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Transformative Lesson and Unit Planning 2011

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  • 1. Transformative Teaching Methods & Lesson Plans Kurt Love, Ph.D. Central Connecticut State UniversityFriday, October 7, 2011
  • 2. What is a “Lesson”?Friday, October 7, 2011
  • 3. What is a “Lesson”? It depends on your conceptual frame...Friday, October 7, 2011
  • 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. Community Involvement Stage 1 Researching the CommunityFriday, October 7, 2011
  • 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. Community Involvement Stage 2 Action in the CommunityFriday, October 7, 2011
  • 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. Transformative Unit PlansFriday, October 7, 2011
  • 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. 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. 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. 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. 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. Unit Plan New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. Hierarchy of Essential QuestionsFriday, October 7, 2011
  • 26. Hierarchy of Essential Questions Unit LevelFriday, October 7, 2011
  • 27. Hierarchy of Essential Questions Unit LevelFriday, October 7, 2011
  • 28. Hierarchy of Essential Questions Unit Level Lesson Level Lesson Level Lesson LevelFriday, October 7, 2011
  • 29. Hierarchy of Essential Questions Unit Level Lesson Level Lesson Level Lesson LevelFriday, October 7, 2011
  • 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. Hierarchy of Essential QuestionsFriday, October 7, 2011
  • 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. 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. 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. 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. Hierarchy of Essential QuestionsFriday, October 7, 2011
  • 37. Hierarchy of Essential Questions Lesson level questions are the target questions that drive the whole lesson.Friday, October 7, 2011
  • 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. 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. 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. Hierarchy of Essential QuestionsFriday, October 7, 2011
  • 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. 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. 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. Let’s Try It...Friday, October 7, 2011
  • 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. Let’s have another try...Friday, October 7, 2011
  • 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. One more time...Friday, October 7, 2011
  • 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. ObjectivesFriday, October 7, 2011
  • 52. Objectives These should mirror the essential questions.Friday, October 7, 2011
  • 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. 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. “Students will be able to...”Friday, October 7, 2011
  • 56. “Students will be able to...” Describe Emote Engage Anticipate Analyze Demonstrate Relate Interpret Produce Extrapolate Reflect DesignFriday, October 7, 2011
  • 57. “Students will be able to...”Friday, October 7, 2011
  • 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. “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. “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. Questions & Objectives Lesson Level Question Objective Shared RootFriday, October 7, 2011
  • 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. 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. 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. 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. 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. 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. Assessment Truth ThoughtFriday, October 7, 2011
  • 69. Assessment Traditional Truth ThoughtFriday, October 7, 2011
  • 70. Assessment Traditional Truth Informal: Formal: Exam, Check Thought Performance knowledgeFriday, October 7, 2011
  • 71. Assessment Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  • 72. Assessment Liberal/Progressive Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  • 73. Assessment Liberal/Progressive Informal: Check prior knowledge Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  • 74. Assessment Liberal/Progressive Informal: Check prior knowledge Informal: Check knowledge Thought scaf fold New Truth Thought scaffold ThoughtFriday, October 7, 2011
  • 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. Assessment New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  • 77. Assessment Transformative New New Thought Thought Relationship Critical Communities Info Questioning New New Thought Thought RelationshipFriday, October 7, 2011
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Response To InterventionFriday, October 7, 2011
  • 103. Response To InterventionFriday, October 7, 2011
