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Session 3 day 1

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  • 1. Curriculum and Instruction Christianne Cowie de Arroyo November 16th and 17th Te ach er Tra in ing In st it u teviernes, 16 de noviembre de 12
  • 2. What did we discuss? Are there any pressing issues/ questions/ ideas that arose during the week? Is there anything that needs to be clarified so far? Did you use any of the strategies we learned or applied any of the knowledge we discussed last week at school in any way? How did you do with the UdB unit?viernes, 16 de noviembre de 12
  • 3. What will be our agenda for this week? Date Content ✤What did we discuss? ✤Oral Presentations: Brunner, Gardner, Johnson & Johnson, Carol Ann Tomlinson ✤What do we mean by Backwards Design? and How do we integrate differentiated instruction and Backwards design? ★ The Backward design model (review our work so far) ★ How can we integrate UdB and differentiated instruction? ★Step two: Determine acceptable evidence November ★ Differentiated assessment 16th and 17th ★G.R.A.S.P.S. ★ Step three: Plan learning experiences and instruction: ★ Where to ✤How do we plan our lessons? ★ The Big 4 ★Linking our work so far with the Big 4 ★Feedback ★Using the G.A.N.A.G. scheme to plan lessons ★Strategies that work Ef f Cla e c t i v s t r s s ro o e a te m gyviernes, 16 de noviembre de 12
  • 4. What are our course Cou rs e S p ag y l l a b objectives? e 1 us Understand the basic principles of several different schools of thought and how they have influenced education. Plan and develop an academic unit using a variety of instructional models among them Backwards Design. Apply knowledge of Bloom´s taxonomy, Gardner´s multiple intelligences, Maslow´s Hierarchy and differentiated instruction to prepare lesson plans. Use research skills in order to complement the class readings and offer oral presentations. Describe the characteristics and steps involved in implementing a variety of instructional models. ve Ef f e c t i om C l a s s ro y s t r a te gviernes, 16 de noviembre de 12
  • 5. ve Ef f e c t i om C l a s s ro y s t r a te g Oral presentations: Brunner, Gardnerviernes, 16 de noviembre de 12
  • 6. UdB... The Backwards design model of yo ur ‘To be gin w ith th e en d in mi nd me an s to st art w ith a cle ar un de rs ta nding ta nd de st in at ion . It me an s to kn ow wh ere yo u’re go ing so th at yo u be tter un de rs e right direc tio n.’ wh ere yo u are no w so th at th e step s yo u ta ke are al ways in th Ste ven R. Coveyviernes, 16 de noviembre de 12
  • 7. The backwards design Model Step%1% Iden*fy% Step%2% desired% Determine% results% acceptable% evidence% Step%3% Plan%learning% experiences% and% instruc*on%viernes, 16 de noviembre de 12
  • 8. Let´s continue working on our units We were w or k ing on Sta g e 2 - De te rm ine acc ep ta ble ev iden ceviernes, 16 de noviembre de 12
  • 9. What is the second step in Understanding by Design? Stage 2 : Determine acceptable evidenceviernes, 16 de noviembre de 12
  • 10. Video on stage 2 Step%2% Determine( acceptable( evidence(viernes, 16 de noviembre de 12
  • 11. Knowledge that is worth being familiar with: Worth being Traditional Quizzes and Tests familiar with... Paper and pencil Selected response Constructed Response Closed questioning Important to know and do... Understandings+that+are+enduring:+ Enduring Performance*Tasks*and*Projects* Understandings Open*ended* Complex* Authen9c* Open*ended*ques9ons*and** tasks*that*go*beyond*the** obvious*and*excite*curiosity* Iden%fy( Step%2% Determine( desired( acceptable( results( evidence(viernes, 16 de noviembre de 12
  • 12. Use the G.R.A.S.P acronym to .S. plan performance assessment Page 8-9 Goal Role Audience Situation Product Performance and Purpose Standard or Criteria for Success Step%2% Determine( acceptable( evidence(viernes, 16 de noviembre de 12
  • 13. Differentiated instruction One size does not fit all! st uden ts A di ff eren tiate d cla ss ro om of fe rs di ff eren t approach es to w hat ed . lea rn, ho w th ey lea rn it, an d ho w th ey de mon st rate w hat th ey’ve lea rnviernes, 16 de noviembre de 12
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  • 33. Why differentiate? When we teach the same thing to all kids at the same time and the same way… 1/3 already know it, 1/3 get it, and 1/3 never will. So 2/3 of the kids are wasting their time. --Scott Willisviernes, 16 de noviembre de 12
  • 34. What is differentiated instruction? WEBSTER “…to make unlike; to develop specialised differences in…” TOMLINSON “…shaking up what goes on in the classroom so that the curriculum is a better fit for all.” ve Ef f e c t i om C l a s s ro y s t r a te gviernes, 16 de noviembre de 12
  • 35. Connect, Extend and Challenge Think about chapters 3 and 4 of Integrating differentiated instruction and Udb Connect Extend Challenge In which ways the chapters connect How does it How does it with what you challenge what extend your already know about you thought or knowledge? curriculum and believed? instruction? Ef f e c t i ve om C l a s s ro y s t r a te gviernes, 16 de noviembre de 12
  • 36. What is differentiation all about? creating specialised differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learnersviernes, 16 de noviembre de 12
  • 37. viernes, 16 de noviembre de 12
  • 38. How can we integrate UdB and differentiated instruction? nt s we inc rea se the Whe n we foc us on the same lea rn ing exp erien ce bu t through dif feren t en try poi ing s als o en sur ing th at ch an ces of eve ry stu den t develo pin g the ke y sk ills an d ess en tia l un dersta nd stu den ts to develo p the each stu den t is ch allenged in an app rop riate way. Eve n th ough we exp ect all ach ievemen t, intere st or same sk ills each one wi ll use the m in a dif feren t way acc ording to the ir level of pa rticul ar lea rn ing ne eds Ca rol An n Tom lin sonviernes, 16 de noviembre de 12
