Transformative Lesson and Unit Planning 2011

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Transformative Lesson and Unit Planning 2011

  1. 1. Transformative Teaching Methods & Lesson Plans Kurt Love, Ph.D. Central Connecticut State UniversityFriday, October 7, 2011
  2. 2. What is a “Lesson”?Friday, October 7, 2011
  3. 3. What is a “Lesson”? It depends on your conceptual frame...Friday, October 7, 2011
  4. 4. What is a “Lesson”? It depends on your conceptual frame... What are the traditional, liberal/ progressive, and transformative definitions of lessons?Friday, October 7, 2011
  5. 5. Community Involvement Stage 1 Researching the CommunityFriday, October 7, 2011
  6. 6. Community Involvement Stage 1 Researching the Community Inter views Ethnography (family, friends, members of (cultural thick description) organizations, leaders, veterans, artists, scientists, lawyers) Participatory Research (reporting on their experiences) Observations (the mall, school, sporting event, Demographic Research (census, school dance, playground, on the state dept websites) internet via social net work sites, environment) Literature Research (local newspapers, internet) Case Study (focus on one person, group, Field trips as sites for all of these location, ecology)Friday, October 7, 2011
  7. 7. Community Involvement Stage 2 Action in the CommunityFriday, October 7, 2011
  8. 8. Community Involvement Stage 2 Action in the Community Art Exhibits Theatre of the Oppressed (Art show, public art, instillations, (Forum theater, rainbow of desire, eco-art, murals, street art, image theater, legislative theater) “guerrilla art”) Reports & Publications Poetry Slams (Writing to local newspaper, having a journalist present, BOE Critical Performances meetings, community groups, (Plays, musicals, choir pieces that WWW) rework and recontextualize texts or existing pieces) Documentary Film (Local issues, local attitudes, local Video Game projects, film festival) (Social or Eco-themed) Habitat for Humanity HouseFriday, October 7, 2011
  9. 9. Transformative Unit PlansFriday, October 7, 2011
  10. 10. Transformative Unit Plans Unit starts with connections to a contemporary, “real world” issues. Use art, articles, videos, life experiences, etc. (Lessons 1-2)Friday, October 7, 2011
  11. 11. Transformative Unit Plans Unit starts with connections to a contemporary, “real world” issues. Use art, articles, videos, life experiences, etc. (Lessons 1-2) Those contemporary issues are threaded throughout the rest of the unit in as many lessons as makes sense.Friday, October 7, 2011
  12. 12. Transformative Unit Plans Unit starts with connections to a contemporary, “real world” issues. Use art, articles, videos, life experiences, etc. (Lessons 1-2) Those contemporary issues are threaded throughout the rest of the unit in as many lessons as makes sense. Skills and concepts (Lessons 2-6)Friday, October 7, 2011
  13. 13. Transformative Unit Plans Unit starts with connections to a contemporary, “real world” issues. Use art, articles, videos, life experiences, etc. (Lessons 1-2) Those contemporary issues are threaded throughout the rest of the unit in as many lessons as makes sense. Skills and concepts (Lessons 2-6) Community Involvement #1 - Communicating with community members (Lessons 3-8)Friday, October 7, 2011
  14. 14. Transformative Unit Plans Unit starts with connections to a contemporary, “real world” issues. Use art, articles, videos, life experiences, etc. (Lessons 1-2) Those contemporary issues are threaded throughout the rest of the unit in as many lessons as makes sense. Skills and concepts (Lessons 2-6) Community Involvement #1 - Communicating with community members (Lessons 3-8) Community Involvement #2 - Action in the community with the newly acquired knowledge (Lessons 8-10)Friday, October 7, 2011
  15. 15. Unit Plan New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  16. 16. Unit Plan Lessons 1-2: Raise questions about real world New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  17. 17. Unit Plan Lessons 1-2: Raise Lessons 2-6: questions Work with about real skills and world concepts New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  18. 18. Unit Plan Lessons 1-2: Raise Lessons 2-6: Lessons 2-6: questions Work with Critically about real skills and question skills world concepts and concepts New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  19. 19. Unit Plan Lessons 1-2: Lessons 2-6: Raise Lessons 2-6: Lessons 2-6: Engage critical questions Work with Critically questions with about real skills and question skills skills in the world concepts and concepts community New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  20. 20. Unit Plan Lessons 1-2: Lessons 2-6: Raise Lessons 2-6: Lessons 2-6: Engage critical Lessons 3-8: questions Work with Critically questions with Community 1 about real skills and question skills skills in the world concepts and concepts community New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  21. 21. Unit Plan Lessons 1-2: Lessons 2-6: Raise Lessons 2-6: Lessons 2-6: Engage critical Lessons 3-8: Lessons 8-10: questions Work with Critically questions with Community 1 Community 2 about real skills and question skills skills in the world concepts and concepts community New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  22. 22. Essential Questions Focused on generating “thick description” (i.e. relationships and tensions) and/or community involvement Explicitly connected with theory (i.e. critical, feminist, ecojustice, queer, indigenous, etc.)Friday, October 7, 2011
