Curriculum Remodeling

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1 Class of 1964 Distinguished Associate Professor of Education The College of William and Mary 1 Curriculum Remodeling To analyze and enhance existing curriculum units to eliminate redundancy, increase authenticity, promote active learning, and challenge students. 2 Powerful knowledge goals, representative or generative topics, and big ideas Advance organizers that clarify prior knowledge, future activities, and expectations Motivating introductory experiences Challenging and active learning activities i i Authentic and products Aligned assessment strategies and growth criteria, feedback, debriefing, transfer and extension opportunities, interaction, and support Interest-based applications and extensions Modifications that attend to powerful student differences The Vital Signs of your Curriculum Medicine Education Blood Objective Pressure Introduction Temperature Teaching Activities Pulse Learning Activities Respiration Resources Pallor Assignment Eye Movement Assessment 3 Triage Categories: Stable, Critical, DOA 4 1. Analyze, evaluate, and improve the learning objective. 2. Triage the introduction to the lesson or unit. 3. Triage the teaching activities. 4. Analyze, evaluate, and improve the learning activities. 5. Analyze, evaluate, and improve the teaching and learning. 6. Analyze, evaluate, and improve the student products. 7. Triage the assessment component. 5 Separate learning activities from curriculum objectives. Clarify the objective. Categorize the objective. Find the big idea. Relate the objective to district and/or state standards or guidelines. Reframe the objective as an essential question. Consider ways in which the grade level objective could be broadened, deepened, or enriched. 6 College of William and Mary 1

2 Analyze, evaluate, and improve the introduction. Provide students with an advance organizer that lists unit goals, expectations, activities, standards, and requirements. Create an introductory activity that appeals to students imaginations. Demonstrate present, future, or real world relevance. Activate students prior knowledge. Involve community. Pose an intriguing question or problem. Present unconventional or discrepant information: alter the point of view. Create time for a preassessment activity. 7 Read about the topic and deepen or broaden your own knowledge. Consider the teacher s role in the lesson. If appropriate, move from direct to indirect instruction. Use models, demonstrations, illustrations, or Socratic questioning. Build bridges, make analogies, search for relationships. Teach strategies, procedures, and techniques. Provide guidance, scaffolding, feedback, challenge, and encouragement. Keep teaching aligned with the objective. 8 Content Assessment Introduction Teaching Strategies Learning Activities Grouping Strategies Products Resources Extension Activities Modification Differentiation 9 Direct Lecture Drill and recitation Direct instruction Strategy based instruction Coaching Concept attainment Synectics Demonstration Socratic questioning Visualization Indirect Role playing Cooperative learning Jurisprudence (Mock Trial) Simulations Inquiry based instruction Constructivism Problem based learning Internships Mentorships Independent study Research and investigations 10 Align the learning activities with the objective. Increase the students independence and motivation to learn. Stress analytic, critical, and creative thinking. Is possible, place students in the role of a real world professional. Allow for cooperative, interactive learning. Offer practice and rehearsal as needed. Ask students to make connections to prior knowledge. 11 Align the to the learning objective. Select primary source documents or authentic when possible. Use manipulatives i or raw data if appropriate. Select visual, auditory, and kinesthetic. Use reading, listening, and viewing to provide new information. Use that present multiple perspectives. College of William and Mary 2

3 Content area experts Older students Younger students Other students in the classroom Parents Other teachers Community members Teachers from other grade levels Other school personnel University personnel Business personnel Service organization personnel PRINT Biographies Poems Plays Diaries Magazine Articles Journals Web Sites College Textbooks Newspapers s Non fiction Fiction Historical Fiction Literary analyses Manuals Maps Survey Data Tables Charts Anthologies NON-PRINT Software Artifacts Tools Inventions Technology Antiques Posters Paintings Models Photographs Observations Experiments Situations Events Globes Showcases Exhibits Costumes Designs Equipments Videotapes Diagrams Kits Art supplies Musical instruments Music Align products to the learning goal. If possible, assign real world products or related simulations. Provide opportunities for students to improve their products. Consider the appropriateness of developing products at home or at school. Identify a reasonable time allocation for product development. When possible, make the product and its directions openended. 15 Keep standards high but realistic. Help students reflect on their own growth and development. Assess at the beginning and end of an instructional unit. Calculate gain scores for students. Monitor and evaluate the effectiveness of various teaching strategies. Consider revamping the grading process to reflect student differences. Create assessments/rubrics that have sufficient levels to assess growth in all students. Design rubrics that can be used with alternative products, activities, and. 16 Level of Understanding Beginning communicates the term associated with the abstract concept. Developing paraphrases the definition of the concept. Example Migration Migration is movement of living things for a real reason or purpose. Competent provides examples and nonexamples of the concept. Examples: Butterflies Whales Salmon Nonexamples: When a subdivision is built Fires Accidents Proficient TLP key attributes that distinguish the concept category. Beneficial Change Large groups Movement Purposeful Causes Effects Universal Expert TL links the concept with other related concepts. People and animals migrate to improve their chances to meet their needs. Research questions Gathering the data Recording the data Analyzing the data Interpreting the results Reporting the findings Significance of the findings Conceptual understanding Products Tomlinson, Kaplan, Renzulli, Purcell, Leppien, & Burns (2001) College of William and Mary 3

4 Has no response; dislikes Asks questions Likes to look at historical things Chooses projects with an historical slant Find an entrée through the student s current interests 7 Engage the support of local Chooses classes about history Enjoys finding unanswered historical questions Seeks out friends who love history Thinks about being an historiani Affinity Collaborative research Makes plans for professional growth Self-actualization Read books, etc. about historical people and events Investigate local and historical sites Enlist the support of the library media specialist to get additional Provide extension activities on projects that the student enjoys Discuss the discipline with the student; explore course offerings; select appropriate courses Locate shadowing and internship experiences Locate a mentor; help the students become involved as a member in related organizations Support student s intense work; locate ; solicit professionals to give the student feedback Locate grants and fellowships Nurture the student s research; encourage publishing 20 Overarching Concept OBJECTIVE Representative Topic Overarching Discipline(s) i Standards Key 1 key 2 key 3 key 4 3=High priority + Comprehensive A=Appropriate =High Alignment 2=Medium Priority Needs Minor Modifications B=Too Short =Some Alignment 1=Low Priority - Needs Major Modifications C=Too Long =No Alignment21 Core Concepts Core Principles Core Skills 22 Change Dinosaurs Grade 1 A District Example conflict The American Revolution Paleontology Ecology Herpetology Botany Ornithology Physiology Standards Historian Historiographer Political Scientist Ethnographer Economist Psychologist Cartographer Statistician Sociologist Anthropologist Species Adaptation Evolution Extinction Function Structure (form) Herbivore Survival Carnivore Dinosaur Adaptation is essential to survival. Species are interdependent. Form follows function. Living things may become extinct Pattern finding Observation Notetaking Classifying Categorizing Comparing and contrasting Making inferences war culture economy revolution society taxation conflict imperialism rebellion colonialism government independence liberty law historian freedom constitution values Standards Change and continuity affect events. Chance events may influence history. Conflict may lead to revolution or war. A society s values may lead to conflict. Rebellion may lead to revolution. Forecasting Cause and effect Notetaking Observation Detecting bias Interpreting primary documents College of William and Mary 4

5 Make a diorama Learn a dinosaur song Count dinosaur shapes Learn their names Write a story Count dinosaur shapes Learn their weight Learn their height Learn their habitat Art Math Music Science Reading Writing Social Studies Technology Dinosaurs College of William and Mary 5

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