NUMBER OF HEADS TOGETHER

7/24/2019 NUMBER OF HEADS TOGETHER

1/67

Designing Curriculumand Instruction forExtended Periods

February 22, 2011 Deb Reed

[email protected]


2/67

One of the greatest pains to

human nature is the pain of a newidea. It...makes you think that afterall, your fa orite notions may !ewrong, your "rmest !eliefs ill#

founded... $aturally, therefore,common men hate a new idea, andare disposed more or less to ill#treatthe original man who !rings it.%

&alter 'agehot Physics and Politics ()*+


3/67

Its the Year Of

Block Scheduling Standards

Rubrics Portfolios Technology

Assessments

i!erentiated "nstruction


4/67


5/67

The Landscape has changed

#urriculum

$hat is taught $hat is learned"nstruction Teacher centered %earner centered

ssessment 'ell Cur e Pu!lic, and Precise

Criteria


6/67

Teaching in an extended periodbloc!"

& o''ortunities ( concerns


7/67

De#nition of $oncern

)The com'osite re'resentation of thefeelings, 'reoccu'ation, thought, andconsideration gi*en to a 'articular issue ortask is called concern +

-all . -ord, '+ /1


8/67

$oncerns%&ased 'doption

(odel )$&'(* $omponents1. Stages of Concern

2. Levels of Use

Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used ith !er"ission.


9/67

'ss+mpt ons o t e$oncerns%&ased 'doption

(odel )$&'(*CHANGE ISA P !CESS" not an event#

$a%e &' IN(I)I(UALS first" t*en institutions#

a *ig*l' PE S!NAL e+,erience.

C*ange entails (E)EL!P-EN AL gro/t* in feelings

an% s0ills.

IN E )EN I!N $ust &e relate% to


10/67

,tages of $oncern- T pical/xpressions of $oncern 'bo+t the

Inno0ation

Ada!ted #ro" Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used ith

!er"ission.


11/67

1irst ,teps

-he Curriculum-he esson Plan

Instruction


12/67

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


13/67

$%

Read2 Re3ect2 and ,elf%'ssess

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 ore than two that you want to focus on strengthening

with intentional effort.


14/67

$6$6

!ac"ward #esign

eanspurposeful tas" analysis$

%starting with the end in ind&

So rce: Grant 'i ins. Understandingby Design . ha!ter $


15/67

$*

&ac!4ard Design

1Identifydesiredresults

2Determine

acceptableevidence

3

Plan learningexperiences

and instruction

/acrole el0

1unit2course3

outcomes


16/67

e t e r m

i n

e e

s i g n

" m ' l

e m e n t

0 * a l

u a t e

R e n e 1

4tandardsExpectations

#urriculum esign and Re*ie Process

Learning outcomes are what students who

successfully complete a course, unit, or lessonwill know, understand, or be able to do as a result.


17/67

The 5orld 1+t+re ,ociet

)T- 34$% 5 6P%4S"43 71890 : 1;00 no ledge oubles 4nce

1;00 ( 1;90 no ledge oubles Again1;90 ( 1;/0 no ledge oubles Again1;/0 : Present no ledge oubles About *ery 9

?@

7#ourtesy of $orld Future Society, Bethesda, aryland


18/67

e t e

r m i n

e e

s i g n

" m ' l

e m e

n t 0 *

a l u a

t

e R e

n e 1

4tandardsExpectations

&rittenCurriculum

urr cu um es gn an e ewProcess

Develop the content units guided by the

objectives and learning outcomes of therespective units. Assessments must bedesigned at this time.


19/67

T/(6L'T/,

Atlas #urriculum anagement System#urriculum a''er

#urriculum #reator

#4 P43 3TS

The essential uestion Time frame#ontent SkillsAssessments Resources


20/67

6aired 7erbal 1l+enc,+mmari8ing

SummariCe hat you

understand aboutcurriculum design, and the

'lanning decisions in*ol*ed+


21/67

e t e

r m i n e

e s i g

n " m ' l

e m e

n t 0 *

a l u a

t

e R e

n e

1

4tandardsExpectations &ritten

Curriculum

E6ecti e-eaching

urr cu um es gn an ev ewProcess

Develop subject-specific instructional strategies

for each unit of study that would effectivelyachieve desired learning results.