  23. 23. Essential Questions “To what extent...” allows for students to explore complex relationships and tensions rather than binaries These are the target or anchor questions that you will teach towards during the lesson.Friday, October 7, 2011
  24. 24. Hierarchy of Questions Unit Level Lesson Level (questions that support the unit level) Supporting Level (questions that support the lesson level)Friday, October 7, 2011
  25. 25. Hierarchy of Essential QuestionsFriday, October 7, 2011
  26. 26. Hierarchy of Essential Questions Unit LevelFriday, October 7, 2011
  27. 27. Hierarchy of Essential Questions Unit LevelFriday, October 7, 2011
  28. 28. Hierarchy of Essential Questions Unit Level Lesson Level Lesson Level Lesson LevelFriday, October 7, 2011
  29. 29. Hierarchy of Essential Questions Unit Level Lesson Level Lesson Level Lesson LevelFriday, October 7, 2011
  30. 30. Hierarchy of Essential Questions Unit Level Lesson Level Lesson Level Lesson Level Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting SupportingFriday, October 7, 2011
  31. 31. Hierarchy of Essential QuestionsFriday, October 7, 2011
  32. 32. Hierarchy of Essential Questions Unit level questions are the larger, more encompassing questions that are threaded throughout the whole unit.Friday, October 7, 2011
  33. 33. Hierarchy of Essential Questions Unit level questions are the larger, more encompassing questions that are threaded throughout the whole unit. These should focus on social, cultural, and/or ecological aspects that explicitly lead students towards “thick description” and community involvement.Friday, October 7, 2011
  34. 34. Hierarchy of Essential Questions Unit level questions are the larger, more encompassing questions that are threaded throughout the whole unit. These should focus on social, cultural, and/or ecological aspects that explicitly lead students towards “thick description” and community involvement. Students should be able to answer them by the end of the unit or major subsection of the unit.Friday, October 7, 2011
  35. 35. Hierarchy of Essential Questions Unit level questions are the larger, more encompassing questions that are threaded throughout the whole unit. These should focus on social, cultural, and/or ecological aspects that explicitly lead students towards “thick description” and community involvement. Students should be able to answer them by the end of the unit or major subsection of the unit. Lesson level questions are the target questions that drive the whole lesson. They should include aspects like history, place, and social groups. They should also link directly to “thick description” and/or community involvement. These are questions that the students should be able to answer by the end of lesson.Friday, October 7, 2011
  36. 36. Hierarchy of Essential QuestionsFriday, October 7, 2011
  37. 37. Hierarchy of Essential Questions Lesson level questions are the target questions that drive the whole lesson.Friday, October 7, 2011
  38. 38. Hierarchy of Essential Questions Lesson level questions are the target questions that drive the whole lesson. They should include specific contexts like history, place, and social groups.Friday, October 7, 2011
  39. 39. Hierarchy of Essential Questions Lesson level questions are the target questions that drive the whole lesson. They should include specific contexts like history, place, and social groups. They should also link directly to “thick description” and/or community involvement.Friday, October 7, 2011
  40. 40. Hierarchy of Essential Questions Lesson level questions are the target questions that drive the whole lesson. They should include specific contexts like history, place, and social groups. They should also link directly to “thick description” and/or community involvement. These are questions that the students should be able to answer by the end of lesson.Friday, October 7, 2011
  41. 41. Hierarchy of Essential QuestionsFriday, October 7, 2011
  42. 42. Hierarchy of Essential Questions Supporting questions are the questions that you and the students ask during the lesson that scaffold and move us towards the complex lesson level essential questions.Friday, October 7, 2011
  43. 43. Hierarchy of Essential Questions Supporting questions are the questions that you and the students ask during the lesson that scaffold and move us towards the complex lesson level essential questions. Grounded in frames of reference and context. In other words, “who” matters because it is what builds the thick description.Friday, October 7, 2011
