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Cecil County Public Schools

Cecil County Public Schools. Professional Development for English Language Arts Friday, August 17, 2012. SUPPORTING OUR PHILOSOPHICAL FRAMEWORK. General Housekeeping. Wearing the right hat for this work Use the parking lot Approach with an open mind Take restroom breaks as needed.

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Cecil County Public Schools

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  1. Cecil County Public Schools Professional Development for English Language Arts Friday, August 17, 2012

  2. SUPPORTING OUR PHILOSOPHICAL FRAMEWORK

  3. General Housekeeping • Wearing the right hat for this work • Use the parking lot • Approach with an open mind • Take restroom breaks as needed

  4. The six thinking hats Edward Debono

  5. The six thinking hats Edward Debono Blue Hat Decision-maker and process controller. Controls the move between different thinking styles.Black Hat Looks at things pessimistically, cautiously and defensively. Highlights the weak points and why ideas might not work. Yellow Hat Thinks positively - an optimistic point of view. Sees the benefits of a decision and identifies opportunitiesGreen Hat Creativity and creative thinking approach. Provides creative out of the box ideas and solutions.Red Hat Emotions, feelings and intuitions. Infuses ideas "from the hart" into the thinking process. White Hat Details, Details, Details ! Focuses on information – hard facts to soft information such as personal experience.

  6. New Curriculum Structure

  7. Put on Your Thinking Hats • Put on your Yellow Hat (optimistic/sees benefits & opportunities) • What are the benefits/opportunities for teachers/students with this shift? • Fill these in the Plus column of your chart throughout the session • Put on your Black Hat (pessimistic/questioning) • What are your fears with this shift? • Fill these in the Concerns () column of your chart throughout the session

  8. Think It Through • Put on your Green Hat – What are some solutions to the problems? • Record your ideas on the Rx portion of your charts.

  9. Key Questions What kinds of ideas and research have “informed” our curriculum work?

  10. PARCC Framework

  11. KEY QUESTIONs How did this impact our curriculum writing? How does this impact our planning? How should this impact our teaching?

  12. PHILOSOPHICAL SHIFT Turn & Talk – How does this philosophical shift align with best practices, the CCPS mission and the expectations of the Common Core Standards? What connections can you identify?

  13. BUILDING CONCEPTUAL UNDERSTANDINGS Two Dimensional Model Topic or theme based Three Dimensional Model Concept based Processes and Skills CONCEPTS Factual Content Factual Content Processes and Skills Erickson, H. Lynn, 2006

  14. BUILDING CONCEPTUAL UNDERSTANDINGS

  15. Why Concept Based Instruction? • Increases student thinking • Increases student understanding • Creates motivation for learning

  16. CURRICULUM DESIGN PROCESS • CONCEPTS • COURSE • PLANNING • TEMPLATE • COURSE • ORGANIZER • UNIT • PLANNING • TEMPLATE • UNIT • ORGANIZER • KUDo and LESSON PLAN

  17. Step 1: Selecting and Understanding Concepts

  18. FUNCTIONS OF CONCEPTS MACRO-CONCEPTS Providebreadthof understanding INTERDISCIPLINARY MICRO-CONCEPTS Provide depthof understanding DISCIPLINARY Erickson, H. Lynn, 2006

  19. UNDERSTANDING MACRO-CONCEPTS

  20. UNDERSTANDING MACRO-CONCEPTS

  21. UNDERSTANDING MACRO-CONCEPTS

  22. Math Social Studies Science ELA

  23. UNDERSTANDING MACRO-CONCEPTS

  24. TIME FOR PROCESSING Take five minutes and free write using the following prompt: This transition to concept based curriculum will…

  25. STEP 2: The Course Organizer

  26. Teacher(s): Student: The Course Organizer Time: Course Dates: This Course: is about Course Questions: Essential/Foundational Skills

  27. Course Map This Course: Student: includes Performance Options Community Principles Learning Rituals Critical Concepts Learned in these Units MACRO 1 MACRO 4 MACRO 2 MACRO 3

  28. Step 3: The Unit Planning Template

  29. PARCC Framework

  30. Step 4: The Unit Organizer

  31. The Unit Organizer NAME 4 BIGGER PICTURE DATE NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 8 UNIT SCHEDULE UNIT MAP 5 is about... 6 UNIT SELF-TEST QUESTIONS RELATIONSHIPS UNIT 7 Unit Relationships – explain thinking/writing processes and howthe micro-concepts are connected

  32. WRITING IN OUR CURRICULUM Enhances reading comprehension & writing All Content Areas Descriptive AND SEQUENTIAL Two overarching structures

