March 22

Curriculum and Instruction Christianne Cowie de Arroyo March 22

Te ach er Tra in ing In st it u te

miĂŠrcoles, 27 de marzo de 13

What did we discuss?

Are there any pressing issues/ questions/ ideas that arose during the week?

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?

How did you do with the UdB unit?

miĂŠrcoles, 27 de marzo de 13

What was your Learning theories, developing big ideas and addressing students needs, designing learning engagements that provide evidence of understanding and differentiation, assessment and feedback, differentiation strategies, get more practice with UdB, Change teachers beliefs, increase my vocabulary, developing summative assessment, the taxonomy, understanding the structure of knowledge

get more practice, backwards design stages 2 and 3, providing feedback, working on understandings, differentiation strategies, UdB, stage 3 of the planning,

Concepts and strategies about curriculum and instruction, the importance of focusing on big ideas, awareness, self assessment, metacognition are very important in the learning process, the difference bet ween knowledge and understanding and how everything needs to be connected to the big goal, the big curriculum picture, formative assessment, planning a lesson, the importance of understanding students needs, GANAG lesson plan and UdB more longer term, focus on learning and not on teaching

ve Ef f e c t i om C l a s s ro y s t r a te g miĂŠrcoles, 27 de marzo de 13

What will be our agenda for this week?

Date

Content ✤What did we discuss? ★ Feedback on unit plannig ✤Oral Presentations: Maslow, Lynn Eryckson, Making Thinking Visible ✤How do we plan our lessons? ★ Using the G.A.N.A.G. scheme to plan lessons ★Bloom´s Taxonomy ★Strategies that work

March 22nd

✤Curriculum and instruction for the thinking classroom ★Three dimensional vs Two dimensional curriculum ★ Exploring connections between concept based

curriculum and making thinking

visible ★Improving our units

Ef f Cla e c t i v s t r s s ro o e a te m gy miércoles, 27 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 miércoles, 27 de marzo de 13

In many units you are confusing the goal and the understanding... Let´s look at the example once again for reference.

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Oral presentations: Maslow

miĂŠrcoles, 27 de marzo de 13

G.A.N.A.G. 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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It is always important to have a Goal!

Think about... What is your Goal as a teacher?

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The GANAG scheme G = State the GOALS (or standards intended for the lesson A = ACCESS prior knowledge that relates to the lesson N = Introduce NEW information or concepts A = ANALYSE/APPLY the new information or concepts G = Summarise or restate the GOALS learned in the lesson

miĂŠrcoles, 27 de marzo de 13

Goals Robust- strongly formed or constructed concepts, generalisations, or procedures.

“Just right” learning targets Not too broad, not too specific (We will look at this once again next week) Declarative and Procedural Knowledge Curriculum Process - Describe the “what” of teaching

miércoles, 27 de marzo de 13

Using Bloom´s Taxonomy In 1956 Bloom, developed a classification of levels of intellectual behaviour important in learning. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level

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Using Bloom´s Taxonomy In order to develop instructional objectives we use the following stem: The student(s) will be able to plus a verb

ve Ef f e c t i om C l a s s ro y s t r a te g miĂŠrcoles, 27 de marzo de 13

Strategies and digital tools to use with the taxonomy Technology is a fantastic tool. In our dropbox we have a list of sites and software available online you can use according to Bloom´s taxonomy.

Let´s check it out!

Your homework this week will be look at them and include at least one in your UdB or GANAG lesson plan.

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Declarative and Procedural Declarative = facts, concepts, generalisations Begins with: understands, knows Procedural = processes, skills - Begins with: all other verbs Where can we find declarative knowledge in the UdB template?

Where do we find procedural knowledge in the UdB template?

miĂŠrcoles, 27 de marzo de 13

How can we apply this to our own work?

Look at your UdB unit and start to plan one lesson using the GANAG scheme.

What would be your objectives for that lesson? miĂŠrcoles, 27 de marzo de 13

Access prior knowledge Brain is a filing cabinet Needs a clue to decide which file to open Nonlinguistic representations, advanced organisers, and cooperative learning What is the best way to APK?

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New Information How do we acquire new knowledge?

When students are learning new information, they are relating the new knowledge to what they already know, organising that information, and then making it part of their long-term memory�.

Lecturing and having students read or view new information are acceptable approaches to presenting new information, but the important strategies are the ones that the learner uses to organise the information, such as note taking, using a thinking skill as a scaffold organiser, creating a graphic organiser using nonlinguistic representations, and questioning. Pair/sharing and other partnering strategies help with clarifying and acquiring new knowledge.