  44. 44. Hierarchy of Essential Questions Supporting questions are the questions that you and the students ask during the lesson that scaffold and move us towards the complex lesson level essential questions. Grounded in frames of reference and context. In other words, “who” matters because it is what builds the thick description. All questions need to be directly or indirectly connected to at least one transformative theory (i.e. critical, feminist, ecojustice, queer, indigenous, aesthetic, peace, spiritual, etc.)Friday, October 7, 2011
  45. 45. Let’s Try It...Friday, October 7, 2011
  46. 46. Let’s Try It... “What effects did the Industrial Revolution have on nature in the U.S. during the early 20th century?” What theory or theories is this question connecting with? What relationships and/or tensions is the question connecting with? What level do you think that this question is at (unit, lesson, or supporting)? What are the other t wo levels of questions that connect with this question?Friday, October 7, 2011
  47. 47. Let’s have another try...Friday, October 7, 2011
  48. 48. Let’s have another try... “How have White women and women of diverse cultures resisted patriarchal laws and daily practices in the U.S., and how have they worked to overcome these forms of institutional patriarchy?” What theory or theories is this question connecting with? What relationships and/or tensions is the question connecting with? What level do you think that this question is at (unit, lesson, or supporting)? What are the other t wo levels of questions that connect with this question?Friday, October 7, 2011
  49. 49. One more time...Friday, October 7, 2011
  50. 50. One more time... “How does the media in the U.S. perpetuate stereotypes of people of color?” What theory or theories is this question connecting with? What relationships and/or tensions is the question connecting with? What level do you think that this question is at (unit, lesson, or supporting)? What are the other t wo levels of questions that connect with this question?Friday, October 7, 2011
  51. 51. ObjectivesFriday, October 7, 2011
  52. 52. Objectives These should mirror the essential questions.Friday, October 7, 2011
  53. 53. Objectives These should mirror the essential questions. Describe what the students will be able to do by the end of the lesson.Friday, October 7, 2011
  54. 54. Objectives These should mirror the essential questions. Describe what the students will be able to do by the end of the lesson. Not necessary to put a description of the activity here, although sometimes it is appropriate. Just stick to what the students will be able to do...Friday, October 7, 2011
  55. 55. “Students will be able to...”Friday, October 7, 2011
  56. 56. “Students will be able to...” Describe Emote Engage Anticipate Analyze Demonstrate Relate Interpret Produce Extrapolate Reflect DesignFriday, October 7, 2011
  57. 57. “Students will be able to...”Friday, October 7, 2011
  58. 58. “Students will be able to...” Use qualitative data from their investigation to identify patterns of racial microaggressions from Disney filmsFriday, October 7, 2011
  59. 59. “Students will be able to...” Use qualitative data from their investigation to identify patterns of racial microaggressions from Disney films Emote and interpret Picasso’s Guernica, Bansky’s Street Art, and the Soggy Boots Gang’s Field Art using feminist and critical lenses of analysisFriday, October 7, 2011
  60. 60. “Students will be able to...” Use qualitative data from their investigation to identify patterns of racial microaggressions from Disney films Emote and interpret Picasso’s Guernica, Bansky’s Street Art, and the Soggy Boots Gang’s Field Art using feminist and critical lenses of analysis Produce a documentary film investigating an issue from their community which is currently unresolvedFriday, October 7, 2011
  61. 61. Questions & Objectives Lesson Level Question Objective Shared RootFriday, October 7, 2011
  62. 62. Questions & Objectives Lesson To what extent does qualitative and Level quantitative data identify patterns of racial Question microaggressions from Disney films? Objective Shared RootFriday, October 7, 2011
  63. 63. Questions & Objectives Lesson To what extent does qualitative and Level quantitative data identify patterns of racial Question microaggressions from Disney films? Students will be able to analyze qualitative and Objective quantitative data to identify patterns of racial microaggressions from Disney films Shared RootFriday, October 7, 2011
  64. 64. Questions & Objectives Lesson To what extent does qualitative and Level quantitative data identify patterns of racial Question microaggressions from Disney films? Students will be able to analyze qualitative and Objective quantitative data to identify patterns of racial microaggressions from Disney films Shared qualitative and quantitative data identify patterns of racial Root microaggressions from Disney filmsFriday, October 7, 2011
