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Designing Curriculum and Instruction for Extended Periods February 22, 2011 Deb Reed [email protected] “One of the greatest pains to human nature is the pain of a new idea. It...makes you think that after all, your favorite notions may be wrong, your firmest beliefs ill-founded... Naturally, therefore, common men hate a new idea, and are disposed more or less to ill-treat the original man who brings it.” Walter Bagehot Physics and Politics 1872 It’s the Year Of…… Block Scheduling Rubrics Technology Standards Portfolios Assessments Differentiated Instruction The Landscape has changed Curriculum What is taught What is learned Instruction Teacher centered Learner centered Assessment Bell Curve Public, and Precise Criteria Teaching in an extended period “block” + opportunities - concerns Definition of Concern “The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.” Hall & Hord, p. 61 Concerns-Based Adoption Model (CBAM) Components 1. Stages of Concern 2. Levels of Use 3. Innovation Configuration Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission. Assumptions of the ConcernsBased Adoption Model (CBAM) CHANGE IS… A PROCESS, not an event; made by INDIVIDUALS first, then institutions; a highly PERSONAL experience. Change entails DEVELOPMENTAL growth in feelings and skills. INTERVENTION must be related to… the PEOPLE first, the INNOVATION second. Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission. Stages of Concern: Typical Expressions of Concern About the Innovation Adapted from Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission. First Steps The Curriculum The Lesson Plan Instruction “And so you just threw everything together?… Mathews, a posse is something you have to organize.” Read, Reflect, and Self-Assess 1. Please read the handout …..the first 13 basic planning decisions, and assess your own planning, labeling the decisions... S = strength N = need to be strengthened 2. Circle no more than two that you want to focus on strengthening with intentional effort. 15 Backward Design means purposeful task analysis: “starting with the end in mind” Source: Grant Wiggins. Understanding by Design. Chapter 1 16 Backward Design 1 Identify desired results Macro level: (unit/course) outcomes 2 Determine acceptable evidence 3 Plan learning experiences and instruction 17 Curriculum Design and Review Process Learning outcomes are what students who successfully complete a course, unit, or lesson will know, understand, or be able to do as a result. Standards Expectations The World Future Society “THE KNOWLEDGE EXPLOSION”* 1750 – 1900 1900 - 1950 1950 - 1960 1960 – Present By 2020 Knowledge Knowledge Knowledge Knowledge Years Knowledge Days (!) Doubles Doubles Doubles Doubles Once Again Again About Every 5 Will Double Every 73 *Courtesy of World Future Society, Bethesda, Maryland Curriculum Design and Review Process Develop the content units guided by the objectives and learning outcomes of the respective units. Assessments must be designed at this time. Standards Expectations Written Curriculum TEMPLATES Atlas Curriculum Management System Curriculum Mapper Curriculum Creator COMPONENTS The essential question Content Assessments Time frame Skills Resources Paired Verbal Fluency Summarizing Summarize what you understand about curriculum design, and the planning decisions involved. Curriculum Design and Review Process Develop subject-specific instructional strategies for each unit of study that would effectively achieve desired learning results. Standards Expectations Written Curriculum Effective Teaching KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Assessment Learning Experiences Personal Relationship Building Class Climate MOTIVATION Expectations Clarity Space Principles of Learning Time Models of Teaching INSTRUCTIONAL STRATEGIES Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS Read, Reflect, and Self-Assess 1. Please read the handout ….. features of standards based instruction for extended periods. S = strength N = need to be strengthened 2. Circle no more than two that you want to focus on strengthening with intentional effort. 