Session 2 TTI Curriculum and Instruction

Curriculum and Instruction Christianne Cowie de Arroyo March 1st and 2nd

Te ach er Tra in ing In st it u te

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What did we discuss?

Are there any pressing issues/ questions/ ideas that arose during the week? How did you do with the planning?

Is there anything that needs to be clarified so far?

Dis you use any of the strategies we learned or applied any of the knowledge we discussed last week at school in any way?

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What will be our agenda for this week?

Date

Content ✤What did we discuss? Recap last week, What was your feedback? ✤Oral Presentations:

Skinner, Piaget, Montessori, Freire, Vigotsky

✤Where does curriculum fit in the bigger picture?

★ Exploring our own ideas about curriculum

March 1st and 2nd

★ Curriculum models and beliefs ★ Learning Log reflection ★ The modern perspective of curriculum

★ Standards and Benchmarks ✤What do we mean by Backward Design?

★ The Backward design model

★ Step one: identify desired results ★ How do we establish curricular priorities? ★ Understanding Understanding ★ Guiding questions ★Step two: Determine acceptable evidence ★ Formative and summative assessment ★ G.R.A.S.P.S. ★ Step three: Plan learning experiences and instruction: ★ Where to domingo, 3 de marzo de 13

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

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 domingo, 3 de marzo de 13

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

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A set of beliefs put into practice... / ra it -m ta a ug /s m co t. os p n to g n fi uf .h w h tt p://w w 2013-ted-p ri ze_b_2767598.h tm l

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“Learning is not a result of teaching, it is a result of thinking�

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Exploring our beliefs about curriculum and instruction The"wri.en"curriculum,"teaching"prac6ces"and" assessment"are"components"of"a"school"curriculum" Success"criteria"should"be"determined"once"the" teaching"process"has"begun"so"you"know"your" Planning"should"start"from"designing"the"ac6vi6es" you"will"use"in"class" Planning"should"start"from"determining"learning" inten6ons,"goals"or"what"you"expect"to"achieve"at" Assessment"should"be"planned"once"lessons"have" been"taught" Lesson"plans"should"be"developed"taking"into" account"the"school´s"wri.en"curriculum,"standards" Teachers"should"play"a"central"role"in"wri6ng"the" curriculum" The"wri.en"curriculum,"teaching"prac6ces"and" assessment"are"components"of"a"school"curriculum" The"wri.en"curriculum"is"an"essen6al"feature"of" any"school" ve Ef f e c t i 0" om C l a s s ro y s t r a te g domingo, 3 de marzo de 13

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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 domingo, 3 de marzo de 13

Student centred

Learning centred

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.

Role of the teache r

Implications for instruction

Autho rs

Exploring curriculum models and beliefs

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Transmit the curriculum

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

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.

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.

What instructional strategies are used?

Behaviourism

Teacher lectures; students memorise material for tests

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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’.

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The “traditional� perspective of Curriculum

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The “modern� perspective of Curriculum Written Curriculum Assessed Curriculum

Learners constructing meaning

Taught Curriculum ve Ef f e c t i om C l a s s ro y s t r a te g domingo, 3 de marzo de 13

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

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

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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.

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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?

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

Oral presentations: Skinner and Piaget

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What are standards?

Standards are descriptors of learning that form the backbone of our curriculum They are statements of understanding Few in number Broad in nature Constant throughout developmental bands Learned over time, by degrees

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What are standards?

There are different types of standards in a school curriculum...

Dispositions Skills Content (Knowledge and understanding)

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What are benchmarks?

Written statements of things learners will know, value, be able to do in order to meet the standards.

More specific Few in number Developmentally specific (This means they do change according to the developmental level of the learner Assessable

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Let´s look at an example...

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

Mathematics: Learners understand the concepts of probability and statics L1 - Learner recognise that some things are more likely to happen than others.

L2 - Learners can manipulate random variables

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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

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Ma Th i k i n nki g o ur ng v is i ble

I used to think...

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

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UdB... The Backwards design model g of yo ur in nd ta rs de un ar cle a ith w t ar st to s an ‘To be gin w ith th e en d in mi nd me de rs ta nd un er tt be u yo at th so g in go e u’r yo e er de st in at ion . It me an s to kn ow wh th e right direc tio n.’ ey in ys wa al e ar ke ta u yo s ep st e th at th so Ste ven R. Cov wh ere yo u are no w

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

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Determine% acceptable% evidence%

Step%3%

Iden*fy% desired% results%

Step%2%

Step%1%

The backwards design Model

Plan%learning% experiences% and% instruc*on%

Using Backward Design Think of a personal goal or aim.