  65. 65. Questions, Objectives & Assessment Lesson To what extent does qualitative and Level quantitative data identify patterns of racial Question microaggressions from Disney films? Students will be able to analyze qualitative and Objective quantitative data to identify patterns of racial microaggressions from Disney filmsFriday, October 7, 2011
  66. 66. Questions, Objectives & Assessment Lesson To what extent does qualitative and Level quantitative data identify patterns of racial Question microaggressions from Disney films? Students will be able to analyze qualitative and Objective quantitative data to identify patterns of racial microaggressions from Disney filmsAssessmentFriday, October 7, 2011
  67. 67. Questions, Objectives & Assessment Lesson To what extent does qualitative and Level quantitative data identify patterns of racial Question microaggressions from Disney films? Students will be able to analyze qualitative and Objective quantitative data to identify patterns of racial microaggressions from Disney films Students provide a critical discourseAssessment analysis (qualitative) and survey (quantitative) identifying patterns of racial microaggressions from Disney filmsFriday, October 7, 2011
  68. 68. Assessment Truth ThoughtFriday, October 7, 2011
  69. 69. Assessment Traditional Truth ThoughtFriday, October 7, 2011
  70. 70. Assessment Traditional Truth Informal: Formal: Exam, Check Thought Performance knowledgeFriday, October 7, 2011
  71. 71. Assessment Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  72. 72. Assessment Liberal/Progressive Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  73. 73. Assessment Liberal/Progressive Informal: Check prior knowledge Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  74. 74. Assessment Liberal/Progressive Informal: Check prior knowledge Informal: Check knowledge Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  75. 75. Assessment Liberal/Progressive Informal: Check prior knowledge Informal: Formal: Exam, Check Performance knowledge Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  76. 76. Assessment New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  77. 77. Assessment Transformative New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  78. 78. Assessment Transformative Informal: Check prior knowledge New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  79. 79. Assessment Transformative Informal: Informal: Check prior Connections knowledge to personal experiences New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  80. 80. Assessment Transformative Informal: Informal: Check prior Connections Formal: Exam, knowledge to personal performance experiences New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  81. 81. Assessment Transformative Informal: Informal: Check prior Connections Formal: Exam, knowledge to personal performance experiences Informal: Connections to the real world New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  82. 82. Assessment Transformative Informal: Informal: Formal: Check prior Connections Formal: Exam, Performance, knowledge to personal performance written experiences Informal: Connections to the real world New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  83. 83. Assessment Transformative Informal: Informal: Formal: Formal: Check prior Connections Formal: Exam, Prepare for Performance, knowledge to personal performance Community 1 written experiences Informal: Connections to the real world New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  84. 84. Assessment Transformative Informal: Informal: Formal: Formal: Check prior Connections Formal: Exam, Prepare for Formal: Performance, knowledge to personal performance Community 1 Community 2 written experiences Informal: Connections to the real world New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  85. 85. Assessment Transformative Informal: Informal: Formal: Formal: Check prior Connections Formal: Exam, Prepare for Formal: Performance, knowledge to personal performance Community 1 Community 2 written experiences Informal: Connections Formal: to the real “Thick world Description” New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  86. 86. Rubric Format #1 Requirement Level 1 Level 2 Level 3 Many spelling Some spelling Spelling errors errors Accurate spelling Argument Bad argument Okay argument Perfect argumentFriday, October 7, 2011
  87. 87. Rubric Format #1 Unsatisfactory Satisfactory Perfection Requirement Level 1 Level 2 Level 3 Many Some spelling Accurate Spelling spelling errors spelling errors Bad Okay Perfect Argument argument argument argumentFriday, October 7, 2011
  88. 88. Rubric Format #1 Unsatisfactory Satisfactory Perfection Requirement Level 1 Level 2 Level 3 Many Some spelling Accurate Spelling spelling errors spelling errors Bad Okay Perfect Argument argument argument argument Satisfactory?Friday, October 7, 2011
