Ways of thinking that shape the how we design curriculum

1. Ways of thinking that shape the how we design curriculum Dr. Crawford

2. The method and practice of teaching (pedagogy)…

3. How approaches would help us design more effective curricula.

4. A closer look at the…

5. Example: Using EDU 393

6. Example: Using SPE 240…

7. More Examples: Cognitive Operation for Three Kinds of Information

8. In describing tasks you must identify the following… • The indicators that will be addressed by the performance measure • The specific content knowledge and skills to be addressed • A description of the student’s activities and behaviors and the products • The materials and resources the student will need to complete the task • A clear description of the correct solution or examplars of acceptable products to be generated, which should be based on the performance of a typical general education grade-level peer • An accurate estimate of time a typical grade level student will take for completing time • A clear description of the level of support that will be provided by the teacher or other students for completion of the task

9. Sample of Range of Task Descriptions

10. Towards shifting our paradigm for Educating Young People What needs to change?

11. In the next few slides I present information that I think would assist you in developing your own capacity as learners Take a look at the types of strategies that would enhance your own capacity to summarize a wealth of information

12. Here are Instructional Categories that affect Achievement • Similarities and differences: • Educators should provide guidance for students to identify similarities and differences • Ask students to independently identify similarities and differences • Educators should represent similarities and differences in graphic and symbolic form • Students can identify similarities and differences in several ways: • Comparing • Classifying (grouping things) • Creating metaphors (identifying general patterns and comparing it with a seemingly unrelated topic with the same pattern) • Creating analogies (identifying relationships between pairs of concepts)

13. About summarizing and note-taking Source: Marzano, Pickering & Polock (2001) Classroom instruction that works. • Summarizing and note-taking • Requires being aware of an explicit structure • Requires students to delete, substitute and keep information. Here, for example, is a rule-based strategy for completing such a task: • Delete trivial and redundant material, • Substitute superordinate terms for lists (e.g. “flowers” instead of “daisies, tulips, and roses.” • Select or invent topic sentence • Process demands a fair amount of analytical thinking

14. More about summarization… • More about summarization: There are six summary frames you can consider – • The narrative frame (who, what, when, where, how) • The topic-restriction-illustration • The definition frame • The augmentation frame • The problem/solution frame • The conversation frame

15. About summarizing… • The topic-restriction-illustration • Topic (T) - general statement about the topic to be discussed • Restriction (R) – limits the information in some way • Illustrations (I) – exemplifies the topic or restriction Frame questions T – What is the general statement or topic? R – What information narrows or restricts the general statement or topic I- What examples illustrate the topic or restriction?

16. About summarizing… • Definition Frame – describe particular concept and identify subordinate concepts • Term to be defined • Set: the general category to which the term belongs • Gross characteristics: those characteristics that separate the term from other elements in the set • Minute differences – those different classes of objects that fall directly beneath the term. Frame questions • What is being defined? • To which general category foes the item belong? • What characteristics separate the item from other things in the general category? • What are some different types or classes of the item being defined?

17. About summarizing… • The Augmentation frame – contains information designed to support a claim: • Evidence: information that leads to a claim • Claim: The assertion that something is true – the claim that is the focal point of the argument • Support – examples of or explanation for the claim • Qualifier: A restriction on the claim or evidence for the claim Frame questions: - What information is presented that leads to a claim - What is the basic statement or claim that is the focus of the information? -What examples or explanations are presented to support this claim - What concessions are made about the claim?

18. About summarizing… • Problem/solution frames introduce a problem and then identify one or more solutions to the problem: • Problem: A statement of something that has happened or might happen that is problematic • Solution: A description of the possible solution • Solution: A statement of another possible solution • Solution: A statement of another possible solution • Solution: Identification of the solution with the greatest chance of success Frame questions • What is the problem? • What is a possible solution? • What is another possible solution? • Which solution has the best chance of succeeding?

19. The Conversation Frame • A conversation is a verbal interchange between two or more people (with the following components): • Greeting: some acknowledgment that the parties have not seen each other for a while • Inquiry: a question about some general or specific topic • Discussion: An elaboration or analysis of the topic. Commonly included in the discussion are one or more of the following: • Assertions: statements of facts by the speaker • Requests: statement that solicit actions from the listener • Promises: statements that assert that the speaker will perform certain actions • Demands: Statement that ide identify specific actions to be taken by the listener • Threats: statements that specify consequences to the listener if commands are not followed • Congratulations: statements that indicate the value the speaker puts on something done by the listener • Conclusion: the conservations ends in some way Frame questions: 1. How did the members of the conversation greet each other 2. What question or topic was insinuated, revealed, or referenced? 3. How did their discussion progress? • Did either person state facts? • Did either person make a request of the other? • Did either person threaten specific consequences if a demand was not met? • Did either person indicate that he/.she valued something that the other had done? 4. How did the conversation conclude?

20. Non-linguistic representations elaborate on knowledge. These include… • Creating graphic representations (using graphic organizers • Making physical models • Generating mental pictures • Drawing pictures and pictographs • Engaging in kinesthetic activity

21. Ways of approaching a problem Convergent Thinking Divergent Thinking Seeking out multiple solutions to a problem in an open-ended manner The absorb, envision, connect, transform brainset Requires finding unusual associations Creative problem finding • Directing all knowledge towards a problem that has a singular specific solution • Requires logical reasoning (assumes that every effect has a cause, even if it is unknowable – hypotheses and conclusions) • Sequential processing (e.g. goal setting, planning etc.) • Helps motivate action, manage time, increase chances of success, increase self-confidence, increase control)

22. When being Evaluated consider… • Steps: Praise • Considering feedback valuable • Do not defend • Rephrase main points of criticsm • Thank person for offering critique • Determine the value of criticism objectively

23. Assessment and IEP • No single process for developing IEP • No standard assessment battery • Major tasks • Determine the student’s present level of academic achievement and functional performance in the general education curriculum

24. Major Tasks for IEP • Determine the student’s present level of academic achievement and functional performance in the general education curriculum • Specify goals and objectives or benchmarks • Identify accommodations and modifications that will • Monitor the student’s progress in the general curriculum to evaluate effectiveness of the plan

25. Assessment questions in the planning process • What will typical students expected to do ( i.e. Math etc. • What is the student’s present level of academic achievement and functional performance in the general curriculum • In what ways does the student’s disability affect his or her involvement and progress in the general curriculum (e.g. what skills deficits exist?) • Is the student making progress in the general curriculum?

26. Direct and Indirect Measures of Assessment • Direct – require students to solve problems using evaluation, prediction and application of concepts and principles • Indirect – those that require the students to summarize and reiterate facts, concepts, and principles but never use them to solve complex problems. • Performance assessments – give insight about how a student accomplishes a task