What evidence will there be that you have achieved your goal or aim?

How will you achieve your goal or aim - what do you need to do ?

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What are the guiding questions of the Backward Design approach?

Creators Grant Wiggins and Jay McTighe recommend using the following questions to guide teacher planning: 1.What is worthy and requiring of understanding?

2.What is evidence of understanding?

3.What learning experiences and teaching promote understanding, interest and excellence?

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What is the first step in Understanding by Design?

Stage 1 : Identify desired results domingo, 3 de marzo de 13

What is the first step in Understanding by Design?

What should students know, understand and be able to do?

What is worthy of understanding?

What enduring understandings are desired?

Step%1%

In this stage we consider our goals, standards and curriculum expectations - There is always more content than can be reasonably addressed so we make choices

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Iden%fy( desired( results(

UDB video on Stage 1

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Good morning!

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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 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 domingo, 3 de marzo de 13

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

Turn and talk... re a ve lie be u yo do at h w s us sc di d n a er Tu rn to yo ur pa rt n y da er st ye t un co ac to in e k Ta B D U d th e m a in idea s be h in g in ad re e th d n a eo id v e th , on si us sc ´s di

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Oral presentations: Montessori, Vigotsky, John Dewey

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Students can´t possibly learn everything of value by the time they leave school, but we can instil in them the desire to keep questioning throughout their lives.

G ra

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s n i g g i W t n

Step%1%

What are enduring understandings?

Iden%fy( desired( results(

Involve the ‘big ideas’ that give meaning and importance to facts Can transfer to other topics, fields and life Are usually not obvious, often counter-intuitive, and easily misunderstood May provide a conceptual foundation for ‘basic skills’ Are deliberately framed as generalisations

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

How do we establish curricular priorities?

One day an expert in time management was speaking to a group of business students and, to drive home a point, used an illustration those students will never forget.

As he stood in front of the group of high powered over-achievers he said, Okay, time for a quiz.

Then he pulled out a one-gallon, wide mouthed jar and set it on the table in front of him.

Then he produced about a dozen fist  sized rocks and carefully placed them, one at a time, into the jar. When the jar was filled to the top and no more rocks would fit inside, he asked, Is the jar full?

Everyone in the class said, Yes. ve Ef f e c t i om C l a s s ro y s t r a te g domingo, 3 de marzo de 13

Then he said, Really? He reached under the table and pulled out a bucket of gravel. Then he dumped some gravel in and shook the jar causing pieces of gravel to work themselves down into the space between the big rocks. Then he asked the group once more, Is the jar full? By this time the class was on to him. Probably not, one of them answered.

Good, he replied. He reached under the table and brought out a bucket of sand.

He started dumping the sand in the jar and it went into all the spaces left between the rocks and the gravel. Once more he asked the question, Is the jar full?

No the class shouted.

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Once again he said, Good. Then he grabbed a pitcher of water and began to pour it in until the jar was filled to the brim. Then he looked at the class and asked, What is the point of this illustration?

One eager student raised his hand and said, The point is, no matter how full your schedule is, if you try really hard you can always fit some more things in.

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No, the speaker replied. That's not the point. The truth this illustration teaches us is: If you don't put the big rocks in first, you'll never get them in at all.

What are the 'big rocks' in your life?

Your children....

Your loved ones....

Your education....

Your dreams....

A worthy cause....

Teaching or mentoring others....

Doing things that you love....

Time for yourself....

Your health....

Your significant other.

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Remember to put these BIG ROCKS in first or you'll never get them in at all. If you sweat the little stuff (the gravel, the sand) then you'll fill your life with little things to worry about that don't really matter, and you'll never have the real quality time you need to spend on the big, important stuff (the big rocks). So, tonight or in the morning, when you are reflecting on this short story, ask yourself this question: What are the 'big rocks' in my life?

Then, put those in your jar first!

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Knowledge)that)is)worth)being)familiar)with:

Worth being familiar with...

Important to know and do...