  89. 89. Rubric Format #1 Unsatisfactory Satisfactory Perfection Requirement Level 1 Level 2 Level 3 Quite a Many Spelling spelling Some spelling Accurate distance errors spelling errors between Bad Okay Perfect Level 2 & Argument argument argument argument Level 3Friday, October 7, 2011
  90. 90. Rubric Format #1 Unsatisfactory Satisfactory Perfection Requirement Level 1 Level 2 Level 3 Quite a Many Spelling spelling Some spelling Accurate distance errors spelling errors between Bad Okay Perfect Level 2 & Argument argument argument argument Level 3Friday, October 7, 2011
  91. 91. Rubric Format #1 Unsatisfactory Satisfactory Perfection Requirement Level 1 Level 2 Level 3 Many Some spelling Accurate Spelling spelling errors spelling errors Bad Okay Perfect Argument argument argument argumentFriday, October 7, 2011
  92. 92. Rubric Format #1 Requirement Level 1 Level 2 Level 3 Many Some spelling No spelling Spelling spelling errors errors errors Bad Okay Perfect Argument argument argument argumentFriday, October 7, 2011
  93. 93. Rubric Format #1 Point Values? Grades? Requirement Level 1 Level 2 Level 3 Many Some spelling No spelling Spelling spelling errors errors errors Bad Okay Perfect Argument argument argument argumentFriday, October 7, 2011
  94. 94. Rubric Format #1 Point Values? Can I give 0 Grades? points? Requirement Level 1 Level 2 Level 3 Many Some spelling No spelling Spelling spelling errors errors errors Bad Okay Perfect Argument argument argument argumentFriday, October 7, 2011
  95. 95. Rubric Format #1 Point Values? Can I give 0 Grades? points? Requirement Level 1 Level 2 Level 3 2 points for both Spelling Many spelling Some spelling No spelling some errors errors errors spelling Bad Okay Perfect errors Argument argument argument argument AND okay argument?Friday, October 7, 2011
  96. 96. Rubric Format #2 Point Category Requirement Points Earned Comments Value Accurate Spelling 5 5 spelling •Logical development of points Argument 20 16 •Well supported reasoning Total 25 21Friday, October 7, 2011
  97. 97. Rubric Format #2 Point Category Requirement Points Earned Comments Value Accurate One misspelled Spelling 5 5 spelling word •Logical development of points Argument 20 16 •Well supported reasoning Total 25 21Friday, October 7, 2011
  98. 98. Rubric Format #2 Point Category Requirement Points Earned Comments Value Accurate One misspelled Spelling 5 5 spelling word •Logical Two areas need development more support to of points strengthen your Argument 20 16 argument. •Well See comments in supported text. reasoning Total 25 21Friday, October 7, 2011
  99. 99. Rubric Format #2 Point Category Requirement Points Earned Comments Value Accurate One misspelled Spelling 5 5 spelling word •Logical Two areas need development more support to of points strengthen your Argument 20 16 argument. •Well See comments in supported text. reasoning Total 25 21Friday, October 7, 2011
  100. 100. Rubric Format #2 Point Category Requirement Points Earned Comments Value Accurate One misspelled Spelling 5 5 spelling word •Logical Two areas need development more support to of points strengthen your Argument 20 16 argument. •Well See comments in supported text. reasoning Total 25 21 ResubmitFriday, October 7, 2011
  101. 101. Rubric Format #2 Point Category Requirement Points Earned Comments Value Accurate One misspelled Spelling 5 5 spelling word •Logical Two areas need development more support to of points strengthen your Argument 20 16 argument. •Well See comments in supported text. reasoning Total 25 21 Resubmit One more benefit: Students can generate this rubricFriday, October 7, 2011
  102. 102. Response To InterventionFriday, October 7, 2011
  103. 103. Response To InterventionFriday, October 7, 2011
  104. 104. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Effective Teaching Strategies Common Formative AssessmentsFriday, October 7, 2011
  105. 105. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative AssessmentsFriday, October 7, 2011
  106. 106. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Re-Teaching Enrichment Re-AssessingFriday, October 7, 2011
  107. 107. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Tier 2 Re-Teaching Enrichment 15% Re-AssessingFriday, October 7, 2011
  108. 108. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Tier 2 Re-Teaching Enrichment 15% Re-Assessing Re-Teaching Re-AssessingFriday, October 7, 2011
  109. 109. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Tier 2 Re-Teaching Enrichment 15% Re-Assessing Tier 3 Re-Teaching 5% Re-AssessingFriday, October 7, 2011
  110. 110. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Tier 2 Re-Teaching Enrichment 15% Data Analysis Re-Assessing Re-Assessing Tier 3 Re-Teaching 5% Re-AssessingFriday, October 7, 2011
  111. 111. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Tier 2 Re-Teaching Enrichment 15% Data Analysis Re-Assessing Re-Assessing Tier 3 Re-Teaching Data Analysis 5% Re-Assessing Common Summative AnalysisFriday, October 7, 2011
