TTI week 1 by Christianne Cowie

Curriculum and Instruction Christianne Cowie de Arroyo February 23rd and 24th - 2013

Te ach er Tra in ing In st it u te

martes, 26 de febrero de 13

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? February ★Share “artefacts” and discuss 23rd and ★create a visual representation and share with whole group. ★Lina´s Letters 24th ★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

martes, 26 de febrero de 13

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

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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

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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 martes, 26 de febrero de 13

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

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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 BloomÂ´s taxonomy, GardnerÂ´s multiple intelligences, MaslowÂ´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 martes, 26 de febrero de 13

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 martes, 26 de febrero de 13

What is our course outline? Date

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

Session 1 February 22nd and 23rd

Session 2 March 1st and 2nd Session 3 March 8th and 9th

martes, 26 de febrero de 13

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 March 15th and 16th

Session 5 April 5th and 6th

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• •

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

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

• Oral presentations:, Inquiry based curriculum (Kathy Short, Kath 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: Course feedback and final reflections

Why are school buses always yellow? Chapter 2 – John Barell

LetÂ´s negotiate... Date

Session on Feb 23rd

Session on March 9th

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To be recovered on...

2 Hours on Feb 23rd and

4 hours on Friday March 22nd

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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 schoolÂ´s practice?

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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

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Oral Presentation Each one will choose the author or theory according to preference ... Skinner Piaget Montessori Freire John Dewey Vygotsky Brunner Gardner Johnson & Johnson

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Silvana Alexandra Ximena Yolanda Mario Martha

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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

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Maria Jenny Laura Patricia David

Sandra Margaret

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Journal or Learning Log

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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

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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

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Unit Plans

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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)

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Ou r cl as s W IK I

http:// ttifebruary2013.wikispa ces.com

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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

martes, 26 de febrero de 13

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 martes, 26 de febrero de 13

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?

martes, 26 de febrero de 13

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.

martes, 26 de febrero de 13

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. martes, 26 de febrero de 13

What type of education did I have? Share with your table your â&#x20AC;&#x153;artefactsâ&#x20AC;? 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 martes, 26 de febrero de 13

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

i ve t c e m Ef f s s ro o y C l a r a te g st martes, 26 de febrero de 13

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 martes, 26 de febrero de 13

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?

martes, 26 de febrero de 13

Good morning!

martes, 26 de febrero de 13

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? February ★Share “artefacts” and discuss 22nd and ★create a visual representation and share with whole group. ★Lina´s Letters 23rd ★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

martes, 26 de febrero de 13

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

martes, 26 de febrero de 13

What are our course objectives?

Cou

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

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 martes, 26 de febrero de 13

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 martes, 26 de febrero de 13

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 studentsÂ´ brains? Why does an infantÂ´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 martes, 26 de febrero de 13

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

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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 â&#x20AC;&#x201C; Wiggins and Mc Tighe The Futility of trying to teach everything of importance â&#x20AC;&#x201C; 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 martes, 26 de febrero de 13

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 martes, 26 de febrero de 13

See you next week!

martes, 26 de febrero de 13