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June 3

June 3. Review – Planning for Learning from last time Technology & its function Be prepared to come to board and walk us through the web 2.0 site that you chose. Mapping introduction Review of Sample Course Project Written Proposals. Planning for Learning (stuff we didn’t get to last week).

amaya-hartman
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June 3

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  1. June 3 • Review – Planning for Learning from last time • Technology & its function • Be prepared to come to board and walk us through the web 2.0 site that you chose. • Mapping introduction • Review of Sample Course Project Written Proposals

  2. Planning for Learning(stuff we didn’t get to last week)

  3. A Research Finding – The primary way to engage students… • A guaranteed and viable curriculum is the #1 school level factor impacting student achievement. -Marzano, What Works in Schools

  4. Colleges also use such maps…

  5. We have to engage all learners… Remember who we have in our classrooms…

  6. The Authentically Engaged Student • Intrinsically Motivated • Enjoys the task for its own sake • Eager to learn • Exceeds Expectations • Almost always performs perfectly

  7. The Ritualistically Engaged Student • Extrinsically Motivated • Parent Expectations High • Pursuit of Other Goals Important • Means to an End • Sometimes, we need to push, pull, and nag these kids to perform/succeed

  8. The Passively Compliant Student • Motivation – driven by negative Reinforcement • Neither Good nor Bad in school • Does “just enough” to “get by” • Not a behavior problem • Often, we may have a whole class of them – hopefully none of us are this bad…

  9. The Retreatist Student • Lack of Motivation • Not Connected to School • Doesn’t Participate • Does not Bother Other Students

  10. The Rebel • Hostile to Learning • Openly Questions Relevance • Openly Opposes Authority • Verbal • Non-Verbal • Intrudes on the Rights of Others • We all have a few of these kids in our schools

  11. Relevance Rigor Relationships Practicing equity over equality, consistency over inconsistency, common sense over precedent Customer Service Understanding your community’s culture Totally Engaged Learner Minimal climate problems Fewer kids disenfranchised by school Engaging Students… Requires us to include: So we can have:

  12. Using Technology as Learning Tools • Web 2.0 Resources Defined • Web 2.0 defined some more… • Wikis – what are they? • You can create your own FREE using Wikispaces • Googledocs – what is it? • Social Networking/Bookmarking • Facebook, MySpace, Youtube, etc.

  13. Using Technology as Learning Tools - As you walk us through the site (wiki, blog, or other web site) consider how you could use/have used the site for your own classroom purposes • Annie • Eric • http://www.sumdog.com/ • http://www.khanacademy.org/ • http://moodle.ltsd.k12.pa.us/course/category.php?id=7 • http://www.studyisland.com/ • Josh • Mike • Amanda • Cheryl • Ashton • Terry • Larissa • Adam • http://www.spellingcity.com/ • http://www.storylineonline.net/ • http://www.makebeliefscomix.com/

  14. Using Technology as Learning Tools – Examples • Teaching & Learning • Writing Blog • Science site 1 • SCIENCE SITE 2 • Marzano’s Classroom Instruction that Works Wiki • Media Production Blog • The Connected Classroom • Might be the best “hub” of resources for classroom teachers • Web 2.0 site • ALL MY FAVS • Web Resources of Importance • SERI (SPECIAL ED) • Graphic Organizers • MOODLE • Yacapaca - FREE on-line assessment tool for teachers • Can search for, create, edit, and copy tests/quizzes – can do item analysis automatically

  15. BREAK

  16. Using UBD as the ‘Big Picture’ Framework for Curriculum • UBD is great blueprint at MACRO level • Makes it possible for unit designs that are more effective, efficient, and coherent • Recommend that programs/courses be designed around essential questions, enduring understandings, key performance tasks, and rubrics • Agreement/consensus by all (team/dept/etc) on core ideas, assessment tasks makes it much easier for individual teachers to design individual units

  17. ‘Big Picture’ Framework Essential Questions • Do we have a clear and current school mission? • How does it translate into teaching and learning practices? • To what extent do staff, students and parents know our mission? • To what extent does our mission directly influence our actions?

  18. Mission  Learning Principles • As a result of our mission… • What do we believe about learning? • To what extent are these beliefs shared? • To what extent do these beliefs directly influence our actions? • Is it evidenced ACROSS the organization (school)?

  19. How is a school’s mission like the keel of a sailboat? • It provides stability when sailing. • It buffers the effects of strong winds and currents. • It helps you stay on course.

  20. How is a school’s learning principles like the rudder and sails? • The guide necessary adjustments. • They harness and make use of strong winds. • They help you stay on course.

