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Designing Curriculum and Instruction for Extended Periods February 22, 2011

Designing Curriculum and Instruction for Extended Periods February 22, 2011. Deb Reed dbjreed@aol.com.

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Designing Curriculum and Instruction for Extended Periods February 22, 2011

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  1. Designing Curriculum and Instruction for Extended Periods February 22, 2011 Deb Reed dbjreed@aol.com

  2. “One of the greatest pains to human nature is the pain of a new idea. It...makes you think that after all, your favorite notions may be wrong, your firmest beliefs ill-founded... Naturally, therefore, common men hate a new idea, and are disposed more or less to ill-treat the original man who brings it.” Walter Bagehot Physics and Politics 1872

  3. It’s the Year Of…… Block Scheduling Standards Rubrics Portfolios Technology Assessments Differentiated Instruction

  4. The Landscape has changed • Curriculum What is taught What is learned • Instruction Teacher centered Learner centered • Assessment Bell Curve Public, and Precise Criteria

  5. Teaching in an extended period “block” + opportunities - concerns

  6. Definition of Concern “The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.” Hall & Hord, p. 61

  7. Concerns-Based Adoption Model (CBAM) Components 1. Stages of Concern 2. Levels of Use 3. Innovation Configuration Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission.

  8. Assumptions of the Concerns-Based Adoption Model (CBAM) CHANGE IS… A PROCESS, not an event; made by INDIVIDUALS first, then institutions; a highly PERSONAL experience. Change entails DEVELOPMENTAL growth in feelings and skills. INTERVENTION must be related to… the PEOPLE first, the INNOVATION second. Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission.

  9. Stages of Concern: Typical Expressions of Concern About the Innovation Adapted from Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission.

  10. First Steps • The Curriculum • The Lesson Plan • Instruction

  11. “And so you just threw everything together?… Mathews, a posse is something you have to organize.”

  12. Read, Reflect, and Self-Assess 1. Please read the handout …..the first 13 basic planning decisions, and assess your own planning, labeling the decisions... S = strengthN = need to be strengthened 2. Circle no more than two that you want to focus on strengthening with intentional effort. 15

  13. Backward Design means purposeful task analysis: “starting with the end in mind” Source: Grant Wiggins. Understanding by Design. Chapter 1 16 16

  14. Backward Design 1 Identify desired results 2 Determine acceptable evidence Macro level: (unit/course) outcomes 3 Plan learning experiences and instruction 17

  15. Curriculum Design and Review Process Learning outcomes are what students who successfully complete a course, unit, or lesson will know, understand, or be able to do as a result. Determine Implement Evaluate Renew Design Standards Expectations

  16. The World Future Society “THE KNOWLEDGE EXPLOSION”* • 1750 – 1900 Knowledge Doubles Once • 1900 - 1950 Knowledge Doubles Again • 1950 - 1960 Knowledge Doubles Again • 1960 – Present Knowledge Doubles About Every 5 Years • By 2020 Knowledge Will Double Every 73 Days (!) *Courtesy of World Future Society, Bethesda, Maryland

  17. Curriculum Design and Review Process Develop the content units guided by the objectives and learning outcomes of the respective units. Assessments must be designed at this time. Determine Implement Renew Design Evaluate Standards Expectations Written Curriculum

  18. TEMPLATES • Atlas Curriculum Management System • Curriculum Mapper • Curriculum Creator COMPONENTS • The essential question Time frame • Content Skills • Assessments Resources

  19. Paired Verbal Fluency Summarizing Summarize what you understand about curriculum design, and the planning decisions involved.

  20. Curriculum Design and Review Process Develop subject-specific instructional strategies for each unit of study that would effectively achieve desired learning results. Determine Evaluate Design Renew Implement Standards Expectations Effective Teaching Written Curriculum

  21. KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Principles of Learning Models of Teaching Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS

  22. Read, Reflect, and Self-Assess 1. Please read the handout ….. features of standards based instruction for extended periods. S = strengthN = need to be strengthened 2. Circle no more than two that you want to focus on strengthening with intentional effort. 25

  23. First Steps • The Curriculum • The Lesson Plan • Instruction

  24. In the beginning… • During… • Concluding…

  25. In the BeginningAnchoring or FRAMING the Learning • Anchoring - Framing Prior to Instruction • Communicating Objectives/Outcomes of the Lesson • Sharing the Itinerary of the Day/Period • Activating Students’ Current Knowledge • Pre-Assessment • Communicating Criteria • Making Connections

  26. Anchoring … COMMUNICATING OBJECTIVES • What students will know or be able to do • Why it’s important • Reasons for activities “Sally and the Gophers”

  27. The Brain & Learning “The human brain is designed to selectively attend to stimuli, prioritizing on the basis of perceived importance and screening out that which seems to be less crucial to survival. The level of attention we apply to a learning situation is influenced or limited by our perception of its value.” (Jensen, Brain-Based Learning)

  28. Anchoring … Providing an ITINERARY • Sequence of Events or Activities • Today… • Bell Work/HW Check • Exam Preview • Brad/Kiera’s Oral Presentations • US Goes to War… • 3-2-1 Wrap-up

  29. Bernice McCarthy’s Quadrants

  30. MOTIVATION INSTRUCTIONAL STRATEGIES MANAGEMENT FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Planning Learning Experiences Assessment Personal Relationship Building Class Climate Expectations Principles of Learning Models of Teaching Clarity Space Time Routines Attention Momentum Discipline

