Designing Curriculum and Instruction for Extended Periods February 22, 2011 Designing Curriculum and...

Designing Curriculum and Instruction for Extended Periods

February 22, 2011

Designing Curriculum and Instruction for Extended Periods

February 22, 2011 Deb Reed

[email protected]

“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

“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

It’s the Year Of……It’s the Year Of……

Block Scheduling StandardsRubrics PortfoliosTechnology Assessments

Differentiated Instruction

Block Scheduling StandardsRubrics PortfoliosTechnology Assessments

Differentiated Instruction

The Landscape has changedThe Landscape has changed

Curriculum What is taught What is learned

InstructionTeacher centered Learner centered

Assessment Bell Curve Public, and Precise

Criteria

Curriculum What is taught What is learned

InstructionTeacher centered Learner centered

Assessment Bell Curve Public, and Precise

Criteria

Teaching in an extended period “block”

Teaching in an extended period “block”

+ opportunities - concerns + opportunities - concerns

Definition of ConcernDefinition 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

“The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.”

Hall & Hord, p. 61

Concerns-Based Adoption Model (CBAM) ComponentsConcerns-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.

Assumptions of the Concerns-Based Adoption

Model (CBAM)

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.

Stages of Concern: Typical Expressions of Concern About the

Innovation

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.

First Steps First Steps

The Curriculum

The Lesson PlanInstruction

The Curriculum


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

15

Read, Reflect, and Self-AssessRead, Reflect, and Self-Assess

1. Please read the handout …..the first 13 basic planning

decisions, and assess your own planning, labeling the decisions...

S = strength N = need to be strengthened

2. Circle no more than two that you want to focus on strengthening

with intentional effort.

1616

Backward Design means

purposeful task analysis:

“starting with the end in mind”

Source: Grant Wiggins. Understanding by Design. Chapter 1

17

Backward DesignBackward Design

1

Identify desired results

2Determine

acceptable evidence

3

Plan learning experiences

and instruction

Macro level:

(unit/course)

outcomes

Deter

mine

Design

Imple

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Evalu

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Rene

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Standards Expectations

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.

The World Future SocietyThe 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

“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

Deter

mine

Design

Imple

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Evalu

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Standards Expectations Written

Curriculum

Curriculum Design and Review ProcessDevelop the content units guided by the objectives and learning outcomes of the respective units. Assessments must be designed at this time.

TEMPLATESTEMPLATES

Atlas Curriculum Management SystemCurriculum MapperCurriculum Creator

COMPONENTSThe essential question Time frameContent SkillsAssessments Resources

Atlas Curriculum Management SystemCurriculum MapperCurriculum Creator

COMPONENTSThe essential question Time frameContent SkillsAssessments Resources

Paired Verbal Fluency Summarizing

Paired Verbal Fluency Summarizing

Summarize what you

understand about

curriculum design, and the

planning decisions involved.

Summarize what you

understand about

curriculum design, and the

planning decisions involved.

Deter

mine

Design

Imple

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Rene

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Standards Expectations

Written Curriculum

Effective Teaching

Curriculum Design and Review Process

Develop subject-specific instructional strategies for each unit of study that would effectively achieve desired learning results.

CURRICULUMCURRICULUMPLANNINGPLANNING

MOTIVATIONMOTIVATION

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES

MANAGEMENTMANAGEMENT

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching

Objectives

CurriculumDesign

Objectives

AssessmentLearning

Experiences

PersonalRelationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

25

Read, Reflect, and Self-AssessRead, Reflect, and Self-Assess

1. Please read the handout ….. features of standards based

instruction for extended periods.

S = strength N = need to be strengthened

2. Circle no more than two that you want to focus on strengthening

with intentional effort.

