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Content and Engagement Day

Content and Engagement Day. Agenda. The Curriculum (TEKS) Bloom’s Taxonomy Create a Mental Model Creativity Design Qualities Levels of Engagement Resources Time to Work Reflect and Share Evaluation. The Curriculum. Texas Essential Knowledge and Skills (TEKS).

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Content and Engagement Day

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  1. Content and Engagement Day

  2. Agenda • The Curriculum (TEKS) • Bloom’s Taxonomy • Create a Mental Model • Creativity • Design Qualities • Levels of Engagement • Resources • Time to Work • Reflect and Share • Evaluation

  3. The Curriculum Texas Essential Knowledge and Skills (TEKS)

  4. A Key to Understanding the TEKS Knowledge and Skills Statement: (1.14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to: Student Expectation: (I) recognize the story problem(s) or plot (1-3).

  5. How rigorous are the TEKS?

  6. Bloom's Taxonomy Activity 1. Individually write down the levels of Bloom’s taxonomy in order. 2. Compare with one other person.

  7. Engaged Students ... * Create * Evaluate * Analyze * Apply * Understand * Remember

  8. Bloom's Taxonomy Create Put elements together to form a coherent or functional whole; reorganize into a NEW pattern or structure. Evaluate Make judgments based on criteria and standards. Analyze Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.

  9. Bloom's Taxonomy Apply Carry out or use a procedure in a given situation. Understand Construct meaning from messages, including oral, written, and graphic communication. Remember Retrieve relevant knowledge from long-term memory.

  10. TEKS/Bloom's Activity 1.12A Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: use prior knowledge to anticipate meaning and make sense of texts (K-3). What level of Bloom's?

  11. TEKS/Bloom's Activity 2.3A Science processes. The student knows that information and critical thinking are used in making decisions. The student is expected to: Make decisions using information. What level of Bloom's?

  12. TEKS/Bloom's Activity 3.1A Perceptions. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to: Categorize a variety of musical sounds, including children’s and adults’ voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures. What level of Bloom's?

  13. TEKS/Bloom's Activity Working Together • Highlight verbs in TEKS. • Identify Bloom’s level at which students must demonstrate proficiency.

  14. Create ... a Mental Model Based upon what you’ve learned about the TEKS, create a mental model representing what a child should know and be able to do at the end of your grade level. Possible mental models: * Pictures * Diagrams * Stories * Songs/rhymes * Metaphors

  15. Do Schools Kill Creativity? Sir Ken Robinson: Creativity is as important as literacy. Education should nurture creativity, rather than undermine it.

  16. Sir Ken Robinson’s Video

  17. Design Qualities Design Qualities of Context: • Content and Substance • Organization of Knowledge • Protection from Adverse Consequences (safe environment) • Clear and Compelling Product Standards

  18. Design Qualities Design Qualities of Choice: • Product Focus • Affiliation • Affirmation of Performance • Novelty and Variety • Choice • Authenticity

  19. Levels of Engagement * Engagement * Strategic Compliance * Ritual Compliance * Retreatism * Rebellion

  20. Resources

  21. Resources KISD Scope & Sequence: http://kisdes01.killeenisd.org/curriculumsite/index.htm Texas Education Agency: http://www.tea.state.tx.us/ The Charles A. Dana Center (TEKS resources): http://www.utdanacenter.org/ NCTM Illuminations (math activities): http://illuminations.nctm.org/NCTMResources.aspx Math-Videos-Online (a variety of FREE videos): http://www.math-videos-online.com/

  22. Resources The FUTURES Channel (real-world videos): http://www.thefutureschannel.com/index.php Teacher Tube: http://www.teachertube.com/ Rubistar (rubric creator): http://rubistar.4teachers.org/index.php PBS Teachers (standards-based resources for all subjects: http://www.pbs.org/teachers/ Texas Math Initiative: http://www.tea.state.tx.us/math/training/mtc.htm

  23. Resources Texas Reading Initiative: http://www.tea.state.tx.us/reading/index.html International Reading Association (lesson plans, book lists): http://www.reading.org/resources/tools/index.html Reading Rockets (strategies to help struggling readers: http://www.readingrockets.org/teaching A to Z Teacher Stuff (lesson plans, printables): http://www.atozteacherstuff.com/ The Sourcebook for Teaching Science (games): http://www.csun.edu/science/ref/games/

  24. Put it all together ... Time to Work

  25. Reflect and Share

  26. Evaluation

  27. Questions??

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