Lesson Planning Finding your way… Methods watch – ID as we go-- – online folder?? Thread? Quote of the day – in room and collect online Parking lot Postings and journals

Lesson Planning Tools Curriculum Topic Study Goals and Objectives Understanding by Design Lesson Plan Formats TEP 3-4-3 UbD Designs T3S Learning Cycles And…

Curriculum Topic Study A comprehensive strategy for translating standards and research into instructional practice

What is CTS? CTS is a methodological study process and a set of tools and strategies designed to help educators improve their teaching and learning of science

Our Challenge… Curriculum materials and district curriculum guides are often organized by topics… Yet the standards and results of research describing the cognitive difficulties students face are organized by concepts…

How will CTS help? Curriculum Topic Study will help teachers: Improve their understanding of science content Clarify a hierarchy of content and skills in a learning goal from state or local standards Define formative and summative assessment goals and strategies

How will CTS help? Learn to recognize and address learning difficulties Increase opportunities for students of all backgrounds to achieve science literacy Design or utilize instructional materials effectively

What are CTS Guides? CTS Guides identify the purpose of different resources and explicitly link relevant parts to topics of study that are useful from the teachers’ perspective.

What do CTS Guides do? CTS guides do the groundwork for the busy educator, providing a one-page study guide to relevant results from an enormous range of readings vetted in advance and organized for each topic.

Sections of a CTS Guide I. Identify Adult Content Knowledge II. Consider Instructional Implications III. Identify Concepts and Specific Ideas IV. Examine Research on Student Learning V. Examine Coherency and Articulation VI. Clarify State Standards and District Curriculum

Let’s take a look… Types of Readings and Their Resources (p. 4) Descriptions of Common Resources (books) and their uses (pp. 22-27) Guiding Questions for Individual Sections of a CTS Guide (p. 36-39) Example of a Curriculum Clarification Guide (pp. 67-68) CTS Curriculum Conceptual Storyline (pp. 72-75; Figures 4.14 and 4.15)

Goals and Objectives Goals: broad, generalized statements about what is to be learned. A target to be reached or hit. Objectives: specific, measurable, short-term, observable student behaviors. Tools to reach goals; arrows! http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm

Four parts of an objective: The ABCD’s of objectives. Audience: Who? Behavior: What? What do you expect them to be able to do? Overt, observable behavior, even if covert or mental in nature. Condition: How? Under what circumstances will the learning occur? What’s given or expected as known to accomplish the learning? Degree; How much? Must a specific set of criteria be met? Total mastery (100%), correct 80% of the time is a common level Audience: Who? Who is this aimed at? Behavior: What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the behavior is covert or mental in nature. If you can’t see it, hear it, touch it, taste it, or smell it, you can’t be sure your audience really learned it. Condition: How? Under what circumstances will the learning occur? What will the student be given or already be expected to know to accomplish the learning? Degree; How much? Must a specific set of criteria be met? Do you want total mastery (100%), do you want the to reply correctly 80% of the time, etc. A common and totally nonscientific setting is 80% of the time. http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm

Goals and Objectives Types of objectives Our turn! Psychomotor Cognitive Affective Our turn! http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm

Rubric: Guidelines for Evaluating Objectives What counts? Competent Work Common Mistake Needs to be revised Missed the Point Objectives are measurable. Objectives are measurable and include specific information about what the student will be able to do, e.g. how well, how many, to what degree Objectives are too general and don't include specific information on what the student will be able to do, e.g., how well, how many, to what degree   Objective are not measurable Objectives don't describe what the student will be able to do Objectives list the topics that will be covered rather than what the learning outcomes are Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Rubric: Guidelines for Evaluating Objectives What counts? Competent Work Common Mistake Needs to be revised Missed the Point Objectives require high levels of cognition. Objectives reflect high levels of cognition according to Bloom's Taxonomy. All the objectives require low levels of cognition, such as “demonstrates understanding,"or "identifies." Objectives should include at least one of the verbs in levels 3-6 of Bloom's Taxonomy. Objectives don't use verbs to describe what the student will be able to do. Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Rubric: Guidelines for Evaluating Objectives What counts? Competent Work Common Mistake Needs to be revised Missed the Point The learning objectives should be achievable. The objectives listed are realistic given the time and level of the target audience There are too many objectives. Objectives are too difficult. Objectives don't use verbs to describe what the student will be able to do. Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Rubric: Guidelines for Evaluating Objectives What counts? Competent Work Common Mistake Needs to be revised Missed the Point Are the goals of interest to the learner? The learning objectives are of interest to the learner. The learning objectives don't make the intrinsic and external motivation clear to the learner. The learner can't understand the learning objectives. The learner doesn't want to complete the tasks in the learning objectives. Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Goals and Objectives Goal: Objective:

Understanding by Design Wiggins and McTighe (1998) A conceptual framework for instructional designers Major ideas: The "backwards design“ instructional design model The "Six Facets of Understanding" Taken from: http://pixel.fhda.edu/id/six_facets.html

Six Facets of Understanding explain: Provide thorough and justifiable accounts of phenomena, facts, and data. interpret: Tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models. apply: Effectively use and adapt what they know in diverse contexts. Taken from: http://pixel.fhda.edu/id/six_facets.html From the Educational Research Service Web site: http://www.ers.org/ERSBulletins/0399f.htm

Six Facets of Understanding have perspective: See and hear points of view through critical eyes and ears; see the big picture. empathize: Find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience. have self-knowledge: Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard. Taken from: http://pixel.fhda.edu/id/six_facets.html From the Educational Research Service Web site: http://www.ers.org/ERSBulletins/0399f.htm

The "backward design" instructional design model Centers on the idea that the design process begins with identifying the desired results then "works backward" to develop instruction Rather than the traditional approach which is to define what topics need to be covered. Taken from: http://pixel.fhda.edu/id/six_facets.html

Three main stages of Backward Design Stage 1: Identify desired outcomes and results – Enduring Understandings & Essential Questions Stage 2: Determine acceptable evidence of competency in the outcomes and results - Assessment Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. Taken from: http://pixel.fhda.edu/id/six_facets.html

Stage 1: Outcomes Goals and Objectives vs. Enduring Understandings & Essential Questions Consider not only the course goals and objectives, but the learning that should endure over the long term = “enduring understanding.” Not just “material worth covering," but includes the following elements: Enduring value beyond the classroom Resides at the heart of the discipline Required uncoverage of abstract or often misunderstood ideas Offer potential for engaging students

Stage 1: Outcomes Backward design -- question format vs measurable objectives. By answering key questions, students deepen their learning about content and experience an enduring understanding. The instructor sets the evidence that will be used to determine that the students have understood the content. These questions focus on the following: To what extent does the idea, topic, or process reside at the heart of the discipline? What questions point toward the big ideas and understandings? What arguable questions deepen inquiry and discussion? What questions provide a broader intellectual focus, hence purpose, to the work?

Stage 1: Outcomes Once the key concepts-questions are identified, develop a few questions that apply the line of inquiry to a specific topic. Examples from Wiggins and McTighe (1998) Overall question: "How does an organism's structure enable it to survive in its environment?" Specific topic question: "How do the structures of amphibians and reptiles support their survival?" Asking inquiry-based questions facilitates the students "uncovering" the answer.

Stage 2: Assessment Define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions. Three types of assessment (Wiggins and McTighe,1998): Performance Task— At the heart of the learning. A real-world challenge in the thoughtful and effective use of knowledge and skill— an authentic test of understanding, in context. Criteria Referenced Assessment (quizzes, test, prompts) Provides feedback on how well the facts and concepts are being understood. Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).

Stage 3: Learning Experiences and Instruction Determine what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding Pedagogical Content Knowledge

Lesson Plan Formats TEP 3-4-3 UbD T3S Learning Cycles (Karplus and others) 5 E’s Focus, Explore, Explain, Apply And…