Session 4

Curriculum and
Instruction
Christianne Cowie de Arroyo
November 2nd and 3rd 2012

Te ach er Tra in ing In st it u te

miércoles, 5 de diciembre de 12

Please sit with the people who read the
same article on feedback last session


What did we discuss?

Are there any pressing issues/ questions/ ideas
that arose during the week?

Is there anything that needs to be clarified so far?

Did you use any of the strategies we learned or
applied any of the knowledge we discussed last week
at school in any way?

How did you do with the UdB unit?


What was your

Structuring a whole unit, Standards and benchmark writing, How many benchmarks are
appropriate for a unit? differentiation, apply differentiation in my classroom, the WHERE
TO in unit planning, framing essential questions, connections bet ween UdB and backwards
design

Bloom´s taxonomy to unit planning, standards and benchmarks, differentiated assessment,
differentiated instruction, develop big ideas and essential question in my unit, plan my
unit, assessment and assessment for understanding,

The 3 stages in Backwards design and how to plan a unit. Purposes and targets of effective
planning, connections are extremely important in unit design, coherent curriculum: What,
How and Whether, formative and summative assessment, the importance of
differentiation, the role and importance of feedback, the difference bet ween
differentiation and curriculum accommodation,

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What will be our agenda
for this week?
Date Content
✤What did we discuss?
✤Oral Presentations: Marzanno, Maslow, Lynn Eryckson, Making Thinking
Visible
✤How do we plan our lessons?
★ The Big 4
★Linking our work so far with the Big 4
★Feedback
November
★Using the G.A.N.A.G. scheme to plan lessons
★Bloom´s Taxonomy
30th and ★Strategies that work
December 1st ✤Curriculum and instruction for the thinking classroom
★Three dimensional vs Two dimensional curriculum
★ Exploring connections between concept based curriculum and making thinking
visible
★Improving our units

Ef f
Cla e c t i
v
s t r s s ro o e
a te m
gy


What are our course Cou
rs e
S
p ag y l l a b

objectives?
e 1 us

Understand the basic principles of several different schools of
thought and how they have influenced education.

Plan and develop an academic unit using a variety of
instructional models among them Backwards Design.

Apply knowledge of Bloom´s taxonomy, Gardner´s multiple
intelligences, Maslow´s Hierarchy and differentiated
instruction to prepare lesson plans.

Use research skills in order to complement the class readings
and offer oral presentations.

Describe the characteristics and steps involved in implementing
a variety of instructional models.

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Oral presentations:
Marzano, Maslow


G.A.N.A.G.

of yo ur
‘To be gin w ith th e en d in mi nd me an s to st art w ith a cle ar un de rs ta nding
ta nd
de st in at ion . It me an s to kn ow wh ere yo u’re go ing so th at yo u be tter un de rs
e right direc tio n.’
wh ere yo u are no w so th at th e step s yo u ta ke are al ways in th Ste ven R. Covey


It is always important to
have a Goal!

Think about... What is your Goal as a teacher?


The big 4

We worked on We have seen
those two many but will
aspects while also discuss
looking at UdB. planning
When we
review concept
based
curriculum we We will
will also talk a finish
bit more about discussing
this this today

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Feedback
Criterion based feedback

Giving the learner specific feedback based on the
learning targets. Developing a method of grading
and record-keeping that demonstrates the
learners progress in meeting the learning targets.

Think about your last week in school...
What feedback have you given? Did you
receive any?


What is effective
feedback?


What is effective
feedback?
Jigsaw reading:

Each table has one article regarding feedback. Read
and discuss your article. Decide on what aspects are
important to share with the wider group

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What is effective
feedback?

Once you have decided on what and how to share,
form mixed groups with at least one person reading
each article. Each one shares and as a group decide
on a list of important aspects regarding effective
feedback


What is the role of feedback
in the learning cycle?
Reﬁnement%of% Access%prior%
understanding% knowledge%

Outside% Input:%New%
evalua8on% teaching%

Self%
Prac8ce%
TC l
Assessment%
P e
M od

g Log
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Le
Re f le c t i

What strategies could you use
in order to provide effective
feedback to your students?


The GANAG scheme
G = State the GOALS (or standards intended for the
lesson

A = ACCESS prior knowledge that relates to the lesson

N = Introduce NEW information or concepts

A = ANALYSE/APPLY the new information or
concepts

G = Summarise or restate the GOALS learned in the
lesson


Goals
Robust- strongly formed or constructed concepts,
generalisations, or procedures.

“Just right” learning targets Not too broad, not too
specific (We will look at this once again next week)

Declarative and Procedural Knowledge

Curriculum Process - Describe the “what” of
teaching


Using Bloom´s Taxonomy

In 1956 Bloom,
developed a
classification of levels
of intellectual
behaviour important
in learning. Bloom
found that over 95%
of the test questions
students encounter
require them to think
only at the lowest
possible level


e t o di s c us s
Ti m

What important aspects
do you see in Marzano´s
text?

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Using Bloom´s Taxonomy
In order to develop instructional objectives we use the following stem:
The student(s) will be able to plus a verb

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Strategies and digital tools
to use with the taxonomy
Technology is a fantastic tool. In our dropbox we
have a list of sites and software available online
you can use according to Bloom´s taxonomy.

Let´s check it out!

Your homework this week will be look at them
and include at least one in your UdB or GANAG
lesson plan.