  31. Connecting Backward Design and Planning Decisions 1 2 5 Identify desired results “Check in with the curriculum, the standards you’re working on, and particularly the big idea (enduring understanding) that’s on the table to be sure the lesson you’re planning connects explicitly to it.” “Give careful attention to the evidence (data) from yesterday (or whenever else is relevant) about who “has it” and who doesn’t. Also look carefully at those who have it so well they’re ready for an extension or deepening activity. “Articulate the mastery objective of this lesson (or series of lessons) to yourself fully. Say exactly what the students will know or be able to do, or do better, at the end of the lesson. Dig into the content to examine its nuances and central ideas before arriving at this statement.” 34 34

  32. Mastery objectives are the control tower for decisions about… • Student learning targets • Instructional planning • How to gather formative data 35 35

  33. Criteria for Mastery Objectives A mastery objective should be appropriate… Linked to (aligned with) the agree-on curricular standards (national, state, and local) Worthy (worth knowing) Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 36 36

  34. Criteria for Mastery Objectives A mastery objective should be appropriate… Matched to the students, i.e., challenging and attainable Able to be assessed; measurable Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 37 37

  35. Criteria for Mastery Objectives The language of a mastery objective… is specific in terms of curricular knowledge: declarative- statements of factual knowledge/ content (rules, concepts, ideas, facts) procedural-processes or steps strategies, processes, steps) names an active performance (observable behavior) that demonstrates mastery Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 38 38

  36. Criteria for Mastery Objectives understand know see that learn recognize that appreciate that be familiar with have a grasp of recognize significance of avoidsusing mental action wordsthat do not inform students about what they will have to do to demonstrate mastery, such as… A Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 39 39

  37. Criteria for Mastery Objectives begins with “Students (or You) will be able to…” indicating development of capacity vs. completion of an activity includes strong clues about assessment may include a level of performance or can be accompanied by criteria for success Is “student friendly” Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 40 40

  38. In the beginning… • During… • Concluding…

  39. In thebeginning… During … ACTIVATING Prior Knowledge PROCESSING New Information MAKING MEANING SUMMARIZING New Learning Concluding …

  40. ACTIVATING ACTIVATING STUDENTS’ CURRENT KNOWLEDGE Purposes: Cognitive engagement & readiness Formative assessment & surfacing misconceptions Empowering the learner Adapting the plan

  41. Activating StructuresA Repertoire of Options • Anticipation Guide • Brainstorm and Categorize • Brainstorm ”Flexibility Style” and Web • Carousel Brainstorming • Draw a Picture/Diagram of … • Given a Skeleton/Outline of (Map of Area, Human Body), Fill in Details • Graphic Organizers • Human Treasure Hunt • Know/Think/Want to Know • Line-Ups: Values, Estimation, Experience • Medium-Size Circle • Mental Imagery • Mindmap • Paired Verbal Fluency • Sort Cards or Pictures • Walking Tour • Word or Picture Splash • Write 5 Words That Occur to You When You Think of …

  42. Maximizing Student Concentration DURING Instruction • Using a Variety of Explanatory Devices • Auditory (vocal variety, modeling thinking aloud, etc.) • Visual (charts, graphic organizers, mental imagery, etc. • Kinesthetic (manipulatives, recording sheets, etc.) • Providing Processing Time • Chunking input and student processing time • 10-2 or age +2 (pulsed learning) • 37-90 physical stretch • Structuring the Processing • Cooperative learning structures • Alone or in small groups (pairs, trios) • Graphic organizers • Checking for Understanding • Frequently, during instruction, with all students (“dipsticking”) • Recall and comprehension

  43. Maximizing Student Concentration DURING Instruction • Using a Variety of Explanatory Devices • Providing Processing Time • Structuring the Processing • Checking for Understanding

  44. Explanatory Devices • Smart boards • Charts/Whiteboards • Analogies • Media/Technology • Modeling Thinking Aloud*160-161 • Translation Into Simpler Language • Physical Models • Simple Cues • Progressive Minimal Cues • Highlighting Important Information • Mental Imagery • Diagrams • Graphic Organizers*162-175

  45. AUDITORY KINESTHETIC EXPLANATORY DEVICES & MODALITIES VISUAL

  46. Maximizing Student Concentration DURING Instruction • Using a Variety of Explanatory Devices AUDITORY (vocal variety, modeling thinking aloud, etc.) VISUAL (charts, graphic organizers, mental imagery, etc. KINESTHETIC (manipulatives, recording sheets, etc.)

  47. Say-Do Principle of Learning • How we take in new information… • What we do immediately with the information … • Effect on retention 10% Read it ______ ______ ______ ______ ______ ______ Hear it 20% See it 30% Hear & See 50% Say it: Talk or Write 70% Say & Do: Talk/Write & Apply 90%

  48. Say/Do Principle of Learning Read Hear See Hear and See Read and Say Read, Say, and Do

  49. The Brain & Learning “You can either have your learner’s attention or they can be making meaning, but never both at the same time. Humans are natural meaning seeking organisms but excessive input can conflict with that process. The brain needs time to go inside and link the present with the past and future. Without this, learning drops dramatically. We absorb so much information non-consciously that downtime is absolutely necessary to process it all. The brain has an automatic mechanism for shifting (internal and external) and for shutting down input when it needs to.”

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