Curriculum and instruction session 1

Curriculum and Instruction Christianne Cowie de Arroyo November 2nd and 3rd 2012

Te ach er Tra in ing In st it u te

What will be our agenda for this week?

Date

Content ✤ Who are we and why are here? ★ Teacher Introduction and participants introduce themselves collectively

★ What are the aims of this course? Setting the scene: ★ ★ ★ ★

Our Expectations Course objectives and outline course readings and assignments Class WIKI, class website and DropBox

✤ Learning about Learning: Establishing personal connections with curriculum ★ Who we are as learners?

November ★Share “artefacts” and discuss 2nd and ★create a visual representation and share with whole group. ★Lina´s Letters 3rd ★1st learning Log Reflection ★The brain compatible classroom ✤ Where does curriculum fit in the bigger picture? ★ Exploring our own ideas about curriculum ★ Curriculum models and beliefs ★ Learning Log reflection ★ The modern perspective of curriculum ★ Standards and Benchmarks

Ef f Cla e c t i v s t r s s ro o e a te m gy

Who are we and why are we here? t rn a le be n ca h uc M y. it iv ct a l a ci Le a rn ing is a so s. er th o of es iv ct pe rs pe d n a s ce en ri from th e ex pe

Who are we?

Christianne Cowie M.A. Cum Laude in Education - Universidad de Los Andes Deputy Head of Preschool, PYP and Curriculum Coordinator - Colegio Anglo Colombiano CIS visiting team member IB workshop leader and visiting team member for IB Americas and Asia Pacific PYP Consultant Online workshop facilitator IB Curriculum Development team and workshop developer Member of the Board of the IB Journal of teaching practice TTI teacher

Who are we?

Your table is looking for a job; We need your background, tell us (collectively) Name Current and previous held jobs Number of years in education Extra curricular activities Any other pertinent info (languages, nationalities, etc)

Be ready to present to the whole group i ve t c e m Ef f s s ro o y C l a r a te g st

What are the aims of this course? n, ar le n re ild ch w ho g in nd ta rs de un Th e co urse w ill fo cus on n ca rs he ac te w ho d an ng ni ar le w ha t fa ct ors in fl ue nc e . ea ar t ec bj su r ei th of g in nd ta rs de faci lit ate a de ep er un

What are our course objectives?

Cou

rs e S p ag y l l a b e 1 us

Understand the basic principles of several different schools of thought and how they have influenced education.

Plan and develop an academic unit using a variety of instructional models among them Backwards Design.

Apply knowledge of Bloom´s taxonomy, Gardner´s multiple intelligences, Maslow´s Hierarchy and differentiated instruction to prepare lesson plans.

Use research skills in order to complement the class readings and offer oral presentations.

Describe the characteristics and steps involved in implementing a variety of instructional models. ve Ef f e c t i om C l a s s ro y s t r a te g

Our expectations Pin Board

ve Ef f e c t i om C l a s s ro y s t r a te g

What is our course outline?

Date

Content • Who are we and why are we here? General introductions, Course

Session 1 November 2nd and 3rd

Session 2 November 9th and 10th Session 3 November 16th and 17th

Cou r p ag s e S y e 4 llab a n d us 5

Required readings

contents, overview and expectations.

• Learning about learning: Establishing personal connections with curriculum and instruction; learning about learning (What do we mean by a brain compatible classroom? and Constructivism) • Where does curriculum fit in the bigger picture? Exploring curriculum models. Reflecting on the kind of teachers we are – Standards and benchmarks.

Lina´s letters Towards a coherent curriculum – James A Beane The Brain Compatible classroom

• Oral presentations: Skinner, Piaget, Montessori, Freire, John Dewey,

Understanding by design Chapters 1 and 2 – Wiggins and Mc Tighe The Futility of trying to teach everything of importance – Grant Wiggins

Vygotsky • Understanding by design – Establishing curriculum priorities and designing unit plans.

• What do we mean by understanding? The six facets of Understanding

• Oral presentations: Brunner, Gardner, Johnson & Johnson, Carol Ann

Tomlinson, Marzano, Jane E Pollock.