  • 104. Response Data Analysis To Standards/GLEs Benchmarks Unit Planning Intervention Lesson Planning Effective Teaching Strategies Common Formative AssessmentsFriday, October 7, 2011
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Backwards Design Stage 3 = Learning Plan and Resources Lesson Learning Objectives Formative Performance 1 2Friday, October 7, 2011
  • 117. That’s a little backwards...Friday, October 7, 2011
  • 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. 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. 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. 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. 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. 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. 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. ActivityFriday, October 7, 2011
  • 126. Activity Engaging in thick descriptionFriday, October 7, 2011
  • 127. Activity Engaging in thick description Being rooted in some kind of community involvementFriday, October 7, 2011
  • 128. StandardsFriday, October 7, 2011
  • 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. Standards Theme: Global WarmingFriday, October 7, 2011
  • 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. 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. 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. DifferentiationFriday, October 7, 2011
  • 135. Differentiation Cognitive connections: Connecting with students’ diverse ways of learning.Friday, October 7, 2011
  • 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. 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. 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. “Methods”Friday, October 7, 2011
  • 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. “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. Divergent ThinkingFriday, October 7, 2011
  • 143. “Methods”Friday, October 7, 2011
  • 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. “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. “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. 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. 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. “Solutionaries”Friday, October 7, 2011
  • 150. Transformative Cooperative GroupsFriday, October 7, 2011
  • 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. 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. 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. Transformative InquiryFriday, October 7, 2011
  • 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. 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. 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. Transformative InquiryFriday, October 7, 2011
  • 159. Transformative Inquiry 1. Teacher/students determine a transformative contextFriday, October 7, 2011
  • 160. Transformative Inquiry 1. Teacher/students determine a transformative context 2. “Mess about” & develop testable questionsFriday, October 7, 2011
  • 161. Transformative Inquiry 1. Teacher/students determine a transformative context 2. “Mess about” & develop testable questions 3. InvestigationFriday, October 7, 2011
  • 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. Transformative Socratic MethodFriday, October 7, 2011
  • 164. Transformative Socratic Method Using authentic questions exclusively to explore social, cultural, and ecological relationships embedded in the curriculumFriday, October 7, 2011
  • 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. 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. 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. Transformative Direct InstructionFriday, October 7, 2011
  • 169. Transformative Direct Instruction Can be helpful when the teacher wants to help students construct lenses of analyses.Friday, October 7, 2011
  • 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. 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. 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. Transformative Small- Group DiscussionFriday, October 7, 2011
  • 174. Transformative Small- Group Discussion Students working in small groups to explore transformative concepts and develop analyses.Friday, October 7, 2011
  • 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. 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
  • 177. 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. Feminist pedagogyFriday, October 7, 2011
  • 178. Transformative Whole- Class DiscussionFriday, October 7, 2011
  • 179. Transformative Whole- Class Discussion Teacher/students driving discussion through transformative analyses and questions.Friday, October 7, 2011
  • 180. Transformative Whole- Class Discussion Teacher/students driving discussion through transformative analyses and questions. Good for when everyone needs to be on the same page, but not as engaging as small group discussions.Friday, October 7, 2011
  • 181. Transformative Whole- Class Discussion Teacher/students driving discussion through transformative analyses and questions. Good for when everyone needs to be on the same page, but not as engaging as small group discussions. Feminist pedagogy, topic dictates pedagogyFriday, October 7, 2011
