Wyckoff technology curric

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Interdisciplinary Instruction, Technology Curriculum

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Wyckoff technology curric

  1. 1. Wyckoff Technology Curriculum, K-8 <ul><li>Cat Serra-Garcia </li></ul>
  2. 2. Wyckoff School District Goals <ul><li>Differentiate instruction that builds upon the learner’s unique strengths and needs. </li></ul><ul><li>Create and manage intellectually stimulating, inclusive, and safe learning environments in which students take risks as they work independently and collaboratively. </li></ul><ul><li>Provide instruction that is responsive to different learning styles and improves student achievement. </li></ul>www.wyckoffps.org
  3. 3. The Technology Curriculum <ul><li> Formalizes classroom instruction </li></ul><ul><li> Incorporates existing curriculum </li></ul><ul><li> Aligns with the core content standards </li></ul><ul><li> Reflects best practices in technology education </li></ul><ul><li> Demonstrates an articulation between & among grade levels </li></ul><ul><ul><ul><ul><li> Includes authentic use of technology as a vehicle for instruction </li></ul></ul></ul></ul><ul><li> Highlights the use of essential questions and “backward design” </li></ul><ul><li> Will continue to be refined as the school year progresses </li></ul>www.wyckoffps.org
  4. 4. The backward design process of Wiggins & McTighe begins with the end in mind: One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform (Wiggins and McTighe, 2000, page 8). The design process involves teachers planning in 3 stages, each with a focusing question: • Stage 1 - What is worthy and requiring of understanding? • Stage 2 - What is evidence of understanding? • Stage 3 - What learning experiences and teaching promote understanding, interest and excellence www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf
  5. 5. 3 Stages of Backward Design 1. Identifydesiredresults. 2. Determineacceptableevidence. 3. Plan learningexperiencesand instruction. www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf
  6. 6. Why Use Technology? <ul><li>Influence student academic performance </li></ul><ul><li>Fosters Differentiated Instruction </li></ul><ul><li>Develop higher order thinking and problem solving </li></ul><ul><li>Improve student motivation, attitude, and interest in learning </li></ul><ul><li>Help prepare students for the workforce </li></ul><ul><li>Address the needs of low-performing, at-risk, and students with learning handicaps </li></ul>Center for Applied Research in Educational Technology (CARET) http://caret.iste.edu
  7. 7. M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching , 5/E, 2010 by Pearson Education, Inc.
  8. 8. Best Practices in Technology <ul><li>Directly supports curriculum objectives </li></ul><ul><li>Provides opportunities for student collaboration </li></ul><ul><li>Adjusts for student ability and prior experiences, and provides feedback </li></ul><ul><li>Is integrated into the instructional day </li></ul><ul><li>Provides opportunities for students to design and implement projects </li></ul><ul><li>Is used in environments where teachers, community and administrators support it </li></ul>Center for Applied Research in Educational Technology (CARET) http://caret.iste.edu
  9. 9. Technology & Interdisciplinary Instruction <ul><li>Technology fosters connections between various curriculum areas. </li></ul><ul><li>Facilitates integration of information learned, relation between subject areas and applications to real life situations. </li></ul><ul><li>Web-based ID lessons & projects </li></ul><ul><ul><li>Writing for Writers www.teacher.scholastic.com/writewit.com </li></ul></ul><ul><ul><li>GoNorth! www.polarhusky.com </li></ul></ul><ul><ul><li>Unsung Heroes www.epals.com/projects/unsung_heroes </li></ul></ul><ul><ul><li>GeoThentic www.geothentic.umn.edu </li></ul></ul><ul><ul><li>National Math Trail www.nationalmathtrail.org </li></ul></ul>M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching , 5/E,2010 by Pearson Education, Inc.
  10. 10. Conclusion <ul><li>The Wyckoff educators work alongside children to provide a strong, holistic program that is appropriate for learners of varied needs and abilities.  Throughout the year, there is an effort to ensure curriculum is aligned with current research that allows for a dynamic, reciprocal approach to instruction. Their curriculum successfully infuses differentiated instruction, essential questions, backward design and best practices in technology integration. Their approach to instruction respects the diversity of their learners and together, they continually strive to make improvements to ensure students academic success. </li></ul>www.wyckoffps.org

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