Transcript Unit Blueprint

Unit Blueprint
Classroom Curriculum Design
The Thoughtful Classroom
Classroom Curriculum Design
How is the folder organized?
• Introduction to Unit Design
• Design process - IDEAS
• Identify your purpose
• Design your essential
questions
• Establish your assessment
design
• Arrange your learning
activities on a unit blueprint
• Stop to review and refine
your unit
P-12 Mathematics and Science Outreach of
PIMSER
“We would argue that the things you
do well were taught to you through a
series of intentional actions. You
probably did not develop high levels of
skills from simply being told how to
complete tasks. Instead, you
likely had models, feedback, peer
support, and lots of practice.”
Fisher and Frey from Better Learning
through Structured Teaching (2008)
Our Organizer…..
FOYER
Where we activate students’
knowledge & arouse
student interest to help them
anticipate the learning to
come
WORKSHOP
Where students
rehearse, practice, &
evaluate the progress of
their learning
LIBRARY
Where we provide
Information & ideas thru
Lecture, readings, or
Viewings.
KITCHEN
Where students cook up
a product that
demonstrates the full
scope of their learning.
Silver Strong & Associates, Thoughtful Education Press 2010
PORCH
Where students lean
back, reflect, generalize,
& question what they
have learned.
Where is your focus?
Think back to your personal unit
development…
– What part of the house got most of your attention?
– What part of the house received the least amount of
your attention?
Question 1 (The Foyer)
What will I do to activate prior
knowledge, generate ideas, arouse
interest and provide engagement?
“First you have to get their attention.”
Question Museum (20 Questions)
Question 1 (The Foyer)
What will I do to activate prior
knowledge, generate ideas, arouse
interest and provide engagement?
What’s the Payoff?
• Why do we need to help students to “get
ready” to build their knowledge?
• What benefits would we expect?
• What happens if we don’t plan in this way?
• “Engagement is obviously a central aspect of
effective teaching. If students are not
engaged, there is little, if any, chance that they
will learn what is being addressed in
class…student engagement happens as a
result of a teacher’s careful planning and
execution of specific strategies…student
engagement is not serendipitous.”
– From The Highly Engaged Classroom by Marzano
Questions for the Foyer
• How will you help students know where they
are going and why?
• How will you help them activate their prior
knowledge, assess their skill levels, and
identify their interests?
• How will you hook the students through
engaging and thought-provoking activities?
• How will you help students develop insight
into the products they will create and the
knowledge they will construct?
Strategies for the Foyer
Curriculum Design Folder, page 91
What will you do to activate prior
knowledge, generate ideas,
arouse interest and provide
engagement?
Question 2 (The Library)
What will I do to help students
effectively interact with new
knowledge?
What’s the Payoff?
• Why do we need to help students acquire
knowledge—not only raw information but also
tools for making sense of the information?
• What benefits would we expect?
• What happens if we don’t plan in this way?
• “…the basic generalization [from the research]
has been that learners must be actively
engaged in the processing of information and
that the teaching and learning process
involves an interaction among the teacher, the
students, and the content.”
– From The Art and Science of Teaching, Marzano,
pg. 31
Questions for the Library
• How will the students acquire the knowledge,
understanding, skills, and habits of mind they will
need to succeed in the unit?
• How will you engage students and what tools and
strategies will you used to help students obtain the
critical information and construct meaning?
• How will you provide for different learning styles,
intelligences, and ability levels so that all students
will be engaged and achieve success?
Strategies for the Library
Curriculum Design Folder, page 92
What will you do to
help students
effectively interact
with new knowledge?
Question 3 (The Workshop)
What will I do to help students
practice and deepen their
understanding of new
knowledge?
What’s the Payoff?
• Why do we need to help students practice and
process new knowledge?
• What benefits would we expect?
• What happens if we don’t plan in this way?
• “…students must have opportunities to
practice new skills and deepen their
understanding of new information. Without
this type of extended processing, knowledge
that students initially understand might fade
and be lost over time.”
• From The Art and Science of Teaching, Marzano
• Repetition
• Variation
• Depth
– Harvey Silver
Questions for the Workshop
• How will you build in periodic review and guided
practice opportunities to help students master key
skills and content?
• How will you use modeling and coaching to help
students refine their skills?
• How will you help students deepen their
understanding of key content?
• How will you help students self-evaluate their
understanding and skills and determine their own
levels of understanding?
Strategies for the Workshop
Curriculum Design Folder, page 93
What will you do to help students
practice and deepen their
understanding of new knowledge?
Question 4 (The Kitchen)
What will I do to help students
demonstrate what they know?
What’s the Payoff?
• Why do we need to help students apply their
knowledge?
• What benefits would we expect?
• What happens if we don’t plan in this way?
Questions for the Kitchen
• How will you equip students with the skills
they will need to develop successful products
and performances?
• How will you provide guidance and feedback
to your students so they can rehearse, revise,
and rethink their work?
Strategies for the Kitchen
Curriculum Design Folder, page 94
What will you do to help students
demonstrate what they know?
Question 5 (The Porch)
What will I do to help students
reflect and question what they
have learned?
1.2.3.4
1 = Big idea presented
2 = Important details you
want to remember
3 = Personal connections
you made between the
content and your own
life
4 = Questions you have
about the content
• Record on an index card
• Share with a small
group
• Leave cards on your
table
• Teacher uses questions
for review for next class
Question 5 (The Porch)
What will I do to help students
reflect and question what they
have learned?
What’s the Payoff?
• Why do we need to help students survey their
learning?
• What benefits would we expect?
• What happens if we don’t plan in this way?
Questions for the Porch
• How will you encourage students to reflect on
the content and their learning process?
• How will students exhibit their new insights
about learning and performance, and how
they set future goals?
Strategies for the Porch
Curriculum Design Folder, page 95
What will you do to help
students reflect and
question what they have
learned?
…Connecting…
“Blueprint” for designing Lessons and Units
Foyer
Where we activate
students’ prior
knowledge and arouse
student interest
(Knowledge Anticipation)
Workshop
Where students
rehearse and practice
what they are learning
(Practicing and Processing
New Knowledge)
Copyright 2007 Thoughtful Education Press
Library
Where we provide
information and ideas
through lecture,
readings, or viewings
(Knowledge Acquisition)
Kitchen
Where students cook
up a product
that demonstrates
what they know
(Knowledge Application)
Porch
Where students lean
back, reflect, generalize,
and question what they
have learned
(Reflection)
Question Blueprint for Long Division
Copyright 2007 Thoughtful Education Press
Designing Your Own Blueprint
• Using your LESSON blueprints from your unit, you are
going to develop questions that promote deeper
understanding.
• In other words, think of your daily lessons---what
questions are you going to ask to help students think
about the material?
• Develop higher level questions in style for each of
your learning targets.
• Keep in mind the blueprint—where are you going to
use these questions during instruction?
• Use pp 20-23 in workbook for examples.