1. Instructional Design Presentation for 2014 TEA Fellows by Dr. Tracy W. Smith

2. Activity-Oriented Teaching Many teachers engage in “activity-oriented” teaching. Select Activities

3. Activity-Oriented Teaching Many teachers engage in “activity-oriented” teaching. Select Activities Develop Assessments

4. Activity-Oriented Teaching Many teachers engage in “activity-oriented” teaching. Select Activities Develop Assessments Identify Results

5. Activity-Oriented Teaching No clear priorities or purposes No clear connections between lessons or units Select Activities Develop Assessments Identify Results

6. An Overview of the process GoalsAssessmentActivities

7. Backwards Design Identify Desired Results

8. Backwards Design Identify Desired Results What should students know, understand, and be able to do? What enduring understandings are desired? Consider Big Ideas Examine content standards (district, state & nat.) Teacher/students interests

9. Priorities for learning Worth being familiar with Important to know & do Enduring knowledge

10. Backwards Design Identify Desired Results Determine Acceptable Evidence

11. Backwards Design Identify Desired Results Determine Acceptable Evidence How will we know if students have achieved the desired results and met the standards? Consider a range of assessment methods: Performance tasks / Projects Quizzes, tests Observations, work samples, dialogues Student self assessment

12. Big Ideas Worth understanding Important to know& do Worth being Familiar with Assessment types Traditional quizzes& tests paper/pencil selected-response constructed response Performance tasks & projects open-ended complex authentic

13. Backwards Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction

14. Backwards Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction What activities will equip students with the needed knowledge and skills? What materials and resources are best suited to accomplish these goals?

15. Backwards Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction Select Activities Develop Assessments Identify Results Activity-Oriented Teaching

16. A three step process: 1. Identify desired results. What results do you hope for in your learning here? 2. Determine acceptable evidence. What evidence would you like to produce? 3. Plan learning experiences and instruction. How will you use your learning experiences to create evidences?

17. Taxonomies of Learning Presented to the TEA Fellows Presented by Rachel E. Wilson, Ph.D. Appalachian State University

18. What is a taxonomy?

19. Carl Linnaeus, Sweden http://en.wikipedia.org/wiki/Carl_Linnaeus 10 th edition, 1758 http://en.wikipedia.org/wiki/Systema_Naturae

20. Why Taxonomies? (purpose) The term taxonomy is used both in a narrow and a broad sense. – In the most narrow sense, a taxonomy is used as a hierarchical classification or categorization system. – In a broader sense, a taxonomy can be in reference to any means of organizing concepts of knowledge.

21. Photo creditcredit

22. Bloom’s Taxonomy

23. Planning Worksheet for Bloom’s Taxonomy

24. Assessment Methods

25. What knowledge and skills will students be learning? What evidence will be gathered and used to ensure that students have learned? What experiences will ensure that students learn?

26. Formative vs. Summative Formative Formative assessment is intended as information for improvement. “How am I doing?” Summative Summative assessment is intended as a judgment of an outcome. “How did I do?”

27. Formative vs. Summative Formative  Formative assessment is assessment for learning. It provides useful information on how a student is progressing in relation to the outcome and helps the teacher plan for instruction.  Formative assessment delivers information during the instructional process, before the summative. Summative Summative assessment is assessment of learning. It documents how much learning has occurred at a point in time. It’s purpose is to measure the level of student, school, or program success.

28. Formative Assessments… ongoing assessments provide feedback to teachers and students inform adjustments – the key to improvement Examples: quiz, questioning, observation, draft work, “think aloud,” concept map, dress rehearsal, portfolio review

29. Summative Assessments… culminating – typically occur at the conclusion of instruction assess for degree of knowledge or skill proficiency evaluative in nature Summative Assessments… Examples: final exam, test, performance task, culminating project or performance, portfolio

30. The 5 E’s Learning Cycle Presentation for TEA Fellows Appalachian State University Brooke Hardin October 2, 2014

31. What is the 5E Cycle? Image Source

32. Why 5E? Honors the rich diversity present in classrooms Targeted scaffolding and tailored instruction Integrates personal, cultural, and content specific knowledge Learning is meaningful and relevant Develops critical thinking, reflection, and evaluation skills Builds self-esteem, positive relationships, working effectively with others.