22/67

C'(()C'*'+C'(()C'*'+P* NN)N-P* NN)N-

+ /)0 /) N+ /)0 /) N

)NS/('C/) N *)NS/('C/) N *S/( / -) SS/( / -) S

+ N - + N/+ N - + N/

'N# /) N SS N/) * ! *) S

4 C NC P/S+ reas of Perfor ance+ (epertoire+ +atching 5erarching

b6ecti5esCurriculu

#esign

b6ecti5es

ssess ent*earning

7periencesPersonal

(elationship!uilding

Class Cli ate

7pectations

Clarity Principles of *earning

+odels of/eaching

Space /i e (outines

ttention +o entu #iscipline


23/67

2%

Read2 Re3ect2 and ,elf%'ssess

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

instruction for e7tended periods.

S = strength N = need to be strengthened

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

with intentional effort.


24/67

1irst ,teps

-he Curriculum

-he esson PlanInstruction


25/67

"n the beginningD

uringD

#oncludingD


26/67

Anchoring ( Framing Prior to "nstruction

#ommunicating 4bEecti*es 4utcomes of the %esson

Sharing the "tinerary of the ay Period

Acti*ating StudentsG #urrent no ledge

Pre(Assessment

#ommunicating #riteria

aking #onnections

In the &eginning

'nchoring or 1R'(I9: the Learning


27/67

Anchoring

C!--UNICA ING ! EC I)ES

o What students will know or be able to do

o Why its important

o Reasons for activities

Sall' an% t*eGo,*ers4


28/67

The &rain ; Learning

The h+man brain is designed to selecti0el

attend to stim+li2 prioriti8ing on the basis of

percei0ed importance and screening o+t that

4hich seems to be less cr+cial to s+r0i0al. The

le0el of attention 4e appl to a learning sit+ation

is in3+enced or limited b o+r perception of its

0al+e .")


29/67

Provi%ing an I INE A 5 Sequence of Events or Activities

Anchoring

TodayD

Bell $ork -$ #heck

Ham Pre*ie

Brad ieraGs 4ral Presentations IS 5oes to $arD

=(2(1 $ra'(u'


30/67

&ernice (c$arth s

=+adrants)0

8hat if9)

8hy9Co unicating b6ecti5es

)))

:ow9#etailing the )tinerary

))

8hat9Sharing the )tinerary


31/67

U - U UMU - U UM/ A - G/ A - G

M1 -3A -1M1 -3A -1

- S U -1 A- S U -1 AS A EG-ESS A EG-ES

MA AGEMEMA AGEME

41U 5A -1 14 ESSE -A BE -E4S

E7 1 E/ S+ Areas o# /er#or"ance

+ e!ertoire+ Matchin 18erarchin

19 ecti8esrric l "

5esi n

19 ecti8es

Assess"entearnin

E;!eriences

/ersonalelationshi!B ildin

lass li"ate

E;!ectations

larity /rinci!les o# earnin

Models o#eachin

S!ace i"e o tines

Attention Mo"ent " 5isci!line

/lannin

$onnecting &ac!4ard Design and 6lanning


32/67

hec in ith thec rric l ", the

standards yo @reor in on, and

!artic larly the 9iidea (end rin

nderstandin ) that@s

on the ta9le to 9es re the lessonyo @re !lannin

connects e;!licitly toit.?

5


33/67


34/67

national, state, andlocal@

2+ $orthy > orth kno ing@

Source: Con Sa!hier, Mary Ann HaleyDS!eca, and o9ert Go er. 200 . The Skillful Teacher , 6th ed. Acton, MA: esearch #or Better eachin ,!.


35/67


36/67


37/67


38/67

=0=0

Source: Con Sa!hier, Mary Ann HaleyDS!eca, and o9ert Go er. 200 . The Skillful Teacher , 6th ed. Acton, MA: esearch #or Better eachin , !. or Yo+@ ill be abletoD indicating de*elo'ment of ca'acity *s+com'letion of an acti*ity

;+ includes strong clues about assessment10+ may include a le*el of 'erformance or can

be accom'anied by criteria for success11+ "s )student friendly


39/67

"n the beginningD

uringD

#oncludingD


40/67

P( C SS)N-

New )nfor ation

C/)0 /)N-Prior nowledge

S'++ ()


