Session 3

Curriculum and Instruction Christianne Cowie de Arroyo March 8th

Te ach er Tra in ing In st it u te

jueves, 14 de marzo de 13

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?

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

jueves, 14 de marzo de 13

What will be our agenda for this week?

Date

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

Gardner - Carol AnnTomlinson

✤What do we mean by Backward Design? ★ The Backward design model March 8th

★ Step one: identify desired results ★ 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 Ef f Cla e c t i v s t r s s ro o e a te m gy

jueves, 14 de marzo de 13

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 jueves, 14 de marzo de 13

What was your feedback?

Stars...

I like the teacher explanations and methodology, I liked the different activities because I feel I am improving my role as a teacher, being able to transfer what we read and learn into a teaching experience, look at different schools of thought and everyday practice, the stories we read before exploring the topics, the activities, the log reflection, to gain confidence as a teacher, some of the strategies, the difference between knowledge and understanding, planning for understanding, the definition of curriculum and my role as a teacher in its regards, focus more on learning and not so much on teaching, the articles we read, sharing ideas with colleagues, review some authors, get to know UDB, oral presentations, gaining clarity about curriculum, improve my English Ef f e c t C l a s s i ve ro s t rat om egy jueves, 14 de marzo de 13

What was your feedback?

Wishes... continue learning from educational theories, apply it to write my curriculum, more stories, apply the strategies to my class, continue to go beyond in my learning process, develop my UDB unit, continue to learn collaboratively, continue improve my english communication skills, strategies and activities, have peer feedback of our unit, learn more about curriculum

ve Ef f e c t i om C l a s s ro y s t r a te g jueves, 14 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

jueves, 14 de marzo de 13

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 jueves, 14 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

Oral presentations: Gardner and Carol Ann Tomlinson

jueves, 14 de marzo de 13

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

jueves, 14 de marzo de 13

jueves, 14 de marzo de 13

Determine% acceptable% evidence%

Step%3%

Iden*fy% desired% results%

Step%2%

Step%1%

The backwards design Model

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

What is the first step in Understanding by Design?

Stage 1 : Identify desired results jueves, 14 de marzo de 13

Let´s share some of our work!

ve Ef f e c t i om C l a s s ro y s t r a te g jueves, 14 de marzo de 13

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

jueves, 14 de marzo de 13

Iden%fy( desired( results(

Page 3

jueves, 14 de marzo de 13

What are essential questions?

Let´s take some time to read the article “What is a good guiding question” Once you finish the reading, use the placemat organiser to summarise the main points of the article.

Gallery exhibition ve Ef f e c t i om C l a s s ro y s t r a te g jueves, 14 de marzo de 13

Step%1%

Discuss with your colleagues and add to the middle part what you believe would summarise your thoughts as a group.

Iden%fy( desired( results(

Page 3

jueves, 14 de marzo de 13

Page 3

jueves, 14 de marzo de 13

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

Why do you think it is important to establish curricular priorities in your classroom? What do you need to take into account when establishing such priorities?

jueves, 14 de marzo de 13

What is the second step in Understanding by Design?

Stage 2 : Determine acceptable evidence

jueves, 14 de marzo de 13

Let´s think about it...

Page 4

Complete the sources of assessment - self assessment What does the result tell you about your assessment practices?

Step%2%

Be prepared to share...

jueves, 14 de marzo de 13

Determine( acceptable( evidence(

What is the second step in Understanding by Design? Page 5

Stage 2 : Determine acceptable evidence How will we know if students have achieved the desired results and met the standards?

What will we accept as evidence of student understanding and proficiency?

The Backward Design approach encourages teachers to think like an assessor before designing units.

When planning to collect evidence of understanding, teachers should consider a range of assessment methods

Step%2%

Understanding develops as a result of ongoing inquiry. The assessment of understanding should be thought of in terms of a collection of evidence over time.

Determine( acceptable( evidence( jueves, 14 de marzo de 13

How many assessments should be used?

Think “Scrapbook” not “Snapshot” Sound assessment requires multiple sources of evidence, collected over time.

jueves, 14 de marzo de 13

What type of assessment should we use to determine acceptable evidence?

Summa&ve) Assessment)

Guidance) with) Feedback)

Shows)end) result)of) process)

Throughout) unit)

End)of)unit) Step%2%

Forma&ve) Assessment)

jueves, 14 de marzo de 13

Determine( acceptable( evidence(

Step%2%

What is formative assessment?

jueves, 14 de marzo de 13

Determine( acceptable( evidence(

What are some examples of formative assessment?

Peer / self assessment or evaluation

Whiteboard feedback

Monitoring oral discussion

Ticket to leave/ exit cards

Written or visual reflections

Hand signals

Questioning / responses

Bell retell

Drafts and evidence of thought processes

Muddiest point

Quizzes/ pre-tests Journals Observations/ anecdotal check-lists Reading reflective journals Debriefing students on their progress

jueves, 14 de marzo de 13

Chain notes Learning logs Test questions Questions Find the errors

Step%2%

KWL’s, journals recordings, diaries

One-minute essay/ Minute essay

Determine( acceptable( evidence(

How can we apply this to our own work?

jueves, 14 de marzo de 13

Page 6 - 11

jueves, 14 de marzo de 13

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

What aspects should I take into account when planning for assessment?

jueves, 14 de marzo de 13

Assignments and readings for next session: Oral presentations:

Maslow, Jane E Pollock, Marzano, Lynn Erickson (Concept based curriculum), Making thinking visible (David Perkins and Ron Ritchhart)

3rd Learning Log due (Blog, electronic, paper, etc) Readings: Improving student learning One teacher at a time Chapter 3 – Jane E Pollock Making thinking visible – Perkins & Richhart Designing & Assessing Educational Objectives – Marzano Chapter 1

Bring:

Your draft of the unit you are planing (send it to me for feedback) 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 jueves, 14 de marzo de 13

See you next week!

jueves, 14 de marzo de 13