Welcome to Module 2. Vision of Iowa Core Each and every K-12 student will learn the Essential...
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Transcript of Welcome to Module 2. Vision of Iowa Core Each and every K-12 student will learn the Essential...
Welcome to Module 2
Vision of Iowa Core
• Each and every K-12 student will learn the Essential Concepts and Skill Sets identified in the Iowa Core Curriculum for life in the 21st Century.
• Follow group norms
Outcomes for the day:Leadership- Differentiate between 1st order and 2nd order change.
Content Alignment- Recall and explain definitions of foundational curriculum terms and organize a district framework.
Instruction and Assessment- Recognize components of teaching for understanding.
Module 2: Magnitude of Change
Magnitude of Change
Judy Jeffrey’s presentation-Chapter 3• “High performing Schools”
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• The purpose of this activity includes:– Differentiate between first-order and
second-order change through real life and education examples.
Magnitude of Change
• Read pages 3-4 – “Leading Schools: Distinguishing the Essential from the Important” (Magnitude or “order” of change).
– What distinguishes a first-order change from a second-order change?
– What are real-life examples of first-order and second-order change that you experienced?
– What are education examples of first-order and second-order change that you experienced?
Magnitude of Change
A change is first-order when it is perceived as
A change is second-order when it is perceived as
An extension of the past A break with the past
Within existing paradigms Outside of existing paradigms
Consistent with prevailing values and norms
Conflicted with prevailing values and norms
Incremental Complex
Implemented with existing knowledge and skills
Requires new knowledge and skills to implement
Implemented by experts Implemented by stakeholders
Magnitude of Change
• Teacher tube video:
“Learning to change!”
Module 2: Foundational Curriculum Terms
Foundational Curriculum Terms• Objectives:
– By the end of this activity, participants will be able to:
• Recall and explain the definitions of foundational curriculum terms
• Organize foundational terms into a framework of logical relationships
Definitions are established
• Consistent definitions across the state
• Definitions are aligned with other Department initiatives and programs
Directions
1. Divide into groups of 3 to 6.2. Review definitions and cards.3. Create a framework, visual representation (i.e.,
how the terms work together/can be logically organized).
4. Copy your framework onto a sheet of chart paper.
5. Post your framework, be prepared to explain. 6. Compare your framework to another model
framework, discuss similarities and differences.
7. Change your framework if necessary, based on any new perspectives.
Module 2: Instruction and Assessment Overview
Judy Video
Deep Conceptual & Procedural Deep Conceptual & Procedural KnowledgeKnowledge
therefore:therefore:
Teaching For UnderstandingTeaching For Understanding
Characteristics of Effective Characteristics of Effective InstructionInstruction
• Teaching for UnderstandingTeaching for Understanding• Providing Rigorous and Relevant Providing Rigorous and Relevant
CurriculumCurriculum• Teaching for Learner DifferencesTeaching for Learner Differences• Assessment for LearningAssessment for Learning• Student-Centered ClassroomsStudent-Centered Classrooms
Outcome 6
Instruction and Assessment Overview
In short, we must teach for understanding in order to realize the long-term payoffs of education.
David PerkinsAmerican Educator: The Professional Journal of
the American Federation of Teachers
Objectives
Participants will:
• Recognize components of teaching for understanding.
DO TEACHERS
“TEACH FOR
UNDERSTANDING?”
Instruction and Assessment Overview
David PerkinsAmerican Educator: The Professional Journal of the American Federation of Teachers
We need to begin to formulate a common vision of
Why we teach for understanding…
What understanding is…
How students learn with understanding …
And how we can teach for understanding…
Teaching for UnderstandingDirections
• Number off individually at the tables 1-6.• Go to assigned number table.• Review assigned component of Teaching for Understanding
found on the table tent. The information is located on pages 6-8 of the Perkins article.
• Complete the Definition and Characteristics boxes.
1. Learning a long-termed thinking-centered process
2. Rich on-going assessment
3. Powerful representations
4. Development factors
5. Induct students into discipline
6. Teach for transfer
Frayer Model
Viewing Teaching for Understanding
Migration From Latin America
• Mavis Weir• 10th–grade history in Petaluma, California• Explore the various reasons people emigrate from their
homeland.
Fill in examples and non-examples for Frayer Model
Back in your Iowa Core Team consider…
• Students? • Leadership?• Teachers?• Data?• Professional Development?
Are teachers “teaching for understanding”?
And…
How do you know students are learning?
Coming to a theater near you…
A closer look at…• The importance of effective high quality instructional
practices as defined by the Iowa Core Curriculum.• Balanced Assessment Practices• Teaching for Understanding
Module 2: KWL / Session Evaluation
Homework
• Discuss new information found on websites
• Add to the Know column on KWL
Leadership for the Iowa Core Curriculum: KWL
Directions (Option B):• In the L (Learned) column up to three things you have
learned about the Iowa Core Curriculum during this module.
• Please don’t repeat those items that have already been stated.
• Cross out of the K (Know) list those items that were incorrect.
• Once finished, please list up to three new questions that still exist in the W (What) column.
• Create a district-wide KWL for a gallery walk
Leadership for the Iowa Core Curriculum: Session Evaluation
Directions:• Please complete the end of session
feedback and provide it to your facilitators.
• Thank you for your participation!