• How can we differentiate instruction? Meeting learner needs and differentiation strategies • Instructional Planning and Delivery – looking at different planning models, Using the GANAG planning scheme

Integrating Differentiated instruction and Understanding by Design Chapters 3 and 4 – Carol Ann Tomlinson and Mc Tighe Improving student learning One teacher at a time Chapter 3 – Jane E Pollock

What is our course outline?

Date

Content •

Session 4 November 30th and Dec 1st

Oral presentations: Maslow, Lynn Erickson (Concept based curriculum), Making thinking visible (David Perkins and Ron Ritchhart) • Curriculum and Instruction for the Thinking classroom – Concept based instruction and Making thinking visible strategies, collaborative thinking strategies • Using Bloom´s taxonomy to plan instruction – The new taxonomy revised, strategies and digital tools to use with the taxonomy

• Oral presentations:, Inquiry based curriculum (Kathy Short, Kath

Session 5 December 14th and 15th

Murdoch, etc.), Peter Senge, DoFour & DoFour (Professional Learning Communities) • Inquiry based teaching: What do we mean by Inquiry? Designing strategies for Inquiry classrooms across the curriculum • Final Reflections: Developing a positive learning environment, Course feedback and final reflections

Cou r p ag s e S y e 4 llab a n d us 5

Required readings Making thinking visible – Perkins & Richhart Designing & Assessing Educational Objectives – Marzano Chapter 1 Curriculum and instruction for the thinking classroom – Chapter 2

Why are school buses always yellow? Chapter 2 – John Barell According to selection, to be decided in class: Joy in School – Steven Wolk - Help us care enough to learn – Kathleen Cushman Insufficient questioning, Ivan Hannel – The Joys of teaching the upper elementary years – Talk in the classroom, Brenda Power – I Got Grouped Cris Tovani Hallmarks of good homework – Cathy Vatterot – Book discussion on classroom instruction, Marzano

Course requirements Attendance and preparedness Oral presentation Learning Journal UdB unit Plan and 2 Lesson plans

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Oral Presentation TASK: Research several different educational theories and/or theorists as to their philosophy of education and present your findings to the class using either a Power Point, Prezzi, video or any other visual form.

What are your theorist or theory main points?

What are aspects you personally see positive and challenging about his/ her proposal?

How could this particular proposal enrich your personal or your school´s practice?

Rubric for pre sen tat ion

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Oral Presentation

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Participants will answer questions and receive feedback on their presentation from colleagues using the I wonder, I value, I worry and I suggest strategy Student presenting will be asked to place the presentation in our class WIKI

Oral Presentation Each one will choose the author or theory according to preference ...

Skinner Piaget Vygotsky Montessori Freire John Dewey Vygotsky Brunner Gardner Johnson & Johnson

Tim Diana Patricia Liliana Ma Clara H Mara Ma Alejandra Clemencia

Cou r p ag s e S y e 4 llab a n d us 5

Oral Presentation Each one will choose the author or theory according to preference ...

Carol Ann Tomlinson Marzano Jane E Pollock Maslow Lynn Erickson Making Thinking Visible Inquiry based curriculum Reggio

(Concept based curriculum)

Professional Learning communities

Patricia Erika Luisa Ma Clara R Maureen - Yobana Catalina Lina Quintero Juan Barrero

Cou r p ag s e S y e 4 llab a n d us 5

Journal or Learning Log

Cou r p ag s e S y e 4 llab a n d us 5

Weekly assignment Reflective practice Explore individual tensions regarding curriculum and instruction Provide room for differentiation Engage you as a teacher researcher You can choose the format of this Log, it could be a Blog, e-journal, paper and pencil, etc

When teachers engage in reflective practice, collegiality, and shared leadership, they come to understand themselves and their work differently. This new understanding causes a shift in their beliefs and norms. This shift in turn creates new opportunities, new visions of what can be done.

The new professional development is a cultural, not a delivery, concept.

Linda Lambert,Educational Leadership, September 1988

Unit Plans

Cou r p ag s e S y e 4 llab a n d us 5

One unit plan using the UdB model that can be used in your school Two lesson plans using the GANAG scheme (Criteria will be discussed when we discuss each framework)

Ou r cl as s W IK I

http:// tticurriculumandinstructi on.wikispaces.com/home

Who are we as learners? us of d ea h a s lie t a h w d n a us d in h be s lie Bel ie ve w h at . us in h it w s lie t a h w to d re a p a re in sign if ic a n t com

Who are we as Learners?

