditory (vocal variety, modeling thinking aloud, etc.)• Visual (charts, graphic organizers, mental imagery, etc.• Kinesthetic (manipulatives, recording sheets, etc.)
Providing Processing Time • Chunking input and student processing time• 10-2 or age +2 (pulsed learning)• 37-90 physical stretch
Structuring the Processing• Cooperative learning structures• Alone or in small groups (pairs, trios)• Graphic organizers
Checking for Understanding• Frequently, during instruction, with all students
(“dipsticking”)• Recall and comprehension
Maximizing Student Concentration DURING
Instruction
Maximizing Student Concentration DURING
Instruction
Using a Variety of Explanatory Devices
Providing Processing Time
Structuring the Processing
Checking for Understanding
Using a Variety of Explanatory Devices
Providing Processing Time
Structuring the Processing
Checking for Understanding
Explanatory DevicesExplanatory Devices Smart boards Charts/Whiteboards Analogies Media/Technology Modeling Thinking Aloud* 160-161
Translation Into Simpler Language Physical Models Simple Cues Progressive Minimal Cues Highlighting Important Information Mental Imagery Diagrams Graphic Organizers* 162-175
Smart boards Charts/Whiteboards Analogies Media/Technology Modeling Thinking Aloud* 160-161
Translation Into Simpler Language Physical Models Simple Cues Progressive Minimal Cues Highlighting Important Information Mental Imagery Diagrams Graphic Organizers* 162-175
electron
neutron
proton
electron
neutron
proton
KINESTHETICAUDITORY
VISUAL
EXPLANATORY EXPLANATORY DEVICES & DEVICES &
MODALITIESMODALITIES
Maximizing Student Concentration DURING
Instruction
Maximizing Student Concentration DURING
Instruction
Using a Variety of Explanatory Devices
AUDITORY (vocal variety, modeling thinking aloud, etc.)
VISUAL (charts, graphic organizers, mental imagery, etc.
KINESTHETIC (manipulatives, recording sheets, etc.)
Using a Variety of Explanatory Devices
AUDITORY (vocal variety, modeling thinking aloud, etc.)
VISUAL (charts, graphic organizers, mental imagery, etc.
KINESTHETIC (manipulatives, recording sheets, etc.)
Say-Do Principle of LearningSay-Do Principle of Learning
How we take in new information… What we do immediately with the information … Effect on retention
How we take in new information… What we do immediately with the information … Effect on retention
Read it ______
______
______
______
______
______
10%
20%
30%
50%
70%
90%
Hear itSee it
Hear & See Say it: Talk or Write
Say & Do: Talk/Write & Apply
Say/Do Principle of LearningSay/Do Principle of Learning
0% 20% 40% 60% 80% 100%
1
Per
cept
ual M
ode
Read, Say, and Do
Hear
Read
Hear and See
See
Read and Say
The Brain & LearningThe Brain & Learning
“You can either have your learner’s attention or they can
be making meaning, but never both at the same time.
Humans are natural meaning seeking organisms but
excessive input can conflict with that process. The brain
needs time to go inside and link the present with the past
and future. Without this, learning drops dramatically. We
absorb so much information non-consciously that
downtime is absolutely necessary to process it all. The
brain has an automatic mechanism for shifting (internal
and external) and for shutting down input when it needs
to.”
“You can either have your learner’s attention or they can
be making meaning, but never both at the same time.
Humans are natural meaning seeking organisms but
excessive input can conflict with that process. The brain
needs time to go inside and link the present with the past
and future. Without this, learning drops dramatically. We
absorb so much information non-consciously that
downtime is absolutely necessary to process it all. The
brain has an automatic mechanism for shifting (internal
and external) and for shutting down input when it needs
to.”