  • 182. Transformative Use of MediaFriday, October 7, 2011
  • 183. Transformative Use of Media Viewing = consumingFriday, October 7, 2011
  • 184. Transformative Use of Media Viewing = consuming What is transformative “viewing/consuming?”Friday, October 7, 2011
  • 185. Transformative Use of Media Viewing = consuming What is transformative “viewing/consuming?” Creating = producingFriday, October 7, 2011
  • 186. Transformative Use of Media Viewing = consuming What is transformative “viewing/consuming?” Creating = producing What is transformative “creating/producing?”Friday, October 7, 2011
  • 187. Transformative Use of Media Viewing = consuming What is transformative “viewing/consuming?” Creating = producing What is transformative “creating/producing?” Viewing/consuming transformative issues is coupled with creating/producing transformative awareness and action in one’s community.Friday, October 7, 2011
  • 188. Transformative Use of Media Viewing = consuming What is transformative “viewing/consuming?” Creating = producing What is transformative “creating/producing?” Viewing/consuming transformative issues is coupled with creating/producing transformative awareness and action in one’s community. Topic dictates pedagogyFriday, October 7, 2011
  • 189. Transformative ProjectsFriday, October 7, 2011
  • 190. Transformative Projects Go beyond posters and tri-fold boardsFriday, October 7, 2011
  • 191. Transformative Projects Go beyond posters and tri-fold boards Working in community-based projectsFriday, October 7, 2011
  • 192. Transformative Projects Go beyond posters and tri-fold boards Working in community-based projects This is a rich form of assessment that is inherently differentiated, can be done in groups or individually, and can affect communitiesFriday, October 7, 2011
  • 193. Transformative Projects Go beyond posters and tri-fold boards Working in community-based projects This is a rich form of assessment that is inherently differentiated, can be done in groups or individually, and can affect communities Think beyond having students recite facts. Think about having students describe implications and provide analysis.Friday, October 7, 2011
  • 194. Transformative Projects Go beyond posters and tri-fold boards Working in community-based projects This is a rich form of assessment that is inherently differentiated, can be done in groups or individually, and can affect communities Think beyond having students recite facts. Think about having students describe implications and provide analysis. Topic dictates pedagogyFriday, October 7, 2011
  • 195. Embedded Questioning Instead of having the questions at the end of the text, they are located to the side of the text. The questions ask students to immediately engage with a real world issue related to the reading. Feminist pedagogy, topic dictates pedagogyFriday, October 7, 2011
  • 196. “Initiation” or Framing the DiscourseFriday, October 7, 2011
  • 197. “Initiation” or Framing the Discourse Raise questions: Rev their engines with interesting, relevant, real-world connectionsFriday, October 7, 2011
  • 198. “Initiation” or Framing the Discourse Raise questions: Rev their engines with interesting, relevant, real-world connections Set up the frame of thinking and analysis that will then be used for the rest of the lesson.Friday, October 7, 2011
  • 199. “Initiation” or Framing the DiscourseFriday, October 7, 2011
  • 200. “Initiation” or Framing the DiscourseFriday, October 7, 2011
  • 201. “Initiation” or Framing the Discourse Great place to analyze ART & MUSICFriday, October 7, 2011
  • 202. “Initiation” or Framing the Discourse Great place to analyze ART & MUSIC Great place to analyze YouTube videosFriday, October 7, 2011
  • 203. “Initiation” or Framing the Discourse Great place to analyze ART & MUSIC Great place to analyze YouTube videos Great place to analyze AdvertisementsFriday, October 7, 2011
  • 204. “Initiation” or Framing the Discourse Great place to analyze ART & MUSIC Great place to analyze YouTube videos Great place to analyze Advertisements Great place to analyze Documentary Film ExcerptsFriday, October 7, 2011
  • 205. “Initiation” or Framing the Discourse Great place to analyze ART & MUSIC Great place to analyze YouTube videos Great place to analyze Advertisements Great place to analyze Documentary Film Excerpts Great place to analyze QuotesFriday, October 7, 2011
  • 206. “Closure” or Going Beyond Exit SlipsFriday, October 7, 2011
  • 207. “Closure” or Going Beyond Exit Slips An important opportunity to check in with the students to see where their thinking is.Friday, October 7, 2011
  • 208. “Closure” or Going Beyond Exit Slips An important opportunity to check in with the students to see where their thinking is. This is information that will help you plan, adjust, and modify for the next class meeting.Friday, October 7, 2011
  • 209. “Closure” or Going Beyond Exit Slips An important opportunity to check in with the students to see where their thinking is. This is information that will help you plan, adjust, and modify for the next class meeting. Researchers focus on implications rather than on rote memorization. Ask “What does this mean for us as a people?“ rather than “What does this mean?”Friday, October 7, 2011