If I walked into your home, how would I know you as a

learner?

Ef fe C l a s c t i ve s s t ra ro om te g y

Who are we as Learners?

What do you enjoy learning about?

How do you go about learning?

What do you plan to personally learn this year?

Are you ready for a shuffle?

Take one coloured stick from your table, get all your belongings and move to a table with all the other people having the same colour.

Who are we as Learners?

Write your name on the name plate.

On that same name plate, create a symbol of yourself as a learner to share with the whole group.

What type of education did I have?

Share with your table your “artefacts” No more than 2 minutes per person What did they tell about the curriculum and instruction in your school? (as a student) Connecting with the previous exercise... do you think this type of education matched with your own learning needs? Why? Why not?

In light of what you have discussed so far in the TTI... What would you change?

Maintain ? ve i t c e Ef f o om r C l a s s te g y s t ra

How can we show our thinking visually?

Using the paper provided, your group might want to make a mind map, list, visual representation, etc. to show your discussion.

Use only BLACK markers

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Lina´s Letters

What connections do you find between our discussions so far and what you have read in “Lina´s letters”?

i ve t c e m Ef f s s ro o y C l a r a te g st

g o L g n i n io n r a Le f le c t Re

In which ways do you think your own experience as a learner shape your identity as an educator?

Good morning!

What will be our agenda for this week?

Date

Content ✤ Who are we and why are here? ★ Teacher Introduction and participants introduce themselves collectively

★ What are the aims of this course? Setting the scene: ★ ★ ★ ★

Our Expectations Course objectives and outline course readings and assignments Class WIKI, class website and DropBox

✤ Learning about Learning: Establishing personal connections with curriculum ★ Who we are as learners?

November ★Share “artefacts” and discuss 2nd and ★create a visual representation and share with whole group. ★Lina´s Letters 3rd ★1st learning Log Reflection ★The brain compatible classroom ✤ Where does curriculum fit in the bigger picture? ★ Exploring our own ideas about curriculum ★ Curriculum models and beliefs ★ Learning Log reflection ★ The modern perspective of curriculum ★ Standards and Benchmarks

Ef f Cla e c t i v s t r s s ro o e a te m gy

What do we know about learning?

The brain compatible classroom gh ou or th a in ga to ed ct pe ex be ill w rs he ac te As we lea rn more ab ou t th e brai n, achi ng te e ov pr im ly, nt ue eq ns co d, an s es oc pr g in un de rs ta nding of th e lea rn rn s be st. lea n ai br e th w ho ith w ce an rd co ac in es prac tic

What are our course objectives?

Cou

rs e S p ag y l l a b e 1 us

Understand the basic principles of several different schools of thought and how they have influenced education.

Plan and develop an academic unit using a variety of instructional models among them Backwards Design.

Apply knowledge of Bloom´s taxonomy, Gardner´s multiple intelligences, Maslow´s Hierarchy and differentiated instruction to prepare lesson plans.

Use research skills in order to complement the class readings and offer oral presentations.

Describe the characteristics and steps involved in implementing a variety of instructional models. ve Ef f e c t i om C l a s s ro y s t r a te g

Thinking about the brain...

Read the article on the Brain Compatible classroom (pages 7 to 11) As you read, use the paper in front of you as a Graffiti Board

i ve t c e m Ef f s s ro o y C l a r a te g st

Graffiti Board At various points during the reading, stop and write your observations and reflections on the paper in the form of graffiti.

Each person takes his or her own corner of the paper and works alone, sketching and writing images, words, and phrases that come to mind. There is no particular organisation to those images and words. They are simply written randomly on the graffiti board. i ve t c e m Ef f s s ro o y C l a r a te g st

Thinking about the brain...

Once you finish reading, use the Graffiti Board to share your thoughts Each group takes one discussion question and prepare to present their answer to the class.

Compare and contrast the reptilian portion of the brain, the limbic system, and the neocortex Review the names and functions of the four lobes in the cortex part of the brain, How can you activate all four lobes in your students´ brains?

Why does an infant´s brain have so many more neurones than the brain of an adult?

What impact does this have in your teaching?