  21. Graphic Organizer of the ‘Big Picture’ Framework

  22. Assessment planning / calendars • Assessment plans & calendars link all assessments together so everyone (i.e. teachers, Title I, data teams, principal, shared staff among buildings, etc.) can coordinate. Assessments may include: • 4sight • CBAs • Title I assessments • PSSAs • Final exams / midterms • End of marking period exams (9 weeks or trimesters)

  23. The Spiral Curriculum • A function of scope and sequence • Assures the design of curriculum around big ideas/concepts horizontally AND vertically • Ability to tie in big ideas across grade levels/other courses • As students develop, they see big ideas evolve even greater among grade levels / courses • Some reading and math programs are spiral in nature; the design has already been built – it’s scripted • Guided reading • Everyday Math • Success for All • Story town

  24. Need for Syllabi, aka Sequencing • Wiggins & McTighe suggest a syllabus for all courses, K-12 • Designs should be public knowledge…to other teachers, students and parents • Careful sequencing allows for predictability in what kids need to know and be able to do • What kids will learn should not be a secret • Built in minimums (i.e. anchors addressed by PSSA) • Graphic organizers allow for ways to publish the sequencing (via websites, curriculum docs, etc.)

  25. So why map at all? • Need for a calendar-based curriculum mapping system is overdue • Mapping IS NOT lesson planning; lesson planning is a PART of mapping • Design outlines can be framed using unit maps based around marking period time periods • Information can be shared using technology that allows teachers to collect, share, edit, and revise information • Can be set up using an application like Googledocs, or with a sophisticated database like SAS or Connector • Then, maps are capable of editing at ANY TIME, not just when traditional curriculum teams choose to meet

  26. Implementing Curriculum Mapping • Ideally, a common template should be used by all in order to sustain cohesiveness and coherence so that… • Any two or more teachers, teaching the same course, have the same maps that are horizontally articulated • A teacher also knows for a fact what is being taught before and after the given grade level / content of a given course (vertical articulation)

  27. Implementing Curriculum Mapping • Some software has built in mapping already (Story town) • Because software is web-based, using it can occur from anywhere (not limited to a school’s network…) • Having carefully planned professional development to implement mapping is obviously key • Again, stipulation is that mapping is NOT just a glorified lesson plan – it is a holistic method for designing content, skills, learning plan, and assessment

  28. Review: Course/Content Area Proposal • Written proposal is your ticket to get an audience to make a change / provide a solution to a curricular problem or need in your school • Identify the problem(s), propose solutions, and providing evidence as to how you and whatever team will report on how the proposed curricular solution will be assessed and recorded • Written proposal is not lengthy; it is clear, succinct, and packed with information – enough to create a compelling reason to be allowed to proceed with it • Begin thinking about your proposal • Identify a curricular need, audience, timeline in which to implement, and other areas that would be good to report on

  29. Review: Course/Content Area Proposal • Written proposal. (35 points) Choose an actual course/content area within your current school that requires attention and propose its implementation(if new), alterations & modifications(if re-designed, re-sequenced, etc.) for the beginning of next school year. Write your proposal in succinct form (can use bullets). You must weave/use/include the following in your proposal: • The UBD framework. For example, begin with the big ideas and the end in mind: what do we want students to know and be able to do after completion of the course/area of study? (10 points) • Provide evidence and data as to why the new/re-designed course/content area is necessary. You must provide actual data (PSSA, 4sight, CBA’s, IEP data, student grades, etc…) as well as perception data (other professionals’ perspectives – not necessarily their opinions) as to why the course is necessary. (Performance data – 5 points; perception data – 5 points) • Provide a brief timeline for implementation – when you anticipate phasing it in, etc. (5 points) • Provide evidence as to what other schools/districts are using within your county/region and what their progress has been with its implementation. (NOTE: If unable to be deduced, designate such with “N/A.”) (5 points) • The proposal should be in written form. Use section headings within the document to highlight each of the areas that must be covered above. If you have cited other sources (primary or secondary), be sure to include those in APA format at the rear of your proposal. (5 points)

  30. Review: Course/Content Area Proposal • Example 1 • Example 2

  31. In-class work on Project • For next time (from syllabus)… • Get on Connector and search for units of interest to you • Talk with a principal about what he/she believes is his/her role with curriculum mapping OR in supervising the instructional design of teachers

  32. For next time… • Come with a good idea of what your new course/content/revision of a program might look like. • Get on Connector and browse around looking for units that are similar to those that you may be interested in mapping yourself, or any other topic of interest. Come prepared with questions if you have any…

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