  112. 112. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Tier 2 Re-Teaching Enrichment 15% Data Analysis Re-Assessing Re-Assessing Tier 3 Re-Teaching Data Analysis 5% Re-Assessing Common Summative Analysis Data Analysis CMTs/CAPTsFriday, October 7, 2011
  113. 113. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Tier 1 Effective Teaching Strategies 80% Common Formative Assessments Tier 2 Re-Teaching Enrichment 15% Data Analysis Re-Assessing Re-Assessing Tier 3 Re-Teaching Data Analysis 5% Re-Assessing Common Summative Analysis Data Analysis CMTs/CAPTs Peer Unit ReviewFriday, October 7, 2011
  114. 114. Backwards Design Stage 1 = Desired Results • Standards • Understandings (Larger concepts) • Essential Questions (Larger concepts) • Knowledge (Students will know) • Skills (Students will be able to)Friday, October 7, 2011
  115. 115. Backwards Design Stage 2 = Assessment Evidence • Performance Tasks (Daily, weekly, often) • Formative Assessments (Daily, weekly, often) • Summative Assessments (End of unit)Friday, October 7, 2011
  116. 116. Backwards Design Stage 3 = Learning Plan and Resources Lesson Learning Objectives Formative Performance 1 2Friday, October 7, 2011
  117. 117. That’s a little backwards...Friday, October 7, 2011
  118. 118. That’s a little backwards... Step 1: Think about what you want the students to be able to do (i.e. Central/Essential Questions & Objectives)Friday, October 7, 2011
  119. 119. That’s a little backwards... Step 1: Think about what you want the students to be able to do (i.e. Central/Essential Questions & Objectives) Step 2: Think about how you will assess their ability to do what you want them to be able to do (i.e. Assessment)Friday, October 7, 2011
  120. 120. That’s a little backwards... Step 1: Think about what you want the students to be able to do (i.e. Central/Essential Questions & Objectives) Step 2: Think about how you will assess their ability to do what you want them to be able to do (i.e. Assessment) Step 3: Think about how you would like them to learn to be able to do what you want them to do (i.e. Activity).Friday, October 7, 2011
  121. 121. That’s a little backwards... Step 1: Think about what you want the students to be able to do (i.e. Central/Essential Questions & Objectives) Step 2: Think about how you will assess their ability to do what you want them to be able to do (i.e. Assessment) Step 3: Think about how you would like them to learn to be able to do what you want them to do (i.e. Activity). In other words, think about assessment before you think about the activity.Friday, October 7, 2011
  122. 122. Activity Does the activity clearly make the bridge from the lesson level question/objective to the assessment? Lesson Level Activity Question & Assessment ObjectiveFriday, October 7, 2011
  123. 123. Activity Lesson Level To what extent does qualitative and quantitative data identify Question patterns of racial microaggressions from Disney films? Students will be able to analyze qualitative and quantitative data Objective to identify patterns of racial microaggressions from Disney films Activity Assessment Students provide a critical discourse analysis (qualitative) and sur vey (quantitative) identifying patterns of racial microaggressions from Disney filmsFriday, October 7, 2011
  124. 124. Activity Lesson Level To what extent does qualitative and quantitative data identify Question patterns of racial microaggressions from Disney films? Students will be able to analyze qualitative and quantitative data Objective to identify patterns of racial microaggressions from Disney films Students watch excerpts of Disney films to identify patterns of Activity racial microaggressions. Record obser vations, record frequency of racial microaggressions, think-pair-share, journal writing, roleplaying, satirical exploration, sur veying of friends/family Assessment Students provide a critical discourse analysis (qualitative) and sur vey (quantitative) identifying patterns of racial microaggressions from Disney filmsFriday, October 7, 2011
  125. 125. ActivityFriday, October 7, 2011
  126. 126. Activity Engaging in thick descriptionFriday, October 7, 2011
  127. 127. Activity Engaging in thick description Being rooted in some kind of community involvementFriday, October 7, 2011
  128. 128. StandardsFriday, October 7, 2011
  129. 129. Standards Make the standards work for you, not the other way around. In other words, do the lesson/unit the way that you want to...there’s always connections to the standards. We can use standards as leverage to create the kind of education that we want.Friday, October 7, 2011
  130. 130. Standards Theme: Global WarmingFriday, October 7, 2011
  131. 131. Standards Theme: Global Warming CT Science Standard 6.1.a: Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means.Friday, October 7, 2011
