Transcript Document 7176620
Architect for Learning Thoughtful Education and Green River Educational Cooperative
Thoughtful Curriculum Design
How is Curriculum a Home for the Mind?
Building a Home for the Mind
Imagine a school curriculum…… that teachers want to teach….
and students want to learn…..
What would go into the design and delivery?
Alignment
Standards Students
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Academic Expectations
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Program of Studies
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Core Content
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Learning Styles
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Interests
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Abilities
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Multiple Intelligences
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Background Knowledge
Research Based Strategies Learning Styles Hidden Skills High Levels of Thinking Varied and Authentic Assessment
Rigor Thought Diversity Authenticity
Sensory Memory Is this important?
Will I use it?
Is it worth the risk?
Working Memory Multiple Exposure Variety of Strategies Intensity of Thinking Long Term Memory
The Game of School is Played in the Working Memory
What are the Design Elements?
The Foundation: Standards
Think about a time when you met someone that you at first didn’t like, but later came to know and appreciate.
What had to happen before you became friends?
How can we become friends and shake hands with the standards?
Identify a standard you want to work with.
What is in the standard?
Knowledge Habits/Attitudes
What are the facts and details students need know and remember?
What behaviors, attitudes or habits are important to develop?
Understanding Skills
What is the life lesson students need to understand?
What should students be able to do? What hidden skills will the work focus on?
What questions are essential for framing the understanding ?
Higher Order Thinking What is linear relationship?
How do people use natural resources?
Essential Questions What are the attributes?
What are different forms of propaganda?
How can linear relationships help us to make decisions?
What premium do we place on our natural resources?
How is language a tool for manipulation?
• have no obvious right or wrong answer; • raise other important questions, often across content; • address the conceptual foundations of a discipline; • recur naturally, they are asked and reasked throughout one’s learning; • provoke and sustain interests of students; and • frame a program of study and help students uncover the content.
From Trivia Pursuit to Essential Questions • Questioning is to thinking as yeast is to bread making. Unleavened bread is flat, hard and unyielding. Unleavened thinking is uninspired.
• Questioning is what converts the “stuff” of thinking into something of value, acting as leaven to transform matter into meaning.
Essential Questions
• • • • • • • • • • • • What is the role of heritage and culture in shaping a person's perspective? Which are the most essential survival skills a person needs to know in order to practice safe and responsible use of the Internet and other digital communication technologies? How can an individual shape his/her community? Who was William Shakespeare, and how did he become one of the most popular and influential authors of all time? How has modernization affected the survival of cultural values in modern society? What makes a person unforgettable? What life lessons can we learn from reading about the lives of others? How does facing challenges shape identity? How do gimmicks and hype influence spending decisions? How does music relate to the values, beliefs, and daily lives of the Native American people? How does our use of natural resources impact the quality of the environment? What impact do humans have on the ecosystem?
Essential or Not?
How do your choices affect your health and wellness?
What is healthful living?
What is wellness?
What makes for a balanced diet?
Personal Wellness Why is diet important?
Why is exercise important?
Who is responsible for your health and well being?
How healthy are you?
Mastery Interpersonal Choose a standard.
Work with your table to create four essential or thoughtful questions for investigation.
Understanding Self Expressive
Perfect Union
• Examine the questions of Perfect Union.
• What are your observations about the essential and guiding questions?
• How well are essential questions being used in your school?
• How might learning look differently in classrooms if essential questions were used to frame learning in schools everyday?
Task Description and Criteria Develop an assessment that is aligned to standards and allows the students an opportunity to demonstrate what they have learned.
Determine how you will assess learning throughout the unit. Align assessments to the essential questions and/or learning goals.
Graduated Difficulty 3
Kudzu was a gift from the Japanese people to the United States, but today many see it as a curse. How can this small plant be both a gift and a curse?
2 1
The introduction of new species to an ecosystem needs to be well thought out. The introduction of Kudzu to Kentucky’s regions was a blunder in human thinking. Explain why and describe the impact of this error.
Kudzu is an invasive plant.
Identify TWO ways this plant has had negative impact upon Kentucky’s ecosystem. What problems has it created?