25 First Steps The Curriculum The Lesson Plan Instruction In the beginning… During… Concluding… In the Beginning Anchoring or FRAMING the Learning Anchoring - Framing Prior to Instruction Communicating Objectives/Outcomes of the Lesson Sharing the Itinerary of the Day/Period Activating Students’ Current Knowledge Pre-Assessment Communicating Criteria Making Connections Anchoring … COMMUNICATING OBJECTIVES o What students will know or be able to do o Why it’s important o Reasons for activities “Sally and the Gophers” The Brain & Learning “The human brain is designed to selectively attend to stimuli, prioritizing on the basis of perceived importance and screening out that which seems to be less crucial to survival. The level of attention we apply to a learning situation is influenced or limited by our perception of its value.” (Jensen, Brain-Based Learning) Anchoring … Providing an ITINERARY Sequence of Events or Activities Today… • Bell Work/HW Check • Exam Preview • Brad/Kiera’s Oral Presentations • US Goes to War… • 3-2-1 Wrap-up Bernice McCarthy’s Quadrants IV What if? I Why? Communicating Objectives III How? II What? Detailing the Itinerary Sharing the Itinerary KEY CONCEPTS •Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design Objectives Assessment Personal Relationship Building CURRICULUM PLANNING Planning Learning Experiences Class Climate MOTIVATION Expectations Clarity Space Principles of Learning Time Models of Teaching INSTRUCTIONAL STRATEGIES Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS Connecting Backward Design and Planning Decisions 1 Identify desired results “Check in with the curriculum, the standards you’re working on, and particularly the big idea (enduring understanding) that’s on the table to be sure the lesson you’re planning connects explicitly to it.” 2 “Articulate the mastery objective of this lesson (or series of lessons) to yourself fully. Say exactly what the students will know or be able to do, or do better, at the end of the lesson. Dig into the content to examine its nuances and central ideas before arriving at this statement.” 5 “Give careful attention to the evidence (data) from yesterday (or whenever else is relevant) about who “has it” and who doesn’t. Also look carefully at those who have it so well they’re ready for an extension or deepening activity. 34 Mastery objectives are the control tower for decisions about… ▲ Student learning targets ▲ Instructional planning ▲ How to gather formative data 35 Criteria for Mastery Objectives A mastery objective should be appropriate… 1. Linked to (aligned with) the agree-on curricular standards (national, state, and local) 2. Worthy (worth knowing) Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 36 Criteria for Mastery Objectives A mastery objective should be appropriate… 3. Matched to the students, i.e., challenging and attainable 4. Able to be assessed; measurable Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 37 Criteria for Mastery Objectives The language of a mastery objective… 5. is specific in terms of curricular knowledge: declarative- statements of factual knowledge/ content (rules, concepts, ideas, facts) procedural- processes or steps strategies, processes, steps) 6. names an active performance (observable behavior) that demonstrates mastery Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 38 Criteria for Mastery Objectives 7. avoids using mental action words that do not inform students about what they will have to do to demonstrate mastery, such as… A • • • • • • • • understand know see that learn recognize that appreciate that be familiar with have a grasp of Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 39 Criteria for Mastery Objectives 8. begins with “Students (or You) will be able to…” indicating development of capacity vs. completion of an activity 9. includes strong clues about assessment 10. may include a level of performance or can be accompanied by criteria for success 11. Is “student friendly” Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. 40 In the beginning… During… Concluding… In the beginning… During … ACTIVATING Prior Knowledge PROCESSING New Information MAKING MEANING SUMMARIZING New Learning Concluding … ACTIVATING ACTIVATING STUDENTS’ CURRENT KNOWLEDGE Purposes: 1. Cognitive engagement & readiness 2. Formative assessment & surfacing misconceptions 3. Empowering the learner 4. Adapting the plan Activating Structures A Repertoire of Options Anticipation Guide Brainstorm and Categorize Brainstorm ”Flexibility Style” and Web Carousel Brainstorming Draw a Picture/Diagram of … Given a Skeleton/Outline of (Map of Area, Human Body), Fill in Details Graphic Organizers Human Treasure Hunt Know/Think/Want to Know Line-Ups: Values, Estimation, Experience Medium-Size Circle Mental Imagery Mindmap Paired Verbal Fluency Sort Cards or Pictures Walking Tour Word or Picture Splash Write 5 Words That Occur to You When You Think of … Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices • • • Auditory (vocal variety, modeling thinking aloud, etc.) Visual (charts, graphic organizers, mental imagery, etc. Kinesthetic (manipulatives, recording sheets, etc.) Providing Processing Time • • • Chunking input and student processing time 10-2 or age +2 (pulsed learning) 37-90 physical stretch Structuring the Processing • • • Cooperative learning structures Alone or in small groups (pairs, trios) Graphic organizers Checking for Understanding • • Frequently, during instruction, with all students (“dipsticking”) Recall and comprehension Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices Providing Processing Time Structuring the Processing Checking for Understanding Explanatory Devices Smart boards Charts/Whiteboards Analogies Media/Technology Modeling Thinking Aloud* 160-161 Translation Into Simpler Language Physical Models Simple Cues Progressive Minimal Cues Highlighting Important Information Mental Imagery Diagrams Graphic Organizers* 162-175 e le c tr o n n e u tr o n p r o to n AUDITORY KINESTHETIC EXPLANATORY DEVICES & MODALITIES VISUAL Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices AUDITORY (vocal variety, modeling thinking aloud, etc.) VISUAL (charts, graphic organizers, mental imagery, etc. KINESTHETIC (manipulatives, recording sheets, etc.) Say-Do Principle of Learning How we take in new information… What we do immediately with the information … Effect on retention Read it Hear it See it Hear & See Say it: Talk or Write Say & Do: Talk/Write & Apply ______ 10% 20% ______ ______ 30% ______ 50% ______ 70% 90% ______ Perceptual Mode Say/Do Principle of Learning Read Hear See 1 Hear and See Read and Say Read, Say, and Do 0% 20% 40% 60% 80% 100% The Brain & Learning “You can either have your learner’s attention or they can be making meaning, but never both at the same time. Humans are natural meaning seeking organisms but excessive input can conflict with that process. The brain needs time to go inside and link the present with the past and future. Without this, learning drops dramatically. We absorb so much information non-consciously that downtime is absolutely necessary to process it all. The brain has an automatic mechanism for shifting (internal and external) and for shutting down input when it needs to.” Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices Providing Processing Time Structuring the Processing Checking for Understanding Maximizing Student Concentration DURING Instruction Providing Processing Time • Chunking input and student processing time • 10-2 or age +2 (pulsed learning) • 37-90 physical stretch Processing Time 10 min. : 2 min. TIME Providing Processing Time …p.22 Chunking INFORMATION INPUT PROCESSING TIME 10 2 minutes minutes Lecture Video Discussion Speak Write Draw The Brain & Learning “When the brain is fully engaged it is more efficient and effective. Vigorous physical activity is believed to increase blood flow to the brain and can have dramatic effects on learning.” Processing Time 10 min. : 2 min. TIME Physical Movement 37 min. : 90 sec. Beginnings & Endings Processing Time first 5 - last 5 10 min. : 2 min. TIME Silence/wait time 3-5 sec. min. Physical Movement 37 min. : 90 sec. Reflect & Share Which of these time guidelines has most significance for you? What are some ways you might apply it in your teaching? Maximizing Student Concentration DURING Instruction Structuring the Processing • Cooperative learning structures • Alone or in small groups (pairs, trios) • Graphic organizers Processing Structures Cooperative Learning Structures Kagan et al 10:2 TTYPARYN Give One, Get One, Move On Think-Pair-Share Teammates Consult Learning Partners Pairs Check Numbered Heads Line-Ups Together Corners Round Table Review Inside-Outside Circle 3 Step Interview Jigsaw Maximizing Student Concentration DURING Instruction Checking for Understanding • Frequently, during instruction, with all students … Think, Pair Share Wait Time Teammates Consult QUESTIONING Dipsticking QUEST Numbered Heads Together Maximizing Student Retention FOLLOWING Instruction Summarizing by the Instructor • • Key ideas, concepts, etc. at the conclusion of a lesson Using visuals to accompany words Structuring Student Summarization Assigning Meaningful Practice or Application Tasks • To bridge between this learning experience and next one Lesson Plan Samples Take a few minutes and review sample lesson plans for extended time periods. Insights Questions Helpful thing to remember about Curriculum work… Collaboration doesn’t always come naturally. Seven Norms of Collaborative Work Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and inquiry From the Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman, 1999, Christopher-Gordon Publishers, Inc. “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”