41/67


42/67

'cti0ating ,tr+ct+res ' Repertoire of Options

nticipation :uide'rainstorm andCategori;e'rainstorm %now

ine#?ps0 @alues,Estimation, Experience/edium#4i;e Circle/ental Imagery/indmapPaired @er!al


43/67

ax m 8 ng + en$oncentration D>RI9:

Instr+ctionIsing a Oariety of H'lanatory e*ices

Auditory >*ocal *ariety, modeling thinking aloud, etc+@ Oisual >charts, gra'hic organiCers, mental imagery, etc+ inesthetic >mani'ulati*es, recording sheets, etc+@

Pro*iding Processing Time #hunking in'ut and student 'rocessing time 10(2 or age &2 >'ulsed learning@ =8(;0 'hysical stretch

Structuring the Processing #oo'erati*e learning structures Alone or in small grou's >'airs, trios@ 5ra'hic organiCers

#hecking for Inderstanding Fre uently, during instruction, ith all students

>)di'sticking @ Recall and com'rehension

ax m 8 ng + en


44/67


Instr+ction

Ising a Oariety of H'lanatorye*ices

Pro*iding Processing Time

Structuring the Processing

#hecking for Inderstanding


45/67

/xplanator De0ices

Smart boards#harts $hiteboardsAnalogies

edia Technology

odeling Thinking Aloud7 1/0(1/1

Translation "nto Sim'ler %anguagePhysical odelsSim'le #uesProgressi*e inimal #ues

-ighlighting "m'ortant "nformationental "mageryiagrams

5ra'hic 4rganiCers7 1/2(189

electron

neutron

proton

electron

neutron

proton


46/67

)N S/: /)C'#)/ (4

0)S' *

P* N / (4P* N / (4# 0)C S ># 0)C S >

+ # *)/) S+ # *)/) S

ax m 8 ng + en


47/67


Instr+ction

'sing a 0ariety of 7planatory #e5ices

AU5- 1 7 (8ocal 8ariety, "odelin thin in alo d, etc.)

3-SUA (charts, ra!hic or ani ers, "ental i"a ery, etc.

- ES HE - ("ani! lati8es, recordin sheets, etc.)


48/67

Say-Do Principle of Learning

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

Read it 999999 999999 999999

999999 999999 999999

$0I20I


49/67

Say/Do Principle of Learning

0I 20I =0I 60I E0I $00I

$

P e r c e p

t u a l +

o d e

ea%" Sa'" an% (o

Hear

ea%

Hear an% See

See

ea% an% Sa'


50/67


Yo+ can either ha0e o+r learners attention or the can

be ma!ing meaning2 b+t ne0er both at the same time.

?+mans are nat+ral meaning see!ing organisms b+t

excessi0e inp+t can con3ict 4ith that process. The brain

needs time to go inside and lin! the present 4ith the past

and f+t+re. 5itho+t this2 learning drops dramaticall . 5e

absorb so m+ch information non%conscio+sl that

do4ntime is absol+tel necessar to process it all. Thebrain has an a+tomatic mechanism for shifting )internal

and external* and for sh+tting do4n inp+t 4hen it needs

to."

ax m 8 ng + en


51/67


Instr+ction

Ising a Oariety of H'lanatorye*ices

Pro*iding Processing Time

Structuring the Processing

#hecking for Inderstanding

ax m 8 ng + en


52/67


Instr+ction Pro5iding Processing /i e

h n in in! t and st dent !rocessin ti"e

$0D2 or a e J2 (! lsed learnin )


53/67

/rocessin i"e$0 "in. : 2 "in.

/)+


54/67

Providing Processing Time p.22

#hunkin$

2inutes

LectureVideo

Discussion

peak !riteDraw

)N (+ /) N)NP'/

P( C SS)N-/)+

1?inutes


55/67


5hen the brain is f+llengaged it is more e cient andeAecti0e. 7igoro+s physicalactivity is belie0ed to increaseblood 3o4 to the brain and canha0e dramatic eAects onlearning."


56/67


/hysical Mo8e"ent


57/67


Be innin s & Endin s#irst % D last %

SilenceK ait ti"e


58/67

Reflect & Share

8*ic* of t*ese ti$e gui%elines *as $ostsignificance for 'ou

NUMBER OF HEADS TOGETHER

Documents

Transcript of NUMBER OF HEADS TOGETHER