Is the growth of dendrites, connecting neurones together, a good occurrence or a bad occurrence? Why? How could this impact you as a teacher ve Ef f e c t i om C l a s s ro y s t r a te g

Learning and the brain...

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g o L g n i n r a Le n o i t c e Re f l

Which strategies do you think could be incorporated into your classroom in order to create a Brain compatible environment for your students?

Where does curriculum fit in the bigger picture? e. ic ct a pr to in fs lie be of t se a t u p to C ur ricu lum is Kathy Sh ort

Are you ready for a shuffle?

On top of your table you have cards... Each card has the title of a song written on it, you have to sing this song until you find the people with the same song you have.

Group yourself accordingly

Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s Success"c chool"cu "and" riteria"sh r riculum" o teaching "process uld"be"determin "h e children "and"how as"begun"so"you d"once"the" "know"yo "they"ha ve"respo u Planning nded"to"w r" "should"s hat"is" tart"from you"will" "designing"the"a use"in"cla c6vi6es" Planning ss" "s h o u ld"s inten6on s,"goals"o tart"from"deter m r"what"y ou"expec ining"learning" t"to"achie end." ve"at"the Assessm " ent"shou ld"be"pla nne been"tau d"once"lessons"h Lesson"p ght" ave" la the"scho ns"should"be"de v ol´s"wri. en"curric eloped"taking"in t ulum,"st andards o"account" expecta6 "and"ove o n s. " rall" Teacher s"should "play"a"c entra curriculu l"role"in"wri6ng "the" m" The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s chool"cu "and" The"wri. r r iculum" en"curric ulum"is"a n"esse school" n6al"feature"of"a ny"

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Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s Success"c chool"cu "and" riteria"sh r riculum" o teaching "process uld"be"determin "h e children "and"how as"begun"so"you d"once"the" "know"yo "they"ha ve"respo u Planning nded"to"w r" "should"s hat"is" tart"from you"will" "designing"the"a use"in"cla c6vi6es" Planning ss" "s h o u ld"s inten6on s,"goals"o tart"from"deter m r"what"y ou"expec ining"learning" t"to"achie end." ve"at"the Assessm " ent"shou ld"be"pla nne been"tau d"once"lessons"h Lesson"p ght" ave" la the"scho ns"should"be"de v ol´s"wri. en"curric eloped"taking"in t ulum,"st andards o"account" expecta6 "and"ove o n s. " rall" Teacher s"should "play"a"c entra curriculu l"role"in"wri6ng "the" m" The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s chool"cu "and" The"wri. r r iculum" en"curric ulum"is"a n"esse school" n6al"feature"of"a ny"

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Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s Success"c chool"cu "and" riteria"sh r riculum" o teaching "process uld"be"determin "h e children "and"how as"begun"so"you d"once"the" "know"yo "they"ha ve"respo u Planning nded"to"w r" "should"s hat"is" tart"from you"will" "designing"the"a use"in"cla c6vi6es" Planning ss" "s h o u ld"s inten6on s,"goals"o tart"from"deter m r"what"y ou"expec ining"learning" t"to"achie end." ve"at"the Assessm " ent"shou ld"be"pla nne been"tau d"once"lessons"h Lesson"p ght" ave" la the"scho ns"should"be"de v ol´s"wri. en"curric eloped"taking"in t ulum,"st andards o"account" expecta6 "and"ove o n s. " rall" Teacher s"should "play"a"c entra curriculu l"role"in"wri6ng "the" m" The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s chool"cu "and" The"wri. r r iculum" en"curric ulum"is"a n"esse school" n6al"feature"of"a ny"

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Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s Success"c chool"cu "and" riteria"sh r riculum" o teaching "process uld"be"determin "h e children "and"how as"begun"so"you d"once"the" "know"yo "they"ha ve"respo u Planning nded"to"w r" "should"s hat"is" tart"from you"will" "designing"the"a use"in"cla c6vi6es" Planning ss" "s h o u ld"s inten6on s,"goals"o tart"from"deter m r"what"y ou"expec ining"learning" t"to"achie end." ve"at"the Assessm " ent"shou ld"be"pla nne been"tau d"once"lessons"h Lesson"p ght" ave" la the"scho ns"should"be"de v ol´s"wri. en"curric eloped"taking"in t ulum,"st andards o"account" expecta6 "and"ove o n s. " rall" Teacher s"should "play"a"c entra curriculu l"role"in"wri6ng "the" m" The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s chool"cu "and" The"wri. r r iculum" en"curric ulum"is"a n"esse school" n6al"feature"of"a ny"

