Designing Curriculum and Instruction for Extended Periods February 22, 2011 Designing Curriculum and Instruction for Extended Periods February 22, 2011 Deb Reed

“One of the greatest pains to human nature is the pain of a new idea. It...makes you think that after all, your favorite notions may be wrong, your firmest beliefs ill-founded... Naturally, therefore, common men hate a new idea, and are disposed more or less to ill-treat the original man who brings it.” Walter Bagehot Physics and Politics 1872

It’s the Year Of…… Block Scheduling Standards Rubrics Portfolios TechnologyAssessments Differentiated Instruction Block Scheduling Standards Rubrics Portfolios TechnologyAssessments Differentiated Instruction

The Landscape has changed  Curriculum What is taught What is learned  Instruction Teacher centered Learner centered  Assessment Bell Curve Public, and Precise Criteria  Curriculum What is taught What is learned  Instruction Teacher centered Learner centered  Assessment Bell Curve Public, and Precise Criteria

CHANGE

Teaching in an extended period “block” + opportunities - concerns

Definition of Concern “The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.” Hall & Hord, p. 61 “The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.” Hall & Hord, p. 61

Concerns-Based Adoption Model (CBAM) Components 1.Stages of Concern 2.Levels of Use 3.Innovation Configuration Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.) Boston: Allyn and Bacon. Used with permission.

Assumptions of the Concerns- Based Adoption Model (CBAM) CHANGE IS… A PROCESS, not an event; made by INDIVIDUALS first, then institutions; a highly PERSONAL experience. Change entails DEVELOPMENTAL growth in feelings and skills. INTERVENTION must be related to… the PEOPLE first, the INNOVATION second. Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.) Boston: Allyn and Bacon. Used with permission.

Stages of Concern: Typical Expressions of Concern About the Innovation Adapted from Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.) Boston: Allyn and Bacon. Used with permission.

CBAM INVENTORY

First Steps  The Curriculum  The Lesson Plan  Instruction  The Curriculum  The Lesson Plan  Instruction

“And so you just threw everything together?… Mathews, a posse is something you have to organize.”

15 Read, Reflect, and Self-Assess 1. Please read the handout …..the first 13 basic planning decisions, and assess your own planning, labeling the decisions... S = strength N = need to be strengthened 2. Circle no more than two that you want to focus on strengthening with intentional effort.

16 Backward Design means purposeful task analysis: “starting with the end in mind” Source: Grant Wiggins. Understanding by Design. Chapter 1

17 Backward Design 1 Identify desired results 2 Determine acceptable evidence 3 Plan learning experiences and instruction Macro level: (unit/course) outcomes

Determine Design Implement Evaluate Renew Standards Expectations Curriculum Design and Review Process Learning outcomes are what students who successfully complete a course, unit, or lesson will know, understand, or be able to do as a result.

The World Future Society “THE KNOWLEDGE EXPLOSION”*  1750 – 1900Knowledge Doubles Once  Knowledge Doubles Again  Knowledge Doubles Again  1960 – PresentKnowledge Doubles About Every 5 Years  By 2020Knowledge Will Double Every 73 Days (!) *Courtesy of World Future Society, Bethesda, Maryland “THE KNOWLEDGE EXPLOSION”*  1750 – 1900Knowledge Doubles Once  Knowledge Doubles Again  Knowledge Doubles Again  1960 – PresentKnowledge Doubles About Every 5 Years  By 2020Knowledge Will Double Every 73 Days (!) *Courtesy of World Future Society, Bethesda, Maryland

Determine Design Implement Evaluate Renew Standards Expectations Written Curriculum Curriculum Design and Review Process Develop the content units guided by the objectives and learning outcomes of the respective units. Assessments must be designed at this time.

TEMPLATES  Atlas Curriculum Management System  Curriculum Mapper  Curriculum Creator COMPONENTS  The essential question Time frame  Content Skills  Assessments Resources  Atlas Curriculum Management System  Curriculum Mapper  Curriculum Creator COMPONENTS  The essential question Time frame  Content Skills  Assessments Resources

Paired Verbal Fluency Summarizing Summarize what you understand about curriculum design, and the planning decisions involved.