  • 210. “Closure” ImplicationsFriday, October 7, 2011
  • 211. “Closure” ImplicationsFriday, October 7, 2011
  • 212. “Closure” ImplicationsFriday, October 7, 2011
  • 213. “Closure” ImplicationsFriday, October 7, 2011
  • 214. “Closure” ImplicationsFriday, October 7, 2011
  • 215. “Closure” or Going Beyond Exit SlipsFriday, October 7, 2011
  • 216. “Closure” or Going Beyond Exit Slips Great place to analyze ART & MUSICFriday, October 7, 2011
  • 217. “Closure” or Going Beyond Exit Slips Great place to analyze ART & MUSIC Great place to analyze YouTube videosFriday, October 7, 2011
  • 218. “Closure” or Going Beyond Exit Slips Great place to analyze ART & MUSIC Great place to analyze YouTube videos Great place to analyze AdvertisementsFriday, October 7, 2011
  • 219. “Closure” or Going Beyond Exit Slips Great place to analyze ART & MUSIC Great place to analyze YouTube videos Great place to analyze Advertisements Great place to analyze Documentary Film ExcerptsFriday, October 7, 2011
  • 220. “Closure” or Going Beyond Exit Slips Great place to analyze ART & MUSIC Great place to analyze YouTube videos Great place to analyze Advertisements Great place to analyze Documentary Film Excerpts Great place to analyze QuotesFriday, October 7, 2011
  • 221. Extending the Learning ExperienceFriday, October 7, 2011
  • 222. Extending the Learning Experience Homework is the traditional concept here, but this can be reconceptualized to an activity that extends thinking and analysis.Friday, October 7, 2011
  • 223. Extending the Learning Experience Homework is the traditional concept here, but this can be reconceptualized to an activity that extends thinking and analysis. Ask one question that’s open-ended and requires analytical or relational thought.Friday, October 7, 2011
  • 224. Extending the Learning Experience Homework is the traditional concept here, but this can be reconceptualized to an activity that extends thinking and analysis. Ask one question that’s open-ended and requires analytical or relational thought. The “facts” or concepts that you want the students to know will be embedded.Friday, October 7, 2011
  • 225. Transformative Teaching Practices ContinuumFriday, October 7, 2011
  • 226. Transformative Teaching Practices Continuum Transformative Context Co-centering traditional curriculum with transformative perspectives Transformative perspectives as “ add-ons” No transformative perspectives includedFriday, October 7, 2011
  • 227. Transformative Teaching Practices Continuum Transformative Context Co-centering traditional curriculum with transformative perspectives Transformative perspectives as “ add-ons” No transformative perspectives included No Transformative Transformative Perspectives Context Transformative Co-Centering Perspectives Transformative as “Add-Ons” PerspectivesFriday, October 7, 2011
  • 228. Transformative Teaching PracticesFriday, October 7, 2011
  • 229. Transformative Teaching Practices Transformative Context A transformative topic(s) is centered and traditional content supports the understanding of the transformative topic(s). Vocabulary learned in order to understand the transformative topic more deeply. Traditional vocabulary is contextualized. Focus is on engaging students in community-based action.Friday, October 7, 2011
  • 230. Transformative Teaching Practices Transformative Context A transformative topic(s) is centered and traditional content supports the understanding of the transformative topic(s). Vocabulary learned in order to understand the transformative topic more deeply. Traditional vocabulary is contextualized. Focus is on engaging students in community-based action. Co-centering traditional curriculum with transformative perspectives Both the transformative topic(s) and traditional content are equally emphasized. Vocabulary may be generated from student research, but it is also at least partially driven by the established curriculum and/ or textbooks. If students engage in social action, it may be a mixture of classroom- and community-centric actions.Friday, October 7, 2011
  • 231. Transformative Teaching PracticesFriday, October 7, 2011
  • 232. Transformative Teaching Practices Transformative perspectives as “add-ons” Traditional content is emphasized with transformative topics added as peripheral information. If students engage in action, it is primarily classroom-centric.Friday, October 7, 2011
  • 233. Transformative Teaching Practices Transformative perspectives as “add-ons” Traditional content is emphasized with transformative topics added as peripheral information. If students engage in action, it is primarily classroom-centric. No transformative perspectives included The focus is primarily on the established curriculum. A teacher may include a “relevant” topic not emphasized in traditional, established curriculum, but doing so does not automatically mean that it is transformative.Friday, October 7, 2011

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