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Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s Success"c chool"cu "and" riteria"sh r riculum" o teaching "process uld"be"determin "h e children "and"how as"begun"so"you d"once"the" "know"yo "they"ha ve"respo u Planning nded"to"w r" "should"s hat"is" tart"from you"will" "designing"the"a use"in"cla c6vi6es" Planning ss" "s h o u ld"s inten6on s,"goals"o tart"from"deter m r"what"y ou"expec ining"learning" t"to"achie end." ve"at"the Assessm " ent"shou ld"be"pla nne been"tau d"once"lessons"h Lesson"p ght" ave" la the"scho ns"should"be"de v ol´s"wri. en"curric eloped"taking"in t ulum,"st andards o"account" expecta6 "and"ove o n s. " rall" Teacher s"should "play"a"c entra curriculu l"role"in"wri6ng "the" m" The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s chool"cu "and" The"wri. r r iculum" en"curric ulum"is"a n"esse school" n6al"feature"of"a ny"

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Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s Success"c chool"cu "and" riteria"sh r riculum" o teaching "process uld"be"determin "h e children "and"how as"begun"so"you d"once"the" "know"yo "they"ha ve"respo u Planning nded"to"w r" "should"s hat"is" tart"from you"will" "designing"the"a use"in"cla c6vi6es" Planning ss" "s h o u ld"s inten6on s,"goals"o tart"from"deter m r"what"y ou"expec ining"learning" t"to"achie end." ve"at"the Assessm " ent"shou ld"be"pla nne been"tau d"once"lessons"h Lesson"p ght" ave" la the"scho ns"should"be"de v ol´s"wri. en"curric eloped"taking"in t ulum,"st andards o"account" expecta6 "and"ove o n s. " rall" Teacher s"should "play"a"c entra curriculu l"role"in"wri6ng "the" m" The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s chool"cu "and" The"wri. r r iculum" en"curric ulum"is"a n"esse school" n6al"feature"of"a ny"

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Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s Success"c chool"cu "and" riteria"sh r riculum" o teaching "process uld"be"determin "h e children "and"how as"begun"so"you d"once"the" "know"yo "they"ha ve"respo u Planning nded"to"w r" "should"s hat"is" tart"from you"will" "designing"the"a use"in"cla c6vi6es" Planning ss" "s h o u ld"s inten6on s,"goals"o tart"from"deter m r"what"y ou"expec ining"learning" t"to"achie end." ve"at"the Assessm " ent"shou ld"be"pla nne been"tau d"once"lessons"h Lesson"p ght" ave" la the"scho ns"should"be"de v ol´s"wri. en"curric eloped"taking"in t ulum,"st andards o"account" expecta6 "and"ove o n s. " rall" Teacher s"should "play"a"c entra curriculu l"role"in"wri6ng "the" m" The"wri. assessm en"curriculum, "t ent"are"c ompone eaching"prac6ce nts"of"a"s s chool"cu "and" The"wri. r r iculum" en"curric ulum"is"a n"esse school" n6al"feature"of"a ny"

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Exploring curriculum models and beliefs

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Exploring curriculum models and beliefs

Teacher centred ve Ef f e c t i om C l a s s ro y s t r a te g

Exploring curriculum models and beliefs

Teacher centred ve Ef f e c t i om C l a s s ro y s t r a te g

Student centred

Exploring curriculum models and beliefs

Teacher centred ve Ef f e c t i om C l a s s ro y s t r a te g

Student centred

Learning centred

Role of the teache r

Implications for instruction

Autho rs

Exploring curriculum models and beliefs Behaviourism

Progressivism Cognitivsm

Socioculturalism Coconstructivism

Skinner, Pavlov, Thorndike

Piaget, Chomsky, Geselle, Rousseau

Vygotsky, Rogoff, Bruner, Hillocks, Dewey

Both teacher and student are Students have biological limits passive; curriculum determines that affect when and how they can the sequence of timing of learn; Knowledge is a ‘natural’ instruction. product of development.