Maximizing Student Concentration DURING
Instruction
Maximizing Student Concentration DURING
Instruction
Using a Variety of Explanatory Devices
Providing Processing Time
Structuring the Processing
Checking for Understanding
Using a Variety of Explanatory Devices
Providing Processing Time
Structuring the Processing
Checking for Understanding
Maximizing Student Concentration DURING
Instruction
Maximizing Student Concentration DURING
Instruction
Providing Processing Time
• Chunking input and student processing time
• 10-2 or age +2 (pulsed learning)
• 37-90 physical stretch
Providing Processing Time
• Chunking input and student processing time
• 10-2 or age +2 (pulsed learning)
• 37-90 physical stretch
Processing Time10 min. : 2 min.
TIME
Providing Processing Time …p.22Providing Processing Time …p.22
ChunkingChunking
2minutes
LectureVideo
Discussion
SpeakWriteDraw
INFORMATIONINPUT
PROCESSING TIME
10minutes
The Brain & LearningThe Brain & Learning
“When the brain is fully engaged it is more efficient and effective. Vigorous physical activity is believed to increase blood flow to the brain and can have dramatic effects on learning.”
“When the brain is fully engaged it is more efficient and effective. Vigorous physical activity is believed to increase blood flow to the brain and can have dramatic effects on learning.”
Processing Time10 min. : 2 min.
Physical Movement37 min. : 90 sec.
TIME
Processing Time10 min. : 2 min.
Beginnings & Endingsfirst 5 - last 5
Silence/wait time3-5 sec. min.
Physical Movement37 min. : 90 sec.
TIME
Reflect & ShareReflect & Share
Which of these time guidelines has most significance for you?
What are some ways you might apply it in your teaching?
Maximizing Student Concentration DURING
Instruction
Maximizing Student Concentration DURING
Instruction
Structuring the Processing
• Cooperative learning structures
• Alone or in small groups (pairs, trios)
• Graphic organizers
Structuring the Processing
• Cooperative learning structures
• Alone or in small groups (pairs, trios)
• Graphic organizers
Processing StructuresCooperative Learning Structures
Kagan et al
Processing StructuresCooperative Learning Structures
Kagan et al10:2 TTYPARYN
Think-Pair-Share
Learning Partners
Numbered Heads
Together
Round Table Review
3 Step Interview
10:2 TTYPARYN
Think-Pair-Share
Learning Partners
Numbered Heads
Together
Round Table Review
3 Step Interview
Give One, Get One, Move On
Teammates Consult
Pairs Check
Line-Ups
Corners
Inside-Outside Circle
Jigsaw
Maximizing Student Concentration DURING
Instruction
Maximizing Student Concentration DURING
Instruction
Checking for Understanding
• Frequently, during instruction, with all students …
Checking for Understanding
• Frequently, during instruction, with all students …
QUESTIONING
Wait Time
Think, Pair Share Teammates
Consult
NumberedHeads
TogetherQUEST
Dipsticking
Summarizing by the Instructor• Key ideas, concepts, etc. at the conclusion of a lesson• Using visuals to accompany words
Structuring Student Summarization
Assigning Meaningful Practice or Application Tasks
• To bridge between this learning experience and next one
Summarizing by the Instructor• Key ideas, concepts, etc. at the conclusion of a lesson• Using visuals to accompany words
Structuring Student Summarization
Assigning Meaningful Practice or Application Tasks
• To bridge between this learning experience and next one
Maximizing Student Retention FOLLOWING Instruction
Maximizing Student Retention FOLLOWING Instruction
Lesson Plan SamplesLesson Plan Samples
Take a few minutes and review sample lesson plans for extended time periods.
Insights
Questions
Take a few minutes and review sample lesson plans for extended time periods.
Insights
Questions
Helpful thing to remember about Curriculum work…
Collaboration doesn’t always come
naturally.
Seven Norms of Collaborative Work
Seven Norms of Collaborative Work
Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and
inquiry
Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and
inquiry
From the Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman, 1999, Christopher-Gordon Publishers, Inc.
“Stop asking me if we’re almost there!We’re nomads, for crying out loud!”