First StepsFirst Steps

The Curriculum


The Curriculum


In the beginning…

During…

Concluding…

In the beginning…

During…

Concluding…

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

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

In the Beginning

Anchoring or FRAMING the LearningIn the Beginning

Anchoring or FRAMING the Learning

Anchoring …Anchoring …

COMMUNICATING OBJECTIVES

o What students will know or be able to do

o Why it’s important

o Reasons for activities

“Sally and the Gophers”

The Brain & LearningThe 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)

“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)

Providing an ITINERARY Sequence of Events or Activities

Anchoring …Anchoring …

Today…

• Bell Work/HW Check

• Exam Preview

• Brad/Kiera’s Oral Presentations

• US Goes to War…

• 3-2-1 Wrap-up

Bernice McCarthy’s Quadrants

Bernice McCarthy’s Quadrants

IV

What if?I

Why?Communicating Objectives

III

How?Detailing the Itinerary

II

What?Sharing the Itinerary

CURRICULUMCURRICULUMPLANNINGPLANNING

MOTIVATIONMOTIVATION

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES

MANAGEMENTMANAGEMENT

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS•Areas of Performance

• Repertoire• Matching Overarching

Objectives

CurriculumDesign

Objectives

AssessmentLearning

Experiences

PersonalRelationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

Planning

3434

Connecting Backward Design and Planning Decisions

Connecting Backward Design and Planning Decisions

“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.

1 2“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.”

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.”

5

3535

▲ Student learning targets

▲ Instructional planning

▲ How to gather formative data

Mastery objectives are the control tower

for decisions about…

3636

Criteria for Mastery Objectives

Criteria for Mastery Objectives

A mastery objective should be appropriate…

1. Linked to (aligned with) the agree-on curricular standards (national, state, and local)

2. Worthy (worth knowing)


1. Linked to (aligned with) the agree-on curricular standards (national, state, and local)

2. 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.

3737

Criteria for Mastery Objectives Criteria for Mastery Objectives


3. Matched to the students, i.e., challenging and attainable

4. Able to be assessed; measurable


3. Matched to the students, i.e., challenging and attainable

4. Able to be assessed; measurable


3838

Criteria for Mastery ObjectivesCriteria for Mastery Objectives

The language of a mastery objective…

5. is specific in terms of curricular knowledge:declarative- statements of factual knowledge/ content (rules, concepts, ideas, facts)

procedural- processes or steps strategies, processes, steps)

6. names an active performance (observable behavior) that demonstrates mastery

The language of a mastery objective…

5. is specific in terms of curricular knowledge:declarative- statements of factual knowledge/ content (rules, concepts, ideas, facts)

procedural- processes or steps strategies, processes, steps)

6. names an active performance (observable behavior) that demonstrates mastery


3939


• understand

• know

• see that

• learn

• recognize that

• appreciate that

• be familiar with

• have a grasp of

• recognize significance of

• understand

• know

• see that

• learn

• recognize that

• appreciate that

• be familiar with

• have a grasp of

• recognize significance of

7. avoids using mental action words that 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.

4040



8. begins with “Students (or You) will be able to…” indicating development of capacity vs. completion of an activity

9. includes strong clues about assessment10.may include a level of performance or can

be accompanied by criteria for success11.Is “student friendly”

8. begins with “Students (or You) will be able to…” indicating development of capacity vs. completion of an activity

9. includes strong clues about assessment10.may include a level of performance or can

be accompanied by criteria for success11.Is “student friendly”

In the beginning…

During…

Concluding…

In the beginning…

During…

Concluding…

PROCESSINGNew Information

ACTIVATINGPrior Knowledge

SUMMARIZINGNew Learning

MAKINGMAKINGMEANINGMEANING

In the beginning… During …

Concluding …

ACTIVATING STUDENTS’ CURRENT KNOWLEDGE

ACTIVATING

ACTIVATING

Purposes:

1. Cognitive engagement & readiness

2. Formative assessment & surfacing misconceptions

3. Empowering the learner

4. Adapting the plan

Activating StructuresA Repertoire of Options

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

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 …

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 …

Maximizing Student Concentration DURING

Instruction


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

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


Instruction


Instruction

Using a Variety of Explanatory Devices

Providing Processing Time

Structuring the Processing

Checking for Understanding





Explanatory DevicesExplanatory 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

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

electron

neutron

proton

electron

neutron

proton

KINESTHETICAUDITORY

VISUAL

EXPLANATORY EXPLANATORY DEVICES & DEVICES &

MODALITIESMODALITIES


Instruction


Instruction


AUDITORY (vocal variety, modeling thinking aloud, etc.)

VISUAL (charts, graphic organizers, mental imagery, etc.

KINESTHETIC (manipulatives, recording sheets, etc.)