Determine Design Implement Evaluate Renew Standards Expectations Written Curriculum Effective Teaching Curriculum Design and Review Process Develop subject-specific instructional strategies for each unit of study that would effectively achieve desired learning results.

CURRICULUMPLANNING MOTIVATION INSTRUCTIONALSTRATEGIES MANAGEMENT FOUNDATION OF ESSENTIAL BELIEFS KEY CONCEPTS Areas of Performance Repertoire Matching Overarching Objectives Curriculum Design Objectives Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline

25 Read, Reflect, and Self-Assess 1. Please read the handout ….. features of standards based instruction for extended periods. S = strength N = need to be strengthened 2. Circle no more than two that you want to focus on strengthening with intentional effort.

First Steps  The Curriculum  The Lesson Plan  Instruction  The Curriculum  The Lesson Plan  Instruction

 In the beginning…  During…  Concluding…  In the beginning…  During…  Concluding…

 Anchoring - Framing Prior to Instruction Communicating Objectives/Outcomes of the Lesson Sharing the Itinerary of the Day/Period Activating Students’ Current Knowledge Pre-Assessment Communicating Criteria Making Connections  Anchoring - Framing Prior to Instruction Communicating Objectives/Outcomes of the Lesson Sharing the Itinerary of the Day/Period Activating Students’ Current Knowledge Pre-Assessment Communicating Criteria Making Connections In the Beginning Anchoring or FRAMING the Learning

Anchoring … COMMUNICATING OBJECTIVES o What students will know or be able to do o Why it’s important o Reasons for activities “Sally and the Gophers”

The Brain & Learning “The human brain is designed to selectively attend to stimuli, prioritizing on the basis of perceived importance and screening out that which seems to be less crucial to survival. The level of attention we apply to a learning situation is influenced or limited by our perception of its value.” (Jensen, Brain-Based Learning) “The human brain is designed to selectively attend to stimuli, prioritizing on the basis of perceived importance and screening out that which seems to be less crucial to survival. The level of attention we apply to a learning situation is influenced or limited by our perception of its value.” (Jensen, Brain-Based Learning)

Providing an ITINERARY  Sequence of Events or Activities Anchoring … Today… Bell Work/HW Check Exam Preview Brad/Kiera’s Oral Presentations US Goes to War… Wrap-up

Bernice McCarthy’s Quadrants IV What if? I Why? Communicating Objectives III How? Detailing the Itinerary II What? Sharing the Itinerary

CURRICULUMPLANNING MOTIVATION INSTRUCTIONALSTRATEGIES MANAGEMENT FOUNDATION OF ESSENTIAL BELIEFS KEY CONCEPTS Areas of Performance Repertoire Matching Overarching Objectives Curriculum Design Objectives Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline Planning

34 Connecting Backward Design and Planning Decisions “Give careful attention to the evidence (data) from yesterday (or whenever else is relevant) about who “has it” and who doesn’t. Also look carefully at those who have it so well they’re ready for an extension or deepening activity. 1 2 “Articulate the mastery objective of this lesson (or series of lessons) to yourself fully. Say exactly what the students will know or be able to do, or do better, at the end of the lesson. Dig into the content to examine its nuances and central ideas before arriving at this statement.” Identify desired results “Check in with the curriculum, the standards you’re working on, and particularly the big idea (enduring understanding) that’s on the table to be sure the lesson you’re planning connects explicitly to it.” 5

35 ▲ Student learning targets ▲ Instructional planning ▲ How to gather formative data Mastery objectives are the control tower for decisions about…

36 Criteria for Mastery Objectives A mastery objective should be appropriate… 1.Linked to (aligned with) the agree-on curricular standards (national, state, and local) 2.Worthy (worth knowing) Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

37 Criteria for Mastery Objectives A mastery objective should be appropriate… 3.Matched to the students, i.e., challenging and attainable 4.Able to be assessed; measurable Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

38 Criteria for Mastery Objectives The language of a mastery objective… 5.is specific in terms of curricular knowledge: declarative- statements of factual knowledge/ content (rules, concepts, ideas, facts) procedural- processes or steps strategies, processes, steps) 6.names an active performance (observable behavior) that demonstrates mastery Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

39 Criteria for Mastery Objectives understand know see that learn recognize that appreciate that be familiar with have a grasp of recognize significance of 7.avoids using mental action words that do not inform students about what they will have to do to demonstrate mastery, such as… A Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

