Session 4


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Session 4

  1. 1. Curriculum and Instruction Christianne Cowie de Arroyo November 2nd and 3rd 2012 Te ach er Tra in ing In st it u temiércoles, 5 de diciembre de 12
  2. 2. Please sit with the people who read the same article on feedback last sessionmiércoles, 5 de diciembre de 12
  3. 3. 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?miércoles, 5 de diciembre de 12
  4. 4. What was your Structuring a whole unit, Standards and benchmark writing, How many benchmarks are appropriate for a unit? differentiation, apply differentiation in my classroom, the WHERE TO in unit planning, framing essential questions, connections bet ween UdB and backwards design Bloom´s taxonomy to unit planning, standards and benchmarks, differentiated assessment, differentiated instruction, develop big ideas and essential question in my unit, plan my unit, assessment and assessment for understanding, The 3 stages in Backwards design and how to plan a unit. Purposes and targets of effective planning, connections are extremely important in unit design, coherent curriculum: What, How and Whether, formative and summative assessment, the importance of differentiation, the role and importance of feedback, the difference bet ween differentiation and curriculum accommodation, ve Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  5. 5. What will be our agenda for this week? Date Content ✤What did we discuss? ✤Oral Presentations: Marzanno, Maslow, Lynn Eryckson, Making Thinking Visible ✤How do we plan our lessons? ★ The Big 4 ★Linking our work so far with the Big 4 ★Feedback November ★Using the G.A.N.A.G. scheme to plan lessons ★Bloom´s Taxonomy 30th and ★Strategies that work December 1st ✤Curriculum and instruction for the thinking classroom ★Three dimensional vs Two dimensional curriculum ★ Exploring connections between concept based curriculum and making thinking visible ★Improving our units Ef f Cla e c t i v s t r s s ro o e a te m gymiércoles, 5 de diciembre de 12
  6. 6. 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 gmiércoles, 5 de diciembre de 12
  7. 7. ve Ef f e c t i om C l a s s ro y s t r a te g Oral presentations: Marzano, Maslowmiércoles, 5 de diciembre de 12
  8. 8. G.A.N.A.G. 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. Coveymiércoles, 5 de diciembre de 12
  9. 9. It is always important to have a Goal! Think about... What is your Goal as a teacher?miércoles, 5 de diciembre de 12
  10. 10. The big 4 We worked on We have seen those two many but will aspects while also discuss looking at UdB. planning When we review concept based curriculum we We will will also talk a finish bit more about discussing this this today ve Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  11. 11. Feedback Criterion based feedback Giving the learner specific feedback based on the learning targets. Developing a method of grading and record-keeping that demonstrates the learners progress in meeting the learning targets. Think about your last week in school... What feedback have you given? Did you receive any?miércoles, 5 de diciembre de 12
  12. 12. What is effective feedback?miércoles, 5 de diciembre de 12
  13. 13. What is effective feedback? Jigsaw reading: Each table has one article regarding feedback. Read and discuss your article. Decide on what aspects are important to share with the wider group ve Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  14. 14. What is effective feedback? Once you have decided on what and how to share, form mixed groups with at least one person reading each article. Each one shares and as a group decide on a list of important aspects regarding effective feedbackmiércoles, 5 de diciembre de 12
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  30. 30. What is the role of feedback in the learning cycle? Refinement%of% Access%prior% understanding% knowledge% Outside% Input:%New% evalua8on% teaching% Self% Prac8ce% TC l Assessment% P e M odmiércoles, 5 de diciembre de 12
  31. 31. g Log ar nin on Le Re f le c t i What strategies could you use in order to provide effective feedback to your students?miércoles, 5 de diciembre de 12
  32. 32. The GANAG scheme G = State the GOALS (or standards intended for the lesson A = ACCESS prior knowledge that relates to the lesson N = Introduce NEW information or concepts A = ANALYSE/APPLY the new information or concepts G = Summarise or restate the GOALS learned in the lessonmiércoles, 5 de diciembre de 12
  33. 33. Goals Robust- strongly formed or constructed concepts, generalisations, or procedures. “Just right” learning targets Not too broad, not too specific (We will look at this once again next week) Declarative and Procedural Knowledge Curriculum Process - Describe the “what” of teachingmiércoles, 5 de diciembre de 12
  34. 34. Using Bloom´s Taxonomy In 1956 Bloom, developed a classification of levels of intellectual behaviour important in learning. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible levelmiércoles, 5 de diciembre de 12
  35. 35. e t o di s c us s Ti m What important aspects do you see in Marzano´s text? ve Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  36. 36. Using Bloom´s Taxonomy In order to develop instructional objectives we use the following stem: The student(s) will be able to plus a verb ve Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  37. 37. Strategies and digital tools to use with the taxonomy Technology is a fantastic tool. In our dropbox we have a list of sites and software available online you can use according to Bloom´s taxonomy. Let´s check it out! Your homework this week will be look at them and include at least one in your UdB or GANAG lesson plan.miércoles, 5 de diciembre de 12
  38. 38. Declarative and Procedural Declarative = facts, concepts, generalisations - Begins with: understands, knows Procedural = processes, skills - Begins with: all other verbs Where can we find declarative knowledge in the UdB template? Where do we find procedural knowledge in the UdB template?miércoles, 5 de diciembre de 12
  39. 39. How can we apply this to our own work? Look at your UdB unit and start to plan one lesson using the GANAG scheme. What would be your objectives for that lesson?miércoles, 5 de diciembre de 12
  40. 40. Access prior knowledge Brain is a filing cabinet Needs a clue to decide which file to open Nonlinguistic representations, advanced organisers, and cooperative learning What is the best way to APK?miércoles, 5 de diciembre de 12