Enduring Understandings

Cannot&address&all&areas&–&knowledge&that&is&worth& being&familiar&with.&&What&do&we&want&students&to& hear,&read,&view,&research&or&encounter?&!

Knowledge)and)skills)that)are)important) to)know: Sharpen(our(choices(by(specifying(important( knowledge((facts,(concepts,(principles,(skills,( processes,(strategies,(methods)!

Understandings+that+are+enduring:

Step%1%

Enduring(understandings(that(will(anchor(the(unit.(( Enduring(refers(to(the(big(ideas,(the(important( understandings(the(we(want(students(to(“get(inside( of�(and(retain(a:er(they(have(forgo=en(many(of(the( details.!

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Iden%fy( desired( results(

Knowledge)that)is)worth)being)familiar)with: General'ea(ng'pa+erns'and'menus'from'the'past'

Worth being familiar with...

Important to know and do...

Enduring Understandings

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Knowledge)and)skills)that)are)important)to) know:)) Types&of&food&in&each&of&the&food&groups&and&their& nutri3onal&values.&Interpret&nutri3onal&informa3on&on& food&labels.&

Understandings+that+are+enduring:++

Step%1%

+ A"balanced"diet"contributes"to"physical"and"mental" health.""Dietary"requirements"diďŹ&#x20AC;er"for"individuals," depending"on"variables"such"as"age,"ac<vity"level," weight"and"overall"health."

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Iden%fy( desired( results(

Ready for a shuffle?

Go around the room asking about favourite and least favourite food. Group yourself accordingly

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What do we mean by understanding? uden ts an d st d an rs he ac te by d pe lo ve de e ar gs in nd En du ri ng un de rs ta d an ng ni an pl e iv ct fe ef re fo be od to rs de un mus t be cle ar ly de fi ne d an d au th en tic as se ssmen t ca n be gi n.

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What are the 6 facets of understanding?

Sketch to Stretch: On a piece of paper, draw a picture of the meaning of â&#x20AC;&#x153;Understandingâ&#x20AC;? to you.

Try to go beyond the literal to a conceptual representation of the concept.

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Step%1%

Carrousel share: Once your are done, pass your sketch to the person next to you and so on.

Iden%fy( desired( results(

What are the 6 facets of understanding?

Wiggins and McTighe have developed a multifaceted view of what makes up understanding Explanation – theories and support Interpretation – making meaning, stories and translation Application – to new situations Perspective – other points of view, critical stance

Self-knowledge – “knowing thyself”

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Step%1%

Empathy – “walk in the shoes of..”

Iden%fy( desired( results(

Step%1%

What do we mean by understanding?

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Iden%fy( desired( results(

Let´s give it a try. ..

As a table, pick one topic, e.g. Patters, Indepen den ce, nut ritio n, Com mun ication, etc Worth being familiar with...

Important to know and do...

Enduring Understandings

Knowledge that is worth being familiar Knowledge and skills that are important to know

Step%1%

Understandings that are enduring

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Iden%fy( desired( results(

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

How has your understanding of â&#x20AC;&#x153;understandingâ&#x20AC;? evolved after the readings, video and our discussions?

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Ready for a shuffle?

Find a learning partner. Someone who teaches a similar grade level or subject area as you teach. domingo, 3 de marzo de 13

How can we apply this to our own work?

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Using the UdB framework to plan our unit Using the blank Ubd template, work with your partner and start developing a plan for stage 1.

Look at your own school´s curriculum documents and guides Take into account all the discussion we have had so far.

Step%1%

Be prepared to share your work with the larger group including the process you went through

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Iden%fy( desired( results(

Page 3

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Assignments and readings for next session: Oral presentations:

Gardner, Maslow, Carol Ann Tomlinson, Jane E Pollock.

2nd Learning Log due (Blog, electronic, paper, etc) Readings: Integrating Differentiated instruction and Understanding by Design Chapters 3 and 4 â&#x20AC;&#x201C; Carol Ann Tomlinson and Mc Tighe Improving student learning One teacher at a time Chapter 3 â&#x20AC;&#x201C; Jane E Pollock

Bring:

Your draft of the unit you are planing. Use the resources on the workbook to guide your planing. ve Ef f e c t i om C l a s s ro y s t r a te g domingo, 3 de marzo de 13

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

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See you next week!

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