40 Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p Criteria for Mastery Objectives 8.begins with “Students (or You) will be able to…” indicating development of capacity vs. completion of an activity 9.includes strong clues about assessment 10.may include a level of performance or can be accompanied by criteria for success 11.Is “student friendly”

 In the beginning…  During…  Concluding…  In the beginning…  During…  Concluding…

PROCESSING New Information ACTIVATING Prior Knowledge SUMMARIZING New Learning In the beginning… During … Concluding …

ACTIVATING STUDENTS’ CURRENT KNOWLEDGE ACTIVATING Purposes: 1.Cognitive engagement & readiness 2.Formative assessment & surfacing misconceptions 3.Empowering the learner 4.Adapting the plan

Activating Structures A Repertoire of Options  Anticipation Guide  Brainstorm and Categorize  Brainstorm ”Flexibility Style” and Web  Carousel Brainstorming  Draw a Picture/Diagram of …  Given a Skeleton/Outline of (Map of Area, Human Body), Fill in Details  Graphic Organizers  Human Treasure Hunt  Know/Think/Want to Know  Anticipation Guide  Brainstorm and Categorize  Brainstorm ”Flexibility Style” and Web  Carousel Brainstorming  Draw a Picture/Diagram of …  Given a Skeleton/Outline of (Map of Area, Human Body), Fill in Details  Graphic Organizers  Human Treasure Hunt  Know/Think/Want to Know  Line-Ups: Values, Estimation, Experience  Medium-Size Circle  Mental Imagery  Mindmap  Paired Verbal Fluency  Sort Cards or Pictures  Walking Tour  Word or Picture Splash  Write 5 Words That Occur to You When You Think of …

Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices Auditory (vocal variety, modeling thinking aloud, etc.) Visual (charts, graphic organizers, mental imagery, etc. Kinesthetic (manipulatives, recording sheets, etc.) Providing Processing Time Chunking input and student processing time 10-2 or age +2 (pulsed learning) physical stretch Structuring the Processing Cooperative learning structures Alone or in small groups (pairs, trios) Graphic organizers Checking for Understanding Frequently, during instruction, with all students (“dipsticking”) Recall and comprehension Using a Variety of Explanatory Devices Auditory (vocal variety, modeling thinking aloud, etc.) Visual (charts, graphic organizers, mental imagery, etc. Kinesthetic (manipulatives, recording sheets, etc.) Providing Processing Time Chunking input and student processing time 10-2 or age +2 (pulsed learning) physical stretch Structuring the Processing Cooperative learning structures Alone or in small groups (pairs, trios) Graphic organizers Checking for Understanding Frequently, during instruction, with all students (“dipsticking”) Recall and comprehension

Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices Providing Processing Time Structuring the Processing Checking for Understanding Using a Variety of Explanatory Devices Providing Processing Time Structuring the Processing Checking for Understanding

Explanatory Devices  Smart boards  Charts/Whiteboards  Analogies  Media/Technology  Modeling Thinking Aloud*  Translation Into Simpler Language  Physical Models  Simple Cues  Progressive Minimal Cues  Highlighting Important Information  Mental Imagery  Diagrams  Graphic Organizers*  Smart boards  Charts/Whiteboards  Analogies  Media/Technology  Modeling Thinking Aloud*  Translation Into Simpler Language  Physical Models  Simple Cues  Progressive Minimal Cues  Highlighting Important Information  Mental Imagery  Diagrams  Graphic Organizers*

KINESTHETIC AUDITORY VISUAL

Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices AUDITORY (vocal variety, modeling thinking aloud, etc.) VISUAL (charts, graphic organizers, mental imagery, etc. KINESTHETIC (manipulatives, recording sheets, etc.) Using a Variety of Explanatory Devices AUDITORY (vocal variety, modeling thinking aloud, etc.) VISUAL (charts, graphic organizers, mental imagery, etc. KINESTHETIC (manipulatives, recording sheets, etc.)