  41. 41. New Information How do we acquire new knowledge? When students are learning new information, they are relating the new knowledge to what they already know, organising that information, and then making it part of their long-term memory”. Lecturing and having students read or view new information are acceptable approaches to presenting new information, but the important strategies are the ones that the learner uses to organise the information, such as note taking, using a thinking skill as a scaffold organiser, creating a graphic organiser using nonlinguistic representations, and questioning. Pair/sharing and other partnering strategies help with clarifying and acquiring new knowledge.miércoles, 5 de diciembre de 12
  42. 42. Good morning!miércoles, 5 de diciembre de 12
  43. 43. Application Applying declarative knowledge implies that the student will be able to generate an original use of the knowledge, so any of the thinking skills work here, such as comparing, analysing a situation as a system, examining different points of view to make a generalisation, making a decision in a simulation, and creating a robust analogy in order to deepen understanding.miércoles, 5 de diciembre de 12
  44. 44. Generalise Generalising or summarising is a strategy that applies to this section, especially in c o n j u n c t i o n w i t h c o o p e r a t i ve l e a r n i n g , nonlinguistic representations, and generating questionsmiércoles, 5 de diciembre de 12
  45. 45. Homework HW (if necessary). When teachers believe that students would benefit from more reading or practice, assigning homework allows them to work unsupervised. In most cases, the student needs to receive some sort of feedback the next day. Keep the homework connected to the following day of instruction as part of a review or as part of Ef f e c t i ve om the progressing lessons C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  46. 46. Nine Categories in Instructional Planning Identifying similarities and differences. Summarising and note taking. Reinforcing effort and providing recognition. Homework and practice. Nonlinguistic representations. Cooperative learning. Setting objectives and providing feedback. Generating and testing hypotheses. Classroom instruction that works, Marzano, Pickering and Pollock ve Questions, cues, and advance organisers. Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  47. 47. How can we apply this to our own work?miércoles, 5 de diciembre de 12
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  49. 49. ve Ef f e c t i om C l a s s ro y s t r a te g Oral presentations: Lynn Erickson, Making thinking visiblemiércoles, 5 de diciembre de 12
  50. 50. Working the conceptual level Topic based vs Concept based (Big ideas or understanding) Two Dimensional vs Three dimensional Coverage centred - “inch deep Idea centred - Facts provide a foundation to and a mile wide understand conceptual, transferable ideas Intellectually shallow - Lacks Intellectual depth - a conceptual lens or a conceptual focus to create focus requires mental processing on the conceptual brain synergy factual and conceptual levels producing thinking and understanding ve Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  51. 51. The structure of knowledge People tend to settle in geographical areas that can support their basic needs. Migration may lead to new opportunities or greater freedom Migration, opportunity, needs, freedom Colonial America people, names, dates, places, migration routes, etc.miércoles, 5 de diciembre de 12
  52. 52. Examples of concepts Music Social Maths Science Language Studies Rhythm Whole Conflict Verbal and Melody Numbers Cooperation Non verbal Harmony Place value Order Patterns communication Timbre Money organism Populations Language Form Units of Population System symbols Dynamics Measure System Change sounds Articulation Facts change Continuity Literature - Tempo Expressions Evolution Culture Patterns Equilibrium Metaphor, Mood Independence Protagonist, word Shape choicemiércoles, 5 de diciembre de 12
  53. 53. What are the concepts in your own unit? Loot at your big idea(s) Identify the concepts you are working with What is the topic? What are the main facts?miércoles, 5 de diciembre de 12
  54. 54. Developing principles and generalisation Generalisations are summaries of thought: Two or more concepts in a relationship No proper or personal nouns No pronouns: our, we, they Has a present tense verb - not is or are (try to avoid affect, impact or influence - ask how or why) Is a transferable idea that is supported by factual content (timeless and universal) May need a qualifier if not true in all situations (May, could, etc)miércoles, 5 de diciembre de 12
  55. 55. How can we apply this to our own work? Look at your UdB lesson, think about your big idea taking into account Lynn Erickson´s perspective. How can you improve it? Does improving your big idea change the other two steps in any way?miércoles, 5 de diciembre de 12
  56. 56. g Log ar nin on Le Re f le c t i How close are you of a three dimensional model in your teaching? What are the next steps on the journey for you?miércoles, 5 de diciembre de 12
  57. 57. Making thinking visible Thinking about our discussions, the presentation and the article you read on Making Thinking Visible... What do you THINK about this proposal? What questions or PUZZLES do you have? What does the topic make you want to EXPLORE?miércoles, 5 de diciembre de 12
  58. 58. Assignments and readings for next session: Oral presentations: Marzano, Maslow, Lynn Erickson (Concept based curriculum), Making thinking visible (David Perkins and Ron Ritchhart) 4th Learning Log due (Blog, electronic, paper, etc) Readings: (there is a folder called required readings) Why are school buses always yellow? Chapter 2 – John Barell Explore: Digital tools to use with the taxonomy, include at least one in your lesson plans. If you wish try to include thinking routines as well to your units. Bring: Your Finished UdB unit and your GANAG lesson plan. If you want me to give you feedback on GANAG send it to me by Friday. ve Ef f e c t i om C l a s s ro y s t r a te gmiércoles, 5 de diciembre de 12
  59. 59. Compass points E = Excited. What excites you about this idea or proposition? W = Worrisome. What do you find worrisome about this idea? N = Need to Know. What else do you need to know or find out about it? What additional information would help you? S = Stance, Steps, or Suggestions for Moving Forward. What is your current stance on the idea or proposition? What steps might you take to increase your understanding of the issue?miércoles, 5 de diciembre de 12