Originally created by: Michael Ball, Education Officer, Oct. 2004 Adapted by D. Geene, C. Jackson,...
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Transcript of Originally created by: Michael Ball, Education Officer, Oct. 2004 Adapted by D. Geene, C. Jackson,...
![Page 1: Originally created by: Michael Ball, Education Officer, Oct. 2004 Adapted by D. Geene, C. Jackson, Education Officers, June 2007.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649da55503460f94a90b8d/html5/thumbnails/1.jpg)
Originally created by: Michael Ball, Education Officer , Oct. 2004 Adapted by D. Geene, C. Jackson, Education Officers, June 2007
![Page 2: Originally created by: Michael Ball, Education Officer, Oct. 2004 Adapted by D. Geene, C. Jackson, Education Officers, June 2007.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649da55503460f94a90b8d/html5/thumbnails/2.jpg)
A wise person stood in front of a group of people with a large empty jar.
BEGINNING WITH A PARABLE !
Wordlessly he started to fill it.
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He used rocks about 2cm in diameter. He then asked the people if the jar was full? They agreed that it was.
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So he then poured a box of pebbles into the jar. He shook the jar lightly. The pebbles, of course, rolled into the open areas between the rocks. The people laughed.
![Page 5: Originally created by: Michael Ball, Education Officer, Oct. 2004 Adapted by D. Geene, C. Jackson, Education Officers, June 2007.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649da55503460f94a90b8d/html5/thumbnails/5.jpg)
He then took a box of sand and poured it into the jar. Of course, the sand filled up everything else. “Now,” he said, “I want you to recognize that this is your life.”
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“The rocks are the important things - your family, your partner, your health, your children – anything that is so important to you that if it were lost, you would be nearly destroyed. The pebbles are the other things that matter like your job, your house, your vehicle.
The sand is everything else. The small stuff.”
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If you put the sand into the jar first, there is not enough room for all the pebbles and the rocks. The same goes for curriculum design. If you spend all your time and energy on the small stuff, you will never have room for the things that are important. Pay attention to the CORE CORE CONCEPTSCONCEPTS that are critical in the curriculum.
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“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.” - Stephen Covey Seven Habits of Highly Effective People
THINK “BACKWARDS”
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CORECORE
CONCEPTSCONCEPTS
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OVERALLOVERALL
EXPECTATIONSEXPECTATIONS
CORECORE
CONCEPTSCONCEPTS
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SPECIFICSPECIFIC
EXPECTATIONSEXPECTATIONS
OVERALLOVERALL
EXPECTATIONSEXPECTATIONS
CORECORE
CONCEPTSCONCEPTS
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CREATIVITY
COMMUNICATION
CULTURE
CONNECTIONS
CORE CONCEPTS in
THE ARTS
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Core Concept
Creativity
EXAMPLE OF A CORE CONCEPT
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Core concept Related concepts
Creativity Aesthetic awarenessProblem solving and Solution seekingCreative process Critical Analysis processInnovation
EXAMPLE OF CORE AND RELATED CONCEPTS
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ANOTHER EXAMPLE OF A CORE CONCEPT
Core concept
Communication
![Page 16: Originally created by: Michael Ball, Education Officer, Oct. 2004 Adapted by D. Geene, C. Jackson, Education Officers, June 2007.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649da55503460f94a90b8d/html5/thumbnails/16.jpg)
Core concept Related concepts
Communication Manipulation of elements and forms to convey a thought, feeling, message or idea Use of new media and technology to convey meaningMeaning–making: construction and deconstruction of art works with a focus on communicating or analysing the meaning of the work
CORE AND RELATED CONCEPTS
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ANOTHER EXAMPLE OF A CORE CONCEPT
Core concept
Culture
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Core concept Related concepts
Culture Understanding of cultural traditions and innovations
Construction of personal and cultural identity
CORE AND RELATED CONCEPTS
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ANOTHER EXAMPLE OF A CORE CONCEPT
Core concept
Connections
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Core concept Related concepts
Connections Connects thinking and feelingConnections between studentsConnections across subjectsConnections to community
CORE AND RELATED CONCEPTS
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BLOOM’S TAXONOMY Evaluation
Synthesis
Analysis
Application
Understanding Knowledge
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KNOWLEDGE
Relate
Tell Recall Match Define
Remembers previously learned material, recalls facts, terms, basic concepts in the approximate form they were learned
Name
ListRecognize Choose Label
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COMPREHENSION
ExplainRephraseShowRelateIdentify
Translates, comprehends, or interprets information based on prior learning
CompareDescribeOutlineOrganizeClassify
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APPLICATION
DramatizeRestructureSimulateTranslateExperiment
Selects, transfers and uses data and principles in new situations or to solve new problems or tasks
ApplyConstructModelUsePractice
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ANALYSIS
SimplifySummarizeRelate toCategorizeDifferentiate
Distinguishes, classifies and relates the assumptions, hypothesis, evidence or structures of a statement or questions
AnalyzeDiagramClassifyContrastSequence
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SYNTHESIS
ElaborateFormulateOriginateSolveInvent
Originates, integrates and combines ideas into a product, plan or proposal that is new
ComposeDesignDevelopProposeAdapt
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EVALUATION
DefendJustifyPrioritizeSupportProve
Appraises, assesses, or critiques on a basis of specific standards and criteria
JudgeRankRateEvaluateRecommend
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The Bloom’s Balance
Do They Know It?
Can They Use It?
Knowledge
Comprehension
Application, Analysis, Synthesis Evaluation