Declarative and Procedural

Declarative = facts, concepts, generalisations -
Begins with: understands, knows

Procedural = processes, skills - Begins with: all
other verbs

Where can we find declarative knowledge
in the UdB template?

Where do we find procedural knowledge
in the UdB template?


How can we apply this
to our own work?

Look at your UdB unit and start to plan
one lesson using the GANAG scheme.
What would be your objectives for that
lesson?


Access prior knowledge
Brain is a filing cabinet

Needs a clue to decide which file to open

Nonlinguistic representations, advanced
organisers, and cooperative learning

What is the best way to APK?


New Information
How do we acquire new knowledge?

When students are learning new information, they are relating the new knowledge
to what they already know, organising that information, and then making it part
of their long-term memory”.

Lecturing and having students read or view new information are
acceptable approaches to presenting new information, but the
important strategies are the ones that the learner uses to organise the
information, such as note taking, using a thinking skill as a scaffold
organiser, creating a graphic organiser using nonlinguistic
representations, and questioning. Pair/sharing and other partnering
strategies help with clarifying and acquiring new knowledge.


Good morning!


Application

Applying declarative knowledge implies that the
student will be able to generate an original use of
the knowledge, so any of the thinking skills
work here, such as comparing, analysing a
situation as a system, examining different points
of view to make a generalisation, making a
decision in a simulation, and creating a robust
analogy in order to deepen understanding.


Generalise
Generalising or summarising is a strategy
that applies to this section, especially in
c o n j u n c t i o n w i t h c o o p e r a t i ve l e a r n i n g ,
nonlinguistic representations, and generating
questions


Homework

HW (if necessary). When
teachers believe that students
would benefit from more reading
or practice, assigning homework
allows them to work
unsupervised. In most cases, the
student needs to receive some
sort of feedback the next day.
Keep the homework connected to
the following day of instruction
as part of a review or as part of Ef f e c t i
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om
the progressing lessons C l a s s ro y
s t r a te g


Nine Categories in
Instructional Planning
Identifying similarities and differences.

Summarising and note taking.
Reinforcing effort and providing recognition.

Homework and practice.
Nonlinguistic representations.

Cooperative learning.

Setting objectives and providing feedback.
Generating and testing hypotheses. Classroom instruction that
works, Marzano, Pickering and
Pollock
ve
Questions, cues, and advance organisers.
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to our own work?


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Oral presentations:
Lynn Erickson, Making thinking visible


Working the conceptual
level
Topic based vs Concept based (Big ideas or understanding)

Two Dimensional vs Three dimensional
Coverage centred - “inch deep Idea centred - Facts provide a foundation to
and a mile wide understand conceptual, transferable ideas
Intellectually shallow - Lacks Intellectual depth - a conceptual lens or
a conceptual focus to create focus requires mental processing on the
conceptual brain synergy factual and conceptual levels producing
thinking and understanding

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The structure of knowledge

People tend to settle in geographical areas
that can support their basic needs.
Migration may lead to new opportunities or
greater freedom

Migration, opportunity, needs, freedom

Colonial America

people, names, dates, places, migration
routes, etc.


Examples of concepts

Music Social Maths Science Language
Studies
Rhythm Whole
Conflict Verbal and
Melody Numbers
Cooperation Non verbal
Harmony Place value Order
Patterns communication
Timbre Money organism
Populations Language
Form Units of Population
System symbols
Dynamics Measure System
Change sounds
Articulation Facts change
Continuity Literature -
Tempo Expressions Evolution
Culture Patterns Equilibrium Metaphor,
Mood Independence Protagonist, word
Shape choice


What are the concepts in
your own unit?
Loot at your big idea(s)

Identify the concepts you
are working with

What is the topic?

What are the main facts?


Developing principles and
generalisation
Generalisations are summaries of
thought:
Two or more concepts in a relationship

No proper or personal nouns

No pronouns: our, we, they

Has a present tense verb - not is or are (try to avoid
affect, impact or influence - ask how or why)

Is a transferable idea that is supported by factual
content (timeless and universal)

May need a qualifier if not true in all situations (May,
could, etc)


to our own work?

Look at your UdB lesson, think about
your big idea taking into account
Lynn Erickson´s perspective. How
can you improve it?
Does improving your big idea change
the other two steps in any way?


g Log
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How close are you of a three
dimensional model in your
teaching? What are the next steps
on the journey for you?


Making thinking visible

Thinking about our discussions, the presentation and
the article you read on Making Thinking Visible...

What do you THINK about this proposal?

What questions or PUZZLES do you have?

What does the topic make you want to EXPLORE?


Assignments and readings
for next session:
Oral presentations: Marzano, Maslow, Lynn Erickson
(Concept based curriculum), Making thinking visible (David Perkins
and Ron Ritchhart)

4th Learning Log due (Blog, electronic, paper, etc)
Readings: (there is a folder called required readings)

Why are school buses always yellow? Chapter 2 – John Barell

Explore: Digital tools to use with the taxonomy, include at least one in
your lesson plans. If you wish try to include thinking routines as well to
your units.

Bring: Your Finished UdB unit and your GANAG lesson plan. If you
want me to give you feedback on GANAG send it to me by Friday.

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Compass points

E = Excited. What excites you about this idea or proposition?
W = Worrisome. What do you find worrisome about this idea?
N = Need to Know. What else do you need to know or find out about it? What
additional information would help you?

S = Stance, Steps, or Suggestions for Moving Forward. What is your current
stance on the idea or proposition? What steps might you take to increase your
understanding of the issue?


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