AUDITORY (vocal variety, modeling thinking aloud, etc.)

VISUAL (charts, graphic organizers, mental imagery, etc.

KINESTHETIC (manipulatives, recording sheets, etc.)

Say-Do Principle of LearningSay-Do Principle of Learning

How we take in new information… What we do immediately with the information … Effect on retention

How we take in new information… What we do immediately with the information … Effect on retention

Read it ______

______

______

______

______

______

10%

20%

30%

50%

70%

90%

Hear itSee it

Hear & See Say it: Talk or Write

Say & Do: Talk/Write & Apply

Say/Do Principle of LearningSay/Do Principle of Learning

0% 20% 40% 60% 80% 100%

1

Per

cept

ual M

ode

Read, Say, and Do

Hear

Read

Hear and See

See

Read and Say


“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.”

“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.”


Instruction


Instruction










Instruction


Instruction


• Chunking input and student processing time

• 10-2 or age +2 (pulsed learning)

• 37-90 physical stretch


• Chunking input and student processing time

• 10-2 or age +2 (pulsed learning)

• 37-90 physical stretch

Processing Time10 min. : 2 min.

TIME

Providing Processing Time …p.22Providing Processing Time …p.22

ChunkingChunking

2minutes

LectureVideo

Discussion

SpeakWriteDraw

INFORMATIONINPUT

PROCESSING TIME

10minutes


“When the brain is fully engaged it is more efficient and effective. Vigorous physical activity is believed to increase blood flow to the brain and can have dramatic effects on learning.”

“When the brain is fully engaged it is more efficient and effective. Vigorous physical activity is believed to increase blood flow to the brain and can have dramatic effects on learning.”


Physical Movement37 min. : 90 sec.

TIME


Beginnings & Endingsfirst 5 - last 5

Silence/wait time3-5 sec. min.

Physical Movement37 min. : 90 sec.

TIME

Reflect & ShareReflect & Share

Which of these time guidelines has most significance for you?

What are some ways you might apply it in your teaching?


Instruction


Instruction


• Cooperative learning structures

• Alone or in small groups (pairs, trios)

• Graphic organizers


• Cooperative learning structures

• Alone or in small groups (pairs, trios)

• Graphic organizers

Processing StructuresCooperative Learning Structures

Kagan et al

Processing StructuresCooperative Learning Structures

Kagan et al10:2 TTYPARYN

Think-Pair-Share

Learning Partners

Numbered Heads

Together

Round Table Review

3 Step Interview

10:2 TTYPARYN

Think-Pair-Share

Learning Partners

Numbered Heads

Together

Round Table Review

3 Step Interview

Give One, Get One, Move On

Teammates Consult

Pairs Check

Line-Ups

Corners

Inside-Outside Circle

Jigsaw


Instruction


Instruction


• Frequently, during instruction, with all students …


• Frequently, during instruction, with all students …

QUESTIONING

Wait Time

Think, Pair Share Teammates

Consult

NumberedHeads

TogetherQUEST

Dipsticking

Summarizing by the Instructor• Key ideas, concepts, etc. at the conclusion of a lesson• Using visuals to accompany words

Structuring Student Summarization

Assigning Meaningful Practice or Application Tasks

• To bridge between this learning experience and next one

Summarizing by the Instructor• Key ideas, concepts, etc. at the conclusion of a lesson• Using visuals to accompany words

Structuring Student Summarization

Assigning Meaningful Practice or Application Tasks

• To bridge between this learning experience and next one

Maximizing Student Retention FOLLOWING Instruction

Maximizing Student Retention FOLLOWING Instruction

Lesson Plan SamplesLesson Plan Samples

Take a few minutes and review sample lesson plans for extended time periods.

Insights

Questions

Take a few minutes and review sample lesson plans for extended time periods.

Insights

Questions

Helpful thing to remember about Curriculum work…

Collaboration doesn’t always come

naturally.

Seven Norms of Collaborative Work

Seven Norms of Collaborative Work

Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and

inquiry

Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and

inquiry

From the Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman, 1999, Christopher-Gordon Publishers, Inc.

“Stop asking me if we’re almost there!We’re nomads, for crying out loud!”

Designing Curriculum and Instruction for Extended Periods February 22, 2011 Designing Curriculum and...

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