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Classroom makeover day 1


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Monday Presentation for Classroom Makeover Strand - Confratute

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Classroom makeover day 1

  1. 1. Classroom Makeover:Differentiating to CreateClassrooms of Challenge and Consequence Dr. Liz Fogarty East Carolina University
  2. 2. Taking Inventory Themes Curriculum CompactingName a few from recent units or Have you done this before: lessons. YES NO In what subject areas? Anchor Activities Tiered Assignments Have you used these? Have you tiered assignments before? Which subject areas?
  3. 3. Understanding by DesignO Grant Wiggins and Jay McTighe
  4. 4. Understanding by Design When creating an instructional unit, begin with the end in mind. Ask yourself these questions…1. What is worth knowing?2. What is important for students toknow and do?3. What enduring understandings shouldstudents take away from the study?
  5. 5. Enduring Understandings Next,define the enduring understandings. • Overarching • Topical
  6. 6. Enduring Understandings Topical Overarching A president is Watergate was a not the law. major constitutional crisis, not a “third- rate burglary” or mere election shenanigans between political Parties.
  7. 7. Essential Questions Next, craft essential questions. • Overarching • Topical“Given particular subject matter or a particular concept, it iseasy to ask trivial questions … It is also easy to askimpossibly difficult questions. The trick is to find the mediumquestions that can be answered and that take yousomewhere.” Jerome Bruner, The Process of Education,1960, p. 40
  8. 8. Essential QuestionsO Cause genuine and relevant inquiry Provoke deep thought, lively discussions, sustained inquiry, and new understandingO Require students to consider alternatives, weigh evidence, support their ideas, and justify their answers.O Stimulate vital, ongoing rethinking of big ideas and assumptionsO Spark meaningful connectionsO Naturally occur ?????
  9. 9. Essential Questions Overarching TopicalIn what ways does What do ceremonialart reflect, as well as masks reveal aboutshape, culture? the Inca culture?
  10. 10. WHERE ProcessO Where: Outline where the unit is headed, and make sure students are aware of expectations.O Hook: Use a thought provoking focus point such as a photograph, a relic, an oddity, a problem, etc.O Explore/Enable/Equip: Provide learning experiences that allow students to explore big ideas through guided instruction and coaching.O Rethink/Reflect: Provide ways to get students to use and rethink concepts as well as revise, rehearse, and refine as needed.O Exhibit/Evaluate: Reveal what students know through final performances and other assessments for real-world audiences.
  11. 11. Etarvmitcrja(Cryptography)
  12. 12. Agent Sheila Toler Agent Kristen Argent
  13. 13. Etarvmitcrja(Cryptography)
  14. 14. Agent Sheila Toler Agent Kristen Argent
  15. 15. Which is more effective atprotecting secrets: codes or ciphers?Substitution CiphersCeasar Shift CiphersLetter Shift Substitution CiphersNumber Shift CiphersGrid Transposition CiphersRandom Transposition Ciphers Algorithms
  16. 16. Real-World Problem-Solving and Problem-FindingImportant aspect of curriculum for the gifted.O Allows students to apply their learningO Allows students to utilize analytical thinking skills to solve a problem or find problems to solveO Encourages development of social capital
  17. 17. Essential QuestionsO Which is more effective at protecting secrets: codes or ciphers?O Why has cryptography evolved?O How has cryptography covertly shaped the world?O Is cryptography good or evil?O Is cryptography an effective military weapon?O Can we fight an invasion of privacy with an invasion of privacy? (Patriot Act)
  18. 18. Technology-infused Products for Authentic Audiences Important aspect of curriculum for the gifted. O Allows students to apply their learning O Forces students to take risks O Develops students’ creative productivity – allows gifts to manifest themselves
  19. 19. Moving from Cute Counts
  20. 20. “Cute”
  21. 21. Making CSI Badges
  22. 22. Crime Scene InvestigatorID #AIG07200804 Authorization Level:Date Issued: L17/14/08
  23. 23. Hamster Caretaker Log
  24. 24. Whiskers Caretaking Log • Put him in his ball. • Refill his water. • Replenish his food. • Add bedding if needed. • Put him back in his cage. • Give him a yogurt treat. • Sign log.Signature Date Comments
  25. 25. Hanging Crime Scene Tape Around The Classroom
  26. 26. How Can We Turn ThisUnit From “Cute” Into “Counts”?
  27. 27. Develop An Essential Question
  28. 28. Essential Question Examples:1. Is there always a change or an exchange in an environment when a person or object enters?2. Are fingerprints an infallible source of identification?3. Can blood be used to determine the identity of a perpetrator?
  29. 29. Add in real-worldproblemsolving andreal-worldproblemfinding.
  30. 30. Explain that we have beensummoned to solve a crime. Brieflydiscuss the specifics of the crime:• The class pet, Whiskers, is missing.• A ransom note has been left at thescene.• There are no witnesses.
  31. 31. Develop Technology InfusedProducts for Authentic Audiences• Students utilize many different technology devicesand technological processes to create an end productof a virtual case file.• Devices include: a Smartboard, digital cameras,Palm pilots, iPods, a scanner, laptops, specializedlighting, and microscopes.• Processes include: downloading, uploading,scanning, creating podcasts, creating files withsecurity codes, and searching data bases.
  32. 32. Your Lessons and UnitsMake curriculum appropriate forgifted learners by moving from cute counts: O Enduring understandings and essential questions O Real-world problems O Authentic audiences
  33. 33. Questions?????