  132. 132. Standards Theme: Global Warming CT Science Standard 6.1.a: Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means. What is a fossil fuel? Why is the gasoline molecule so unique? What is a GHG, CO2? What community- based efforts exist to bring awareness to issues with fossil fuels and GHGs? What are ways to reduce our dependency on fossil fuels, especially gasoline?Friday, October 7, 2011
  133. 133. Common Core ELA/Literacy • Balance of literature and literary non-fiction (K-5) • Literacy as part of science and social studies/ history; informational text as part of ELA (6-12) • Appropriately complex text • Questions regarding text are text-dependent • Writing to inform or argue using evidence • Academic vocabularyFriday, October 7, 2011
  134. 134. DifferentiationFriday, October 7, 2011
  135. 135. Differentiation Cognitive connections: Connecting with students’ diverse ways of learning.Friday, October 7, 2011
  136. 136. Differentiation Cognitive connections: Connecting with students’ diverse ways of learning. Cultural connections: Connecting with the diverse cultures of your students. Breaking out of the Eurocentric mindsets present in the curriculum.Friday, October 7, 2011
  137. 137. Differentiation Cognitive connections: Connecting with students’ diverse ways of learning. Cultural connections: Connecting with the diverse cultures of your students. Breaking out of the Eurocentric mindsets present in the curriculum. Levels of resistance: Connecting with students who are creatively maladjusting because they see schooling as hurting them.Friday, October 7, 2011
  138. 138. Differentiation Know your students!! Make accommodations Goal: Students know as much as they can Make modifications without a process getting in the way. Engaging learning styles Cooperative grouping Assess in various Using art waysFriday, October 7, 2011
  139. 139. “Methods”Friday, October 7, 2011
  140. 140. “Methods” Teaching methods, or practices, are also defined depending on the conceptual frame that the teacher employs or emphasizes.Friday, October 7, 2011
  141. 141. “Methods” Teaching methods, or practices, are also defined depending on the conceptual frame that the teacher employs or emphasizes. What are the traditional, liberal/ progressive, and transformative approaches towards methods?Friday, October 7, 2011
  142. 142. Divergent ThinkingFriday, October 7, 2011
  143. 143. “Methods”Friday, October 7, 2011
  144. 144. “Methods” Traditional - Methods as tools to plug in or “deposit” information and reach predetermined destinations; teacher-centered “banking method”; convergent thinkingFriday, October 7, 2011
  145. 145. “Methods” Traditional - Methods as tools to plug in or “deposit” information and reach predetermined destinations; teacher-centered “banking method”; convergent thinking Lib/Prog - Methods as tools to explore various pathways to reach predetermined destination; student-centered “banking method”; convergent thinkingFriday, October 7, 2011
  146. 146. “Methods” Traditional - Methods as tools to plug in or “deposit” information and reach predetermined destinations; teacher-centered “banking method”; convergent thinking Lib/Prog - Methods as tools to explore various pathways to reach predetermined destination; student-centered “banking method”; convergent thinking Transformative - Methods that support divergent thinking; create “thick descriptions” of community (understandings of intersections in a social, cultural, and ecological contexts)Friday, October 7, 2011
  147. 147. Methods for Divergent Thinking 1. Cooperative 5. Small-Group Grouping Discussion 2. Inquiry 6. Whole-Group Discussion 3. Socratic Method 7. Use of Media 4. Direct Instruction Work in small groups •Thick Description Count off up to 7 •Community InvolvementFriday, October 7, 2011
  148. 148. Activity Where would your activity appropriately fit in? New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought Relationship •Thick Description •Community InvolvementFriday, October 7, 2011
  149. 149. “Solutionaries”Friday, October 7, 2011
  150. 150. Transformative Cooperative GroupsFriday, October 7, 2011
  151. 151. Transformative Cooperative Groups Traditional and Lib/Prog cooperative grouping has each member with a different task all aiming for the “right answer”Friday, October 7, 2011
  152. 152. Transformative Cooperative Groups Traditional and Lib/Prog cooperative grouping has each member with a different task all aiming for the “right answer” Transformative cooperative grouping is about connecting to each student’s strength with some aspect of the community-based issue that is at hand.Friday, October 7, 2011
  153. 153. Transformative Cooperative Groups Traditional and Lib/Prog cooperative grouping has each member with a different task all aiming for the “right answer” Transformative cooperative grouping is about connecting to each student’s strength with some aspect of the community-based issue that is at hand. Feminist pedagogyFriday, October 7, 2011
  154. 154. Transformative InquiryFriday, October 7, 2011