Diversity and Assessment
1 2 3
Mastery Understanding Self Expressive Interpersonal Summarize Read two articles on ecology. Summarize the articles and bring them to school to add to our class library.
Extinction Gather data on an extinct or nearly extinct animal. Use a chart or graph to explain your data. Devise a solution for saving the animal and prepare a presentation on your findings.
Scrapbook Create a scrapbook of photographs depicting pollution problems in nature.
Poster Select an ecology issue.
Make a poster or a diagram that teaches people about the problem.
Pollution Problem Make a visual organizer listing three ecological problems and include the following information: What is the problem?
What is the cause of the problem?
What can be done to alleviate the problem?
Do Something About It Set up a recycling project for a month. Collect aluminum, glass and paper. Keep a record of the quantity and weight of what you have collected. Convert your data into a chart showing your progress for the month.
Technology Trap Ever since man began to modify life by using technology, he has found himself caught in a series of technological traps, such as air pollution.
What does the author mean by technological trap? What are the causes of these traps? What are the effects on society?
Environmental Activist Identify a local pollution problem. Analyze its causes and effects. Develop a campaign to make people aware of the problem. Keep a log of your strategies and your actions. Identify which strategies are the most effective.
Free Lunch A famous ecologist once said, “When it comes to the environment, there are no free lunches.” What did she mean by this metaphor?
Create your own metaphor that describes your attitude about the environment. Use your metaphor to deliver a persuasive speech to the class.
Be a Teacher Plan a unit to teach a second grade class about pollution, and what kids can do to help reduce pollution. Teach your unit and assess what your students have learned as well as your own effectiveness as a planner and a teacher.
Editorial Select a pollution problem you feel strongly about and write an editorial expressing your views. Submit your editorial to the local newspaper.
I S C E N C
Community Service Form a team of people to clean up the school grounds, a vacant lot, or roadside. Take a picture of the area before and after your work or make a video tape of the project that would influence others to do community projects like yours.
E
What is the value of Task Rotation?
REMEMBER RELATE REASON RECREATE • Deepen Comprehension/Understanding • Depth of Knowledge • Motivation • Flexibility of Thinking and Working
What could go wrong?
Purposeless Style-less Interest-less Clueless Balance-less Thoughtless
Motivation
What motivates you to learn?
What do students want?
S
uccess
C
uriosity
O
riginality
R
elevant
E
ngagement
Graduated Difficulty
• Determine the skill you want to practice.
• Establish levels of difficulty.
• Create an answer sheet so students can check their progress.
• Devise a management plan for the classroom.
• Create criteria to assess students’ progress and their ability to work independent.
• Develop questions or discussion material to encourage students progress to the next level.
Graduated Difficulty
Readings Level 1 Level 2 Level 3 Poem Directions William Carlos Williams Jane Wagner Step1: Select one of the poems to read. Read through the poem once to get the gist. Read through the poem the second time recording key words and phrases. Organize your notes to find the theme.
Step 2: Look for connections between the themes you have identified. Choose one connection and explain it briefly. This is your primary interpretation.
Shakespeare Step 3: Restate your interpretation so that it is clear. Collect evidence from the poem to support your interpretation. If you can’t find enough support read the poem again and see if you can find another interpretation.
Examine the assessments for the Perfect Union.
How does the unit allow for diversity in assessment?
How well does the unit SCORE?
Success Curiosity Orginality Relevance Engaging
Essential Vocabulary Important Vocabulary
C O
Nice to Know Vocabulary
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V O C A B U L A R Y
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Curriculum Academic Expectations Program of Studies Core Content Assessment
Task Rotation Graduated Difficulty Comprehensive Menu Open Response On-Demand Writing Project Based/Performance
Instruction Varied Research Based Strategies and Tools Hidden Skills of Academic Literacy
Examine “Perfect Union.” How do the pieces fit together?
How clear is the purpose?
How well does the unit follow an organized framework for learning?
How thoughtful and engaging are the essential questions?
How well does the unit assess student progress and learning?
How rigorous and relevant is the content?
How well does the unit integrate the Research Based Strategies?
How well does the unit address a variety of Learning Styles?
A Home for the Mind
about planning that will help you back in your school?
How is curriculum a home for the mind?
How are thoughtful units of study similar to the way you plan now? How are they different?