  • 39. Integrating UdB and differentiated instruction 1. Identify desired results: a.  What are the enduring understandings? b.  What knowledge, skills are we going to develop? What will they be able to do?. 2. Determine acceptable evidence: How do we know if students have been able to understand? 3. Learning ShouldNOTdifferen0ate experiences/ teaching strategies May$differen+ate$ MC#TIGHE,#J.#&#TOMLINSON,#C.A.,#Integra8ng# Differen8ated#instruc8on#and#UbD,##2006# !!!!Has!to!differen-ate! !viernes, 16 de noviembre de 12
  • 40. How can we differentiate assessment and Instruction? Three ways that you can differentiate assessment (formative and summative) and instruction is through: Change Challenge Choice Step%2% Determine( acceptable( evidence(viernes, 16 de noviembre de 12
  • 41. How can we differentiate assessment and Instruction? Change! What students How students The end result learn learn Content Process product •  Complexity •  Direct instruction •  Entry points •  Environment •  Collaborative learning •  Ways of expression •  Resources •  Inquiry •  Accountability Step%2% Determine( Source: Fogarty, R & Pete, B. 2005 acceptable( evidence(viernes, 16 de noviembre de 12
  • 42. How can we differentiate assessment and Instruction? CHALLENGE For advanced – challenge them (tension=celebrate effort & achievement) for developing learners – clear choices in terms of entry points, decide how, define learning standard Use tiered instruction (we will talk about it when we discuss Bloom´s taxonomy) Step%2% Determine( acceptable( evidence(viernes, 16 de noviembre de 12
  • 43. How can we differentiate assessment and Instruction? CHOICE Opportunity to select the ‘what’ and ‘how’ Choices within structure about how to demonstrate learning – eg. MI - Raft - Scaffolding Voice in the process = ownership & engagement Step%2% Determine( acceptable( evidence(viernes, 16 de noviembre de 12
  • 44. How can we differentiate assessment and Instruction? Author Rick Wormeli suggests placing the menu options in a restaurant menu style that could include appetisers, a main dish, side dishes, and even desserts. He suggests this following format. Step%2% Determine( Ef f e c t i ve acceptable( om evidence( C l a s s ro y s t r a te gviernes, 16 de noviembre de 12
  • 45. How can we differentiate assessment and Instruction? Step%2% Determine( Ef f e c t i ve acceptable( om evidence( C l a s s ro y s t r a te g Rebecca Anijovichviernes, 16 de noviembre de 12
  • 46. How can we differentiate assessment and Instruction? Step%2% Determine( Ef f e c t i ve acceptable( om evidence( C l a s s ro y s t r a te gviernes, 16 de noviembre de 12
  • 47. Tic Tac Toe Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that allow them to practice skills they’ve learned in class or to demonstrate and extend their understanding of concepts. From the board, students either choose or are assigned three adjacent or diagonal tasks to complete. Choice boards address student readiness, interest, or learning preferences. They are easily adapted to a subject area. Steps: 1. Identify the outcomes and instructional focus of a unit of study. 2. Use assessment data and student profiles to determine student readiness, learning styles, or interests. 3. Design nine different tasks. 4. Arrange the tasks on a choice board. 5. Select one required task for all students. Place it in the centre of the board. 6. Students complete three tasks, one of which must be the task in the middle square. The three tasks should complete a Tic-Tac-Toe row.viernes, 16 de noviembre de 12
  • 48. Tic Tac - Toe Rick Wormelly offers the following Tic Tac-Toe board based on Gardner’s (1991) multiple intelligences.viernes, 16 de noviembre de 12
  • 49. How can we differentiate assessment and Instruction? Step%2% Determine( Ef f e c t i ve acceptable( om evidence( C l a s s ro y s t r a te gviernes, 16 de noviembre de 12
  • 50. How can we differentiate assessment and Instruction? Aim for a balanced system Include: Traditional assessments (tests, quizzes ) Portfolio assessments (collections of student work) Performance assessments (demonstration of what students know and are able to do) Step%2% Determine( acceptable( evidence(viernes, 16 de noviembre de 12
  • 51. How can we apply this to our own work?viernes, 16 de noviembre de 12
  • 52. Page 6 - 11viernes, 16 de noviembre de 12
  • 53. Page 6 - 11viernes, 16 de noviembre de 12
  • 54. Using the six facets of understanding to assess student understanding Look at the example on performance tasks based on the six facets of understanding Go back to your unit and think about one possible summative assessment task you could add to the unit. If you wish you could use the G.R.A.S.P.S model to guide your thinking. Think about the way in which you will differentiate assessment. Maybe add a Tic - Tac - Toe or menú? Add some formative assessment tasks as other evidence Step%2% Determine( Page acceptable( 6 - 11 evidence(viernes, 16 de noviembre de 12
  • 55. In which ways differentiated assessment impacts differentiated instruction?viernes, 16 de noviembre de 12
  • 56. Questions to evaluate performance assessment tasks ? Does the task truly match the outcome(s) youre trying to measure? Does the task require the students to use critical thinking skills? Is the task a worthwhile use of instructional time? Does the assessment use engaging tasks from the "real world?" Can the task be used to measure several outcomes at once? Are the tasks fair and free from bias? Will the task be credible? Is the task feasible? Step%2% Is the task clearly defined? Determine( acceptable( evidence(viernes, 16 de noviembre de 12