TTI session 5 by Christianne Cowie

Curriculum and Instruction Christianne Cowie de Arroyo April 5th and 6th

Te ach er Tra in ing In st it u te

lunes, 15 de abril 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? The GANAG lesson plan?

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What was your E = Excited. What excites you about this idea or proposition?

To create a real culture of thinking, Our final UbD, What makes me happy is that I got a deeper understanding about the teaching and learning process, Making thinking visible excites me, it allows every student to reach maximum learning levels, the different authors we studied, the difference between concepts, topics and facts, I understood the importance of making thinking visible, I am excited about the idea of really knowing what my students are thinking, I feel that I now have new information to understand, investigate and apply, the thinking routines, I like Lynn ErycksonÂ´s theory, about being able to develop my UdB and find the big rocks in art for K - 2, to implement this in my class

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What was your W = Worrisome. What do you find worrisome about this idea? I hope I have understood all the elements to plan, how to self assess in terms of understanding of the curriculum and its application, follow the model and be able to help others apply it as well, to properly differentiate concepts, facts, topics and generalisations and gain confidence, that I may not be able to apply it in school, so many teachers do not have those tools and many children do not benefit from it, propose the goals, reach a consistent dynamic where students use the routines regularly, being open minded and helping other teachers to change mentality, start implementing the strategies, complete my UdB and GANAG, where to start?,

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

Thinking routines for adults, re check my unit and make changes, keep developing my understanding, apply in classroom, get more familiar with thinking routine, plan using the GANAG, could making thinking visible be applied besides school? get to know the thinking routines and apply them, look at criteria for assessment

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What was your 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?

continue working on feedback, steps are read, clarify apply and reflect, work towards better understand assessment, apply the theory, get to know more about thinking routines, apply the routines with teachers, Make it personal, continue working on my questions, read and experiment, explore

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What will be our agenda for this week? Date

Content ✤What did we discuss? ✤Oral Presentations: Reggio Emilia,

Professional Learning Communities

✤Inquiry Based pedagogy ★ Inquiry as a stance on curriculum April 5th and 6th

★Establishing a connection ★ Discussing and inquiring further ★Exploring primary sources and reflecting about the use of resources for Inquiry ★ How is inquiry connected with everything we have done in this course?

✤ Wrapping up and reflecting on learning ★Exploring our beliefs ★ What have we discussed ★ Taking Action ★Final Reflections and course feedback

Ef f Cla e c t i v s t r s s ro o e a te m gy lunes, 15 de abril 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 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.

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Oral presentations: Reggio Emilia

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Inquiry as a Stance on curriculum uden ts or th e st by ed at iti in s es oc pr e th is e, ns se st de Inqu iry, in te rp re te d in th e broa nding to a ne w ta rs de un of el lev t en rr cu eir th om fr ts te ache r th at mo ve s th e st uden an d de ep er level of un de rs ta nding. Le tÂ´s th in k ab ou t it wh ile we re ad th is st or

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y.. .

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Establishing a connection Think about a big change, transformation, revolution you had in your life. (Professionally or Personally) Share with your table Why was it so meaningful or important to you? Did it transform your life? How? What are the repercussions to this day? Share with the whole group some commonalities among the different stories - Use your chart paper to record

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What is a Revolution? Inquiring through the disciplines TIC, TAC, TOE We will all watch the video You should all select a revolution from your country You choose another one according to your preferences 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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What is a revolution?

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

Discuss with your group On a blank piece of paper, write your group´s definition of “Revolution” Be prepared to share with the whole group

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Homework

Why is Inquiry based pedagogy a â&#x20AC;&#x153;Revolutionâ&#x20AC;? in education? Be ready to share your stand tomorrow

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What is a Revolution? Inquiring through the disciplines Graffiti Board

As you read, jot down ideas, visual images, etc. of your article on the graffiti board Once you finish, use the graffiti board as a tool to share your ideas with your group

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Good morning!

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What is a Revolution? Using the thinking keys... Observe the object, painting, poem, etc. You were given. How is it like? (Form) How is it connected with a Revolution? (connection) What was itâ&#x20AC;&#x2122;s purpose or role during that particular revolution? (Function) How has it changed or how can it change our lives? (Change) Share with the whole group

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What is a Revolution? As a table, review your definition of Revolution Is there anything you would change, add, modify?

LetÂ´s discuss...

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Exploring our tensions What questions do you have regarding Revolutions? What particular revolution would you like to explore further? Why? What specific aspects of that particular revolution?

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What does inquiry look like? exploring, wondering and questioning experimenting and playing with possibilities making connections between previous learning and current learning making predictions and acting purposefully to see what happens collecting data and reporting findings clarifying existing ideas and reappraising perceptions of events deepening understanding through the application of a concept making and testing theories researching and seeking information taking and defending a position solving problems in a variety of ways.

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What type of resources have we used during this inquiry? What other resources could we use for this inquiry?

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What is a revolution? UdB Planner

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Let´s reflect…! •  What is the role of students as inquirers? •  What´s the role of the teacher as an inquirer? •  What´s the role of the environment in the inquiry process?

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Oral presentations: Professional Learning Communities

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Developing a PLC

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Le tÂ´s th in k ab ou t it wh ile we watch th is vid

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Above and Beyond lunes, 15 de abril de 13

Thinking about Inquiry based pedagogy Thinking about our discussions yesterday, the learning experience on revolutions, the video we just saw and the article you read on Inquiry... 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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What was our course outline? Date

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

Content • Who are we and why are we here? General introductions, Course contents, overview and expectations.

Session 1

Session 2

Session 3

• •

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.

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

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What is our course outline? Date

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

Content • Oral presentations: Maslow, Lynn Erickson (Concept based curriculum), Making thinking visible (David

Session 4

• •

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 Murdoch, etc.), Peter Senge, DoFour &

Session 5

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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

How can we apply this to our own work? Think about all the discussions we have had so far in this course. What courses of action would you like to take as an educator? lunes, 15 de abril de 13

End of course reflections

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Something to think about...

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Thank you so much! It was a pleasure sharing this learning experience with you all...

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