What elements of design are important for students’ success?
From Note-Taking to Note-Making
Read the statement below: Agree or Disagree Academic success requires various competencies, among them the ability to know and use a variety of tools and techniques to generate and organize information and ideas through note making. Read and collect evidence to support or refute the statement from Panel 1.
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What is the difference between note-taking and note-making?
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Why is making notes an important skill for learning?
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When and why do we make notes?
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How can note-making help your students?
Principles of Success: Why note-making?
Principle 1 Read the Principles and Phases of Effective Note-making.
Principle 2 Use Etch-a-Sketch to help you remember and organize the information.
Principle 3 Principle 4 Principle 5
What can note-making do for your students?
1.Build Study Skills 2.Deepen Comprehension 3.Enhance Planning and Decision Making 4.Improve Writing 5.Increase Ability to Summarize
Principles of Success N arrow the Focus O ptimize the Process
T ake an Active Approach E xamine and Reflect S ynthesize Learning
Examine the editorial cartoon.
Learning About Yourself as a Note-maker
Make notes about the editorial cartoon using Window Notes.
Compare your thinking and notes to a partner after you are done.
From Note-taking to Note-Making
Facts Feelings Questions Associations
Experience a Sample Lesson Identity Phase I: Think about yourself for a moment.
What are you like?
How would you describe your personality?
What is unique about you?
Phase II: Optimizing the Process Read the poem “Identity” and identify a note-making tool that is best for the purpose.
Identity Let them be as flowers always watered, fed, guarded, admired but harnessed to a pot of dirt.
I’d rather be a tall ugly, weed, clinging on cliffs, like an eagle Wind-wavering above on high, jagged rocks.
To have broken through the surface of stone, To live, to feel exposed to the madness of the vast eternal sky, To be swayed by the breezes of an ancient sea, carrying my soul, my seed, beyond the mountains of time or to the abyss of the bizarre.
I’d rather be unseen, and if then shunned by everyone Than to be a pleasant-smelling flower, Growing in clusters in the fertile valley, Where they’re praised, handled, and plucked by greedy human hands.
I’d rather smell of musty, green stench Than of sweet, fragrant lilac.
If I could stand alone, strong and free, I ‘d rather be an ugly weed.
Phase IV: Examine and Reflect Which metaphors that Julio used to describe his identify did you find most powerful?
What three adjectives do you think Julio would use to describe himself?
What kinds of experiences do you think Julio had that caused him to see himself the way he does?
How does one discover his or her identity?
Identity Let them be as flowers always watered, fed, guarded, admired but harnessed to a pot of dirt.
I’d rather be a tall ugly, weed, clinging on cliffs, like an eagle Wind-wavering above on high, jagged rocks.
To have broken through the surface of stone, To live, to feel exposed to the madness of the vast eternal sky, To be swayed by the breezes of an ancient sea, carrying my soul, my seed, beyond the mountains of time or to the abyss of the bizarre.
I’d rather be unseen, and if then shunned by everyone Than to be a pleasant-smelling flower, Growing in clusters in the fertile valley, Where they’re praised, handled, and plucked by greedy human hands.
I’d rather smell of musty, green stench Than of sweet, fragrant lilac.
If I could stand alone, strong and free, I ‘d rather be an ugly weed.
Phase II: Take an Active Approach to Note-making
Facts Feelings Questions
Phase V: Synthesis
Identity Let them be as flowers always watered, fed, guarded, admired but harnessed to a pot of dirt.
I’d rather be a tall ugly, weed, clinging on cliffs, like an eagle Wind-wavering above on high, jagged rocks.
To live, to feel exposed to the madness of the vast eternal sky, To be swayed by the breezes of an ancient sea, carrying my soul, my seed, beyond the mountains of time or to the abyss of the bizarre.
I’d rather be unseen, and if then shunned by everyone Than to be a pleasant-smelling flower, Growing in clusters in the fertile valley, Where they’re praised, handled, and plucked by greedy human hands.
I’d rather smell of musty, green stench Than of sweet, fragrant lilac.
If I could stand alone, strong and free, I ‘d rather be an ugly weed.
Looking Back
How did Window Notes affect your reading of the poem, your interpretation of the poem, and the writing of your own poem?