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Application Applying declarative knowledge implies that the student will be able to generate an original use of the knowledge, so any of the thinking skills work here, such as comparing, analysing a situation as a system, examining different points of view to make a generalisation, making a decision in a simulation, and creating a robust analogy in order to deepen understanding.

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Advance Organizers

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Generalise Generalising or summarising is a strategy that applies to this section, especially in c o n j u n c t i o n w i t h c o o p e r a t i ve l e a r n i n g , nonlinguistic representations, and generating questions

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Homework HW (if necessary). When teachers believe that students would benefit from more reading or practice, assigning homework allows them to work unsupervised. In most cases, the student needs to receive some sort of feedback the next day.

Keep the homework connected to the following day of instruction as part of a review or as part of the progressing lessons

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Nine Categories in Instructional Planning Identifying similarities and differences.

Summarising and note taking.

Reinforcing effort and providing recognition.

Homework and practice.

Nonlinguistic representations.

Cooperative learning.

Setting objectives and providing feedback.

Generating and testing hypotheses. ve Ef f e c t i om C l a s s ro y s t r a te g

Questions, cues, and advance organisers.

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Classroom instruction that works, Marzano, Pickering and Pollock

How can we apply this to our own work?

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Oral presentations: Lynn Erickson

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Working the conceptual level Topic based vs Concept based (Big ideas or understanding) Two Dimensional vs Three dimensional Coverage centred - “inch deep and a mile wide Intellectually shallow - Lacks a conceptual focus to create conceptual brain synergy

ve Ef f e c t i om C l a s s ro y s t r a te g miĂŠrcoles, 27 de marzo de 13

Idea centred - Facts provide a foundation to understand conceptual, transferable ideas Intellectual depth - a conceptual lens or focus requires mental processing on the factual and conceptual levels producing thinking and understanding

The structure of knowledge People tend to settle in geographical areas that can support their basic needs.

Migration may lead to new opportunities or greater freedom

Migration, opportunity, needs, freedom Colonial America people, names, dates, places, migration routes, etc.

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Examples of concepts

Music Rhythm Melody Harmony Timbre Form Dynamics Articulation Tempo Mood

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Social Studies Conflict

Cooperation

Patterns Populations System Change Continuity Culture Independence

Maths Whole Numbers Place value Money Units of Measure Facts Expressions

Patterns Shape

Science Order organism Population System change Evolution Equilibrium

Language Verbal and Non verbal

communication

Language symbols sounds Literature Metaphor, Protagonist, word choice

What are the concepts in your own unit?

Loot at your big idea(s) Identify the concepts you are working with What is the topic?

What are the main facts?

miĂŠrcoles, 27 de marzo de 13

Developing principles and generalisation Generalisations are summaries of thought: Two or more concepts in a relationship No proper or personal nouns No pronouns: our, we, they Has a present tense verb - not is or are (try to avoid affect, impact or influence - ask how or why) Is a transferable idea that is supported by factual content (timeless and universal) May need a qualifier if not true in all situations (May, could, etc)

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How can we apply this to our own work?

Look at your UdB lesson, think about your big idea taking into account Lynn Erickson´s perspective. How can you improve it?

Does improving your big idea change the other two steps in any way? miĂŠrcoles, 27 de marzo de 13

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

How close are you of a three dimensional model in your teaching? What are the next steps on the journey for you?

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Oral presentations: Making thinking visible

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Making thinking visible Thinking about our discussions, the presentation and the article you read on Making Thinking Visible...

What do you THINK about this proposal?

What questions or PUZZLES do you have?

What does the topic make you want to EXPLORE?

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Assignments and readings for next session: Oral presentations:

Reggio, Professional Learning

Communities

4th Learning Log due Readings:

(Blog, electronic, paper, etc)

(there is a folder called required readings)

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

Explore:

Digital tools to use with the taxonomy, include at least one in your lesson plans. If you wish try to include thinking routines as well to your units.

Bring:

Your Finished UdB unit and your GANAG lesson plan. If you want me to give you feedback on GANAG send it to me by Friday. ve Ef f e c t i om C l a s s ro y s t r a te g miĂŠrcoles, 27 de marzo de 13

Compass points E = Excited. What excites you about this idea or proposition?

W = Worrisome. What do you find worrisome about this idea?

N = Need to Know. What else do you need to know or find out about it? What additional information would help you?

S = Stance, Steps, or Suggestions for Moving Forward. What is your current stance on the idea or proposition? What steps might you take to increase your understanding of the issue?

miĂŠrcoles, 27 de marzo de 13