  33. WRITING IN OUR CURRICULUM MODES OF DISCOURSE • Description • Comparison • Definition • Procedure • Sequence • Cause and Effect • Problem – Solution Descriptive SEQUENTIAL

  34. NAME The Unit Organizer 4 BIGGER PICTURE DATE NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 8 UNIT SCHEDULE UNIT MAP is about... 5 6 UNIT SELF-TEST QUESTIONS RELATIONSHIPS UNIT 7 Understand that authors stimulate movement, not only within the texts they write, but within society as well Movement The exchange of ideas from an author to her/his readers, between readers, and members of a given social system by understanding the effect that the texture of a texthas on a reader by understanding Mode of discourse authorial purpose, license, and politic Mode of discourse

  35. NAME The Unit Organizer 4 BIGGER PICTURE DATE NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 8 UNIT SCHEDULE UNIT MAP is about... 5 6 UNIT SELF-TEST QUESTIONS RELATIONSHIPS UNIT 7 All systems of reading, writing, listening, and speaking have essential elements that are used to express and to alter ideas, beliefs, and events for individuals and for societies. 6th Grade Unit 1: Systems – How the Pieces Work Together Unit 2: Movement word parts, relationships, and context. by analyzing and applying Baseline Argument Writing Determining how different parts of a system work together for a purpose parts of an argument. by examining L Word Study RL Inferencing Lesson by analyzing by using applying sequence of ideas and describing evidence applying the thought sequence of by identifying and analyzing RI Inference Practice & Story elements analysis (TC) sentence structure. inferencing to understand different texts. “Suspense” narrative text structures: setting, conflict, and plot. RL Mystery Analysis (TC) RL W Instructed Argument Writing examining the sequence of RL Novel Workshop (TC) describing connections within a story system NF Novel Research (SC) P “Jabberwocky” Argument Writing (revisions & on-demand) W/L W End of Unit Tasks (SC) description • How do word parts work together to create meaning? • How can readers use context to determine word meaning? • What system of thinking takes place to make an inference? • How do the elements of setting, conflict, and plot work together, and what purpose are they working toward? • How do words or phrases function in a sentence system? • What are the components of an effective argument? sequence

  36. NAME The Unit Organizer DATE Expanded Unit Map 9 10 NEW UNIT SELF-TEST QUESTIONS

  37. NAME The Unit Organizer DATE Expanded Unit Map 9 is about... 10 NEW UNIT SELF-TEST QUESTIONS Movement The exchange of ideas from an author to her/his readers, between readers, and members of a given social system by understanding the effect that the texture of a texthas on a reader by understanding Mode of discourse which authorial purpose, license, and politic a writer develops by varying the complexity of sentence structure to determine by using The interplay of text type, mode of discourse simple sentences to convey major points and sentences of greater complexity to clarify and explore and evaluate how which is accomplished by an author uses and manipulates language within that framework to develop a strong theme and message that is shaped by point of view and purpose. mastering the conventions of standard English, specifically the choices of simple, compound, complex, and compound- complex sentences, the placement of phrases and clauses, and the use of accurate punctuation.

  38. NAME The Unit Organizer Unit 1: Systems – How the Pieces Work Together DATE Expanded Unit Map 9 is about... Determining how different parts of a system work together for a purpose 10 NEW UNIT SELF-TEST QUESTIONS parts of an argument by analyzing and applying word parts and relationships by examining Inferencing by identifying by using to create by analyzing by identifying and analyzing an effective argument with a clear claim that includes relevant, sufficient evidence, and that acknowledges opposing views Greek and Latin affixes and roots, word relationships (analogies), and context sentence structures to determine narrative text structures central ideas in a text which is accomplished by to determine which is demonstrated through to understand and Identifying functions of phrases and placing them to create specific sentence structures how particular elements (setting, conflict, and plot) of a story or drama interact Analyze the development of explicit and implicit ideas throughout a text clear, organized, and coherent communication Figurative language, word relationships (analogies), and connotative and denotative meanings to show which is accomplished by by Differing relationships among ideas which is demonstrated by Gathering evidence from multiple literary and/or informational texts to support analysis which is demonstrated by using conventions of standard English and grammar usage when writing or speaking. providing an appropriate summary of the text. Acquiring and accurately using grade-appropriate and domain-specific words and by gathering vocabulary knowledge important to comprehension or expression by and by using conventions of standard English and grammar usage when writing or speaking. using conventions of standard English and grammar usage when writing or speaking. Reading Writing Language Speaking/Listening

  39. TIME FOR PROCESSING Take five minutes and free write using the following prompt: This transition to concept based curriculum will…

  40. Step 5: Transitioning to Lesson Plans

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