What might you do differently the next time you use Window notes?
4/28/2020 Estimated Time 2-3 hours
Step II
Planning a Lesson Goals:
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Discuss instances where you may have used Note making.
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Learn from sample Note making lessons designed by other teachers.
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Plan a complete lesson in your own content area using a Note-making strategy.
Planning a Lesson • • 1. Narrow the focus What is the purpose for making notes?
What sources of information will students use to make notes about?
• • 2. Optimize the Effectiveness of the Note-making Process What note-making tools are appropriate?
How will you model or review the note-making tool?
Planning a Lesson • 3. Take an Active Approach to Note-making How will you encourage and help students to identify the big ideas and important details, describe personal feelings, ask questions and connect to prior knowledge?
• 4. Examine the Initial Notes and Reflect How will you help students assess the effectiveness of their notes?
• • 5. Synthesize Learning How will students use their notes to enhance their learning?
How will students reflect upon the Note-making process?
Planning Templates pages 48-49 in your training packet
Part III: Evaluating the Lesson Reflection
Goals of Learning Club Session: Estimated Time 1.5 to 3 hours Share your experiences in implementing and observing Note-making in the classroom.
Reflect more deeply on your own lesson by exploring specific questions related to each of the note-making phases.
What was the purpose for making notes?
How did students respond to the sources of information?
Did the teacher model the process?
Did the students know how to use the note-making tool?
How did the teacher encourage students to identify big ideas, ask questions, note feelings, and make connections?
How did the teacher help students assess and refine their notes?
Part III: Reflection
Learning Clubs
How effectively did students apply the information from their notes to the synthesis task?
How was student reflection on the Note-making process built into the lesson?
Part IV: Learning From Student
Goals of Learning Club Session: •Share and discuss the work you collected from the last session.
•Use a matrix for assessing student work based on your discussion and work samples.
Part IV: Learning From Student Work
What do the notes suggest about the information my students understand?
What are they struggling with?
How well were students able to pick out the important ideas and details?
What does the work suggest about how well student think when making notes?
What are examples of good thinking? What seems to be the problem when students are not thinking well?
What do I think about the overall quality of the notes my students have created?
How well did they use their notes to complete the synthesis task?
Self Assessment
Tools for Schools What can schools learn from a
Learning SWEEP?
“I might have stood there always if you had not come along…..”
What lessons do you think ‘The Wizard of Oz’ carries in it for school reform efforts?
Don’t get stuck on the yellow brick road.
Don’t blame others for your circumstances.
Don’t wait for the wizard to wave his magic wand---
and NEVER expect all your problems to disappear!
Continuous Improvement
C
ollaborative
R
eflective
A
nalytical and Adaptive
F
ocused
T
houghtful
How do you presently help the people in your organization see how their daily work contributes to the success of the organization?
The voyage of discovery is not in seeking new landscapes, but in having new eyes.
Marcel Proust What does the work in your school look like through the lens of students?
What can the work within your school tell you about expectations of students?
What can the work tell you about classroom practice?
What can the work help you to see?
Kaizen S
elect a focus and collect three consecutive days of work from classrooms.
W
ork on the Work: analyze the work using the Sweep Tally Sheet.
E
xamine the Teaching Practices and Learning.
E
valuate and assess what is working, what is missing.
P
lan Next Steps: Where do we go from here?
Examine the SWEEP Tally What can the SWEEP data inform your work in: use of research based strategies?
integration of hidden skills?
progress on school’s focus?
school patterns of Reality?
implications for Teaching? Learning?
improvement path?
Analysis Investigation and Inquiry A
nalyze Strengths/Weaknesses
S
eek Causes and Solutions
K
now Yourself (Tools for Schools)
Reflection S
eek Improvement
E
xamine where you are (Tools for Schools)
E
valuate next steps Goals School Needs
Collaborative Action D
evelop Goals
E
stablish a Plan
A
ct and Implement
L
ook and Lean from the Work
Thoughtful Schools Focus C
ommunicate Goals
L
ook and Monitor (5 x 10s, Learning Walks)
E
xpectations Held High
A
ccountability for All
R
eality Checks-Know the Truth Teachers Talking to Teachers for Continuous Improvement