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APA Tip of the Day: Paragraph and page formatting Your page margins should be 1” all around. You should NOT have any extra spaces before or after each paragraph. You should indent the first line of each paragraph ½”. Justify the left margin of your text, but leave the right ragged (see following example).

Example of text justification Correct: You want to make sure the text lines up on the left hand margin, this is called left justified. You do not, however, want the text to also line up on the right hand margin – you want it to be left “ragged.” Incorrect: You want to make sure the text lines up on the left hand margin, this is called left justified. You do not, however, want the text to also line up on the right hand margin – you want it to be left “ragged.”

Announcements Reading review and plagiarism certificate due now. Language resources inventory due soon – don’t wait to get started. Please note that you will need to go through Field Services and have a current background check on file.

Questions, quandaries, concerns or complaints?

Curriculum Design– Backward Design and Differentiation/UDL June 13, 2017 Today’s Readings: Wiggins & McTighe (2005) and CAST (2011)

Relationship of calendar components: Years Months Weeks Days

Relationship of curricular components: 1. Curriculum development models and principles 2. Program models 3. Instructional methods and models 4. Instructional strategies

1. Curriculum Development Models and Principles Overarching ways to think about and plan your curriculum: Universal design (UD) Universal design for leaning (UDL) Backwards planning Differentiated instruction

2. Program Models Predetermined ways of delivering instruction in general (regardless of content area): Dual Language immersion Transition bilingual education Inclusion Resource room

3. Instructional Methods and Models Specific methods (programs) of delivering certain types of instruction – this tells you HOW to teach a specific content within a program model: Sheltered English/SDAIE Optimal Learning Environment (OLE) Wilson reading program Note: Think of “packaged programs”

4. Instructional Strategies These are smaller teaching and assessment techniques that can be used within a multitude of instructional methods and models and across program models. All teachers need to have a very large number of instructional strategies that they can implement to teach a particular topic or lesson: Preview-review Backwards chaining Direct instruction (5-step modeling to independent practice instruction) Graphic organizers

Stop and Smell the Roses… 5 minutes

Small Group Discussion Considering the CAST materials, provide examples of how you can provide multiple means of representation, expression, and engagement to provide access to culturally and linguistically diverse students in the classroom. Prepare to share a few examples with the class after the quick write.

Quick Write: Neither UD/UDL nor backward design explicitly address the unique needs of CLD students, although many authors provide examples of how they could used to do so. What do you think would be necessary to make sure that these curriculum design models are implemented in a way that specifically addresses these needs.

Report Out from Groups

Backward Design What do you want students to understand, know, and be able to do? (curriculum) How will you know they have accomplished this? (assessment) Develop a plan to get there (content, activities, teaching strategies). (instruction)

Step 1: Planning the Curriculum What are big ideas and important understandings participants should retain?  These choices are the “enduring understandings” that you want students to remember after they’ve forgotten the details of the course. What knowledge and skills should participants master?  Sharpen your choices by considering what is “important to know and do” for your students. What facts, concepts and principles should they know?  What processes, strategies and methods should they learn to use? What should participants hear, read, view, explore or otherwise encounter? This knowledge is “worth being familiar with.”

At which steps should we consider CLD students? What do you want students to understand, know, and be able to do? (curriculum) How will you know they have accomplished this? (assessment) Develop a plan to get there (content, activities, teaching strategies). (instruction)

Small Group Discussion Consider Julia’s manifesto for working with CLD families. What parts make sense to you and which don’t. How does the language that I used (e.g. CLD) frame the argument? How would adopting a standpoint like this impact how you used both UD/UDL and backward design as the starting place for developing your curriculum? Prepare to report out, time permitting.

Big Difference! You must explicitly plan for the development of English as a second language for English language learners. This may be an entirely new language for some students. These student may have limited exposure to English outside of the classroom. You need to consider how to support continued development of L1, regardless of whether or not they will be receiving native language instruction.

Big Difference! Your assessments must match your curriculum. Grading criteria must explicitly address your learning objectives. Your assessments of areas other than ELD must ensure you are assessing the skill/knowledge you are targeting, not students’ limited knowledge of English. You might need to assess some skills in students’ more proficient language.

Big Difference! Your learning plan should be culturally relevant and take into account historical and current patterns of discrimination and the frequent devaluing of students’ home language varieties.

Looking ahead… Topic: Power and Privilege in Schooling Read: Nieto & Bode, 2012, ch 1 & 3 Anzaldua, 1999 (559 only)

Please take a minute for the minute paper. And don’t forget to turn your phone back on.