All knowledge is socially and culturally constructed. What and how the student learns depends on what opportunities the teacher/ parent provides. Learning is not ‘natural’ but depends on interactions with more expert others.

Create the environment in which individual learner can develop in set stages-implies single and natural course

Observe learners closely, as individuals and groups. Scaffold learning within the zone of proximal development, match individual and collective curricula to learners’ needs. Create inquiry environment.

Transmit the curriculum

What instructional strategies are used?

Behaviourism

Teacher lectures; students memorise material for tests

Progressivism Cognitivsm

Socioculturalism Coconstructivism

Teacher-guided participation in both small-and large-group work; Student-selected reading, studentrecording and analysing individual selected projects, discovery learning student progress; explicit assistance to reach higher levels of competence

Who is responsible if the student does not progress?

Behaviourism

Progressivism Cognitivsm

Socioculturalism Coconstructivism

The student: He can’t keep up with the curriculum sequence and pace of lessons or meet the demands of prescriptive school program

The student: He has a ‘developmental delay’, a disability, or is not ‘ready’ for the school’s program. Often, family or social conditions are at fault.

The more capable others: They have not observed the learner closely, problem-solved the learner’s difficulty, matched instruction to the learner, made ‘informed’ decisions, or helped the learner ‘get ready’.

The “traditional” perspective of Curriculum

The “modern” perspective of Curriculum

Learners constructing meaning

The “modern” perspective of Curriculum Written Curriculum Learners constructing meaning

The “modern” perspective of Curriculum Written Curriculum Learners constructing meaning

Taught Curriculum

The “modern” perspective of Curriculum Written Curriculum Assessed Curriculum

Learners constructing meaning

Taught Curriculum

The big curriculum picture Why? What?

Government - Local - State laws - Accreditation Agencies School´s Philosophy - School´s essential understandings School´s Standards and Benchmarks Scope and Sequence documentation (Knowledge, Understandings, Skills, Dispositions)

How?

Unit Plans - Essential teaching strategies

Whether?

Assessment guidelines - Tasks Resources

What connections do you see between what we have just discussed and Beane´s text?

ve Ef f e c t i om C l a s s ro y s t r a te g

What is a coherent curriculum?

A "coherent" curriculum is one that holds together, that makes sense as a whole; and its parts, whatever they are, are unified and connected by that sense of the whole. The idea of coherence begins with a view of the curriculum as a broadly conceived concept— as THE curriculum—that is about "something." It is not simply a collection of disparate parts or pieces that accumulate in student experiences and on transcripts.

g o L g n i n r a Le n o i t c e Re f l

What tensions do you have regarding curriculum at this point, after our initial discussion? What aspects or issues would you like to continue exploring throughout the course?

Assignments and readings for next session: Oral presentations:

Skinner, Piaget, Montessori, Freire, John Dewey, Vygotsky

Learning Log due (Blog, electronic, paper, etc) Readings: Understanding by design Chapters 1 and 2 – Wiggins and Mc Tighe The Futility of trying to teach everything of importance – Grant Wiggins

Bring: examples of curriculum documents from your school, we will use them to start working on our unit. ve Ef f e c t i om C l a s s ro y s t r a te g

What will be our agenda for this week?

Date

Content ✤ Who are we and why are here? ★ Teacher Introduction and participants introduce themselves collectively

★ What are the aims of this course? Setting the scene: ★ ★ ★ ★

Our Expectations Course objectives and outline course readings and assignments Class WIKI, class website and DropBox

✤ Learning about Learning: Establishing personal connections with curriculum ★ Who we are as learners?

November ★Share “artefacts” and discuss 2nd and ★create a visual representation and share with whole group. ★Lina´s Letters 3rd ★1st learning Log Reflection ★The brain compatible classroom ✤ Where does curriculum fit in the bigger picture? ★ Exploring our own ideas about curriculum ★ Curriculum models and beliefs ★ Learning Log reflection ★ The modern perspective of curriculum ★ Standards and Benchmarks

Ef f Cla e c t i v s t r s s ro o e a te m gy

Exit card Two stars and a wish Two positive aspects of our first session (yesterday and Today) One wish for next week

ve Ef f e c t i om C l a s s ro y s t r a te g

See you next week!