Curriculum Compacting E-learning Module Part 2
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This document provides guidance on compacting the math curriculum through three steps: 1) Pre-assess students to identify those who have mastered learning targets, 2) Group students into regular and compacted groups based on assessment results and other factors, 3) Design replacement activities for compacted students including anchor activities, extension lessons, and games that are aligned to standards and can be done independently. Resources for these activities can be found on the school's curriculum website and should offer choice, challenge, and engagement for advanced students.
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In the second half of the talk I will navigate four years of student data in General Chemistry with our in-house developed learning analytics tool BoSCO (Browser of Student and Course Objects). Rather than an intensive statistical analysis tool, BoSCO allows an “intentional browsing” of student data and it can be understood as a hypothesis generating tool that creates questions rather than giving a definitive answer or evidence. In particular, we will look at student performance in different types of assignments of the General Chemistry curriculum throughout the years filtered by different demographics criteria. More specifically, we will use the SLICE approach (Showing Longitudinal Interactions of Course Events) to bundle grades from different assignments or courses to quantify the learning of a specific skill.
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The document summarizes an inquiry-based introductory computer science course that was designed to reconcile traditional syllabus structures with more flexible learning approaches. Key aspects included having students drive content exploration within specified goals and outcomes. Assessment was criterion-based and focused on mastery through rubrics rather than exams. The course offered choice in assignments mapped to objectives to support different learning levels, with benefits of greater investment but costs of requiring extensive preparation and flexibility from instructors.
Edu 505 lesson_plan new
This document provides guidance for lesson planning to teach a group of 9th-12th grade students about drug and alcohol use and prevention. The lesson will use Storybird, an online creative writing tool, to have students write a short story where the main character is presented with an opportunity to use drugs or alcohol but chooses not to. The lesson objectives are for students to create a Storybird and have the story clearly depict a situation involving drug/alcohol offers and end with a decision not to use. It will relate to state academic standards on drug prevention and be assessed using a rubric. The lesson will incorporate small group work, discussion, and individual reflection to engage students.
Edu 505 lesson_plan new
This document provides guidance for lesson planning to teach a group of 9th-12th grade students about drug and alcohol use and prevention. The lesson will use Storybird, an online creative writing tool, to have students write a short story where the main character is presented with an opportunity to use drugs or alcohol but chooses not to. The lesson objectives are for students to create a Storybird and have the story clearly depict a situation involving drug/alcohol offers and end with a decision not to use. It will relate to state academic standards on drug prevention and be assessed using a rubric. The lesson will incorporate small group work, discussion, and individual reflection to engage students.
Edu 505 lesson_plan new
This document provides guidance for lesson planning to teach a group of 9th-12th grade students about drug and alcohol use and prevention. The lesson will use Storybird, an online creative writing tool, to have students write a short story where the main character is presented with an opportunity to use drugs or alcohol but chooses not to. The lesson objectives are for students to create a Storybird and have the story clearly depict a situation involving drug/alcohol offers and end with a decision not to use. It will relate to state academic standards on drug prevention and be assessed using a rubric. The lesson will incorporate small group work, discussion, and individual reflection to engage students.
Hartland Share
Slides related to the staff introduction to coherence and related assessment practices at Hartland School.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...
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UMR - My ongoing projects with Technology - Rochester - 2015
UMR - My ongoing projects with Technology - Rochester - 2015
Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course
Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...
Using Moodle to Support Blended Learning (When the Instructor Is Also the Pro...
Using Moodle to Support Blended Learning (When the Instructor Is Also the Pro...
How Can We Use Assessment Techniques to Enhance the Learning of Pareducators?...
How Can We Use Assessment Techniques to Enhance the Learning of Pareducators?...
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Curriculum Compacting E-learning Module Part 2
- 1. + Part 2: Resources for Compacting the Math Curriculum
- 2. + Step One: Pre-Assess Give the preassessment to help you determine if certain students have mastered any of the learning targets Students need to know what the test is for! (Low stakes)
- 3. + Pre-assessments in Focused Instruction Have you used the preassessments in focused instruction? What did you do with the data? What was useful about the pre-test? What was problematic? Where are they? https://staff.mpls.k12.mn.us/Depts/tl/Pages/ElementaryGuides.aspx
- 4. + Step Two: Identify Mastery and Group
- 5. Other evidence to consider.. + Compacted GROUP Slower to grasp concept and skills Is more more comfortable with concrete (vs. more abstract) thinking Poor performance on standardized tests More engaged with target level assignments Rapid concept and skill acquisition Consistently finishes tasks quickly and accurately Excellent standardized test performance Affective Considerations: Boredom, daydreaming, creative diversions can indicate a need for greater challenge Regular Group
- 6. + Working slowly at mastery tasks (perfectionism) Struggles with specific problem solving (multiple intelligences and learning styles) Complaining the work is too hard (lacking selfefficacy) Poor evidence for changing groups Parental pressure (Note that when advanced learners face challenge for the first time, it can be emotionally upsetting) Behavior Issues (need for attention) Difficulty with independent problem solving (need for skills)
- 7. + Step Three: Design and Align Replacement Activities Anchor Activities Minnesota’s Unique State Standards in Mathematics Extension Lessons for Small Group Instruction Games and Explorations
- 8. What is an Anchor Activity? + Immediate engagement after the launch Autonomy, independence, and choice Work to return to when… Work to show my problem solving skills
- 9. + Open Questions Product Development Anchor activities: choice boards, task cards, projects Parallel Tasks
- 10. + Extension Lessons for Small Group Instruction Aligned with every 2-6 Lessons from Core Aligned with the same learning targets as the Core Pulled from NCTM, M3, and other resources, purchased for your school and found in your professional library
- 11. + A Variety of Games and Explorations for Addressing Student Interest and Choice Aligned with the unit as a whole Can be used for homework, additional anchor activities, and enrichment. Include paper-based and online materials…
- 12. + Where do we find these resources? https://staff.mpls.k12.mn.us/Depts/tl/Pages/CurriculumGuides.aspx
- 13. + WATCH VIDEO #2 THEN DEBRIEF… How would you organize these resources to introduce your advanced students to math compacting? Which would you focus on? Which might you exclude? How might you teach students to work with these resources?