35. Digital Storytelling: Using Multimodal Composition Strategies in the Language Classroom

36. What is digital storytelling? Digital storytelling is the process through which people share their life stories and creative imaginings with others. It is a relatively new form of storytelling that emerged with the introduction of accessible media production techniques, hardware and software. Some of these technological innovations used in digital storytelling include: digital cameras, digital voice recorders, iMovie, Windows Movie Maker and Final Cut Express. iMovie Windows Movie Maker Final Cut Express Additionally, people often share their stories over the Internet on YouTube and Vimeo and through the use of recordable DVDs, podcasts, and other internet distribution systems. YouTube Vimeo podcasts

37. Why digital storytelling? Findings show that new literacies used in digital storytelling allowed for: ● scaffolded instruction based upon the language and literacy knowledge the students brought with them; ● possibilities for coaching in decoding, comprehension, vocabulary development, oral and written fluency, and the writing process; ● incorporation of popular cultural into personal stories ● layering of print and visual literacies that allows students to bring in more of their cultural contexts/funds of knowledge; ● the use of IT (Information Technology) to make sense of their lives; ● the opportunity to engage in a high interest literacy-rich project

38. Multimodal composition from Convince Me! by Richard and Cynthia Selfe Why to include multimodal composition approaches in your classroom: Reason #1: We learn about, act in, and understand the world using multiple channels of communication. Reason #2: Literacies aren’t static; they emerge, change, and accumulate around us. Reason #3: Workplaces and literacy demands are changing around us. Reason #4: Global communication networks are changing around us.

39. Multimodal Projects Digital Stories by English Language Learners Visualizing Oral History Project “This I Believe” Essays Where I’m From poems Multigenre/Multimodal Research Project https://animoto.com

40. World Café Presentation for TEA Fellows Appalachian State University September 29, 2014 Dr. Tracy Smith

41. History of World Café 1995: Mill Valley, California A small group of business and academic leaders were meeting in a home. Rain disrupted their plan for a large-circle dialogue. The two dozen participants spontaneously formed into small, intimate table conversations about the questions that had drawn them together. Recorded their insights on makeshift tablecloths. Periodically switched or combined tables so stronger ideas could be shared further and patterns in thinking could come to life.

42. 5 Key Operating Principles of World Café Create hospitable space Explore questions that matter Connect diverse people and perspectives Listen together for patterns, insights, and deeper questions Make collective knowledge visible to the group

44. Five Components of World Café Setting Welcome and Introduction Small Group Rounds with Table Hosts Questions Harvest Source: http://www.theworldcafe/com/method.htmlhttp://www.theworldcafe/com/method.html http://www.flickr.com/photos/8007839@N02/5253358565/sizes/l/

45. Listening, Recording, Inviting, Focusing, Doodling, Opposing Photo credit: http://www.flickr.com/photos/itupictures/7554741094/sizes/l/

46. Café Hosting Tips Set up café-style tables or another relaxed setting. Provide food, beverages, music, art, natural light, and greenery. Encourage informal conversation focused on key questions. Allow time for silence and reflection. Encourage members to “cross-pollinate” ideas and insights across groups. Have materials available for visually representing key ideas – markers and paper. Weave and connect emerging themes and insights. Honor the social nature of learning and community building. Help members notice that individual conversations are part of and contribute to a larger field of collective knowledge and wisdom.

47. Paideia Seminar Paideia – Greek word meaning “all the learning a child should have” (loose translation) Not teacher-centered Conversation focused on ideas in text Facilitator probably won’t look at you; conversation should be among participants Intellectual risk is involved

48. Other tips “Fish bowl” “Rotating discussion” “Think, ink, pair, share” “Four corners” “Hot chair” “Running dictation”