Say-Do Principle of Learning  How we take in new information…  What we do immediately with the information …  Effect on retention  How we take in new information…  What we do immediately with the information …  Effect on retention Read it ______ 10% 20% 30% 50% 70% 90% Hear it See it Hear & See Say it: Talk or Write Say & Do: Talk/Write & Apply

Say/Do Principle of Learning Read, Say, and Do Hear Read Hear and See See Read and Say

The Brain & Learning “You can either have your learner’s attention or they can be making meaning, but never both at the same time. Humans are natural meaning seeking organisms but excessive input can conflict with that process. The brain needs time to go inside and link the present with the past and future. Without this, learning drops dramatically. We absorb so much information non-consciously that downtime is absolutely necessary to process it all. The brain has an automatic mechanism for shifting (internal and external) and for shutting down input when it needs to.”

Maximizing Student Concentration DURING Instruction Using a Variety of Explanatory Devices Providing Processing Time Structuring the Processing Checking for Understanding Using a Variety of Explanatory Devices Providing Processing Time Structuring the Processing Checking for Understanding

Maximizing Student Concentration DURING Instruction Providing Processing Time Chunking input and student processing time 10-2 or age +2 (pulsed learning) physical stretch Providing Processing Time Chunking input and student processing time 10-2 or age +2 (pulsed learning) physical stretch

Processing Time 10 min. : 2 min. TIME

Providing Processing Time … p.22 Chunking 2 minutes Lecture Video Discussion Speak Write Draw INFORMATION INPUT PROCESSING TIME 10 minutes

The Brain & Learning “When the brain is fully engaged it is more efficient and effective. Vigorous physical activity is believed to increase blood flow to the brain and can have dramatic effects on learning.”

Processing Time 10 min. : 2 min. Physical Movement 37 min. : 90 sec. TIME

Processing Time 10 min. : 2 min. Beginnings & Endings first 5 - last 5 Silence/wait time 3-5 sec. min. Physical Movement 37 min. : 90 sec. TIME

Reflect & Share Which of these time guidelines has most significance for you? What are some ways you might apply it in your teaching?

Maximizing Student Concentration DURING Instruction Structuring the Processing Cooperative learning structures Alone or in small groups (pairs, trios) Graphic organizers Structuring the Processing Cooperative learning structures Alone or in small groups (pairs, trios) Graphic organizers

Processing Structures Cooperative Learning Structures Kagan et al Processing Structures Cooperative Learning Structures Kagan et al 10:2 TTYPARYN Think-Pair-Share Learning Partners Numbered Heads Together Round Table Review 3 Step Interview 10:2 TTYPARYN Think-Pair-Share Learning Partners Numbered Heads Together Round Table Review 3 Step Interview Give One, Get One, Move On Teammates Consult Pairs Check Line-Ups Corners Inside-Outside Circle Jigsaw

Maximizing Student Concentration DURING Instruction Checking for Understanding Frequently, during instruction, with all students … Checking for Understanding Frequently, during instruction, with all students …

QUESTIONING Wait Time Think, Pair Share Teammates Consult Numbered Heads Together QUEST Dipsticking

Summarizing by the Instructor Key ideas, concepts, etc. at the conclusion of a lesson Using visuals to accompany words Structuring Student Summarization Assigning Meaningful Practice or Application Tasks To bridge between this learning experience and next one Summarizing by the Instructor Key ideas, concepts, etc. at the conclusion of a lesson Using visuals to accompany words Structuring Student Summarization Assigning Meaningful Practice or Application Tasks To bridge between this learning experience and next one Maximizing Student Retention FOLLOWING Instruction

Lesson Plan Samples  Take a few minutes and review sample lesson plans for extended time periods.  Insights  Questions  Take a few minutes and review sample lesson plans for extended time periods.  Insights  Questions

The Brain & Learning Meaningful active learning Varied sources of input Timely appropriate feedback Safe non-threatening environment Meaningful active learning Varied sources of input Timely appropriate feedback Safe non-threatening environment

Helpful thing to remember about Curriculum work … Collaboration doesn’t always come naturally.

Seven Norms of Collaborative Work  Pausing  Paraphrasing  Probing  Putting ideas on the table  Paying attention to self and others  Presuming positive intentions  Pursuing a balance between advocacy and inquiry From the Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman, 1999, Christopher-Gordon Publishers, Inc.

“Stop asking me if we’re almost there! We’re nomads, for crying out loud!”