  155. 155. Transformative Inquiry Focused on authentic, community-based (social, cultural, and ecological), real-world issues as the context and purpose for learningFriday, October 7, 2011
  156. 156. Transformative Inquiry Focused on authentic, community-based (social, cultural, and ecological), real-world issues as the context and purpose for learning Uses investigation and exploration as the learning experienceFriday, October 7, 2011
  157. 157. Transformative Inquiry Focused on authentic, community-based (social, cultural, and ecological), real-world issues as the context and purpose for learning Uses investigation and exploration as the learning experience Feminist pedagogy, topic dictates pedagogyFriday, October 7, 2011
  158. 158. Transformative InquiryFriday, October 7, 2011
  159. 159. Transformative Inquiry 1. Teacher/students determine a transformative contextFriday, October 7, 2011
  160. 160. Transformative Inquiry 1. Teacher/students determine a transformative context 2. “Mess about” & develop testable questionsFriday, October 7, 2011
  161. 161. Transformative Inquiry 1. Teacher/students determine a transformative context 2. “Mess about” & develop testable questions 3. InvestigationFriday, October 7, 2011
  162. 162. Transformative Inquiry 1. Teacher/students determine a transformative context 2. “Mess about” & develop testable questions 3. Investigation 4. Report findings & discussion about connections to curriculum; “vocabulary” emerges from findings and teacher’s guidanceFriday, October 7, 2011
  163. 163. Transformative Socratic MethodFriday, October 7, 2011
  164. 164. Transformative Socratic Method Using authentic questions exclusively to explore social, cultural, and ecological relationships embedded in the curriculumFriday, October 7, 2011
  165. 165. Transformative Socratic Method Using authentic questions exclusively to explore social, cultural, and ecological relationships embedded in the curriculum Authentic questions are grounded in asking who we are, what are our relationships, and what our are actions and decisions that support them?Friday, October 7, 2011
  166. 166. Transformative Socratic Method Using authentic questions exclusively to explore social, cultural, and ecological relationships embedded in the curriculum Authentic questions are grounded in asking who we are, what are our relationships, and what our are actions and decisions that support them? Authentic questions are NOT focused on getting students to generate the “right” answers.Friday, October 7, 2011
  167. 167. Transformative Socratic Method Using authentic questions exclusively to explore social, cultural, and ecological relationships embedded in the curriculum Authentic questions are grounded in asking who we are, what are our relationships, and what our are actions and decisions that support them? Authentic questions are NOT focused on getting students to generate the “right” answers. Feminist pedagogy, topic dictates pedagogyFriday, October 7, 2011
  168. 168. Transformative Direct InstructionFriday, October 7, 2011
  169. 169. Transformative Direct Instruction Can be helpful when the teacher wants to help students construct lenses of analyses.Friday, October 7, 2011
  170. 170. Transformative Direct Instruction Can be helpful when the teacher wants to help students construct lenses of analyses. Can be helpful when the level of disequilibrium is more than the students might be able to handle effectively on their own.Friday, October 7, 2011
  171. 171. Transformative Direct Instruction Can be helpful when the teacher wants to help students construct lenses of analyses. Can be helpful when the level of disequilibrium is more than the students might be able to handle effectively on their own. Use it sparingly! It can be done very well, but it can be overdone pretty quickly.Friday, October 7, 2011
  172. 172. Transformative Direct Instruction Can be helpful when the teacher wants to help students construct lenses of analyses. Can be helpful when the level of disequilibrium is more than the students might be able to handle effectively on their own. Use it sparingly! It can be done very well, but it can be overdone pretty quickly. Topic dictates pedagogyFriday, October 7, 2011
  173. 173. Transformative Small- Group DiscussionFriday, October 7, 2011
  174. 174. Transformative Small- Group Discussion Students working in small groups to explore transformative concepts and develop analyses.Friday, October 7, 2011
  175. 175. Transformative Small- Group Discussion Students working in small groups to explore transformative concepts and develop analyses. Each small group reports out to the rest of the class.Friday, October 7, 2011
  176. 176. Transformative Small- Group Discussion Students working in small groups to explore transformative concepts and develop analyses. Each small group reports out to the rest of the class. Teacher might ask for groups to report based on commonalities/differences rather than having each group do its whole presentation.Friday, October 7, 2011

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