Teacher dial sessions 10/19, 11/19, 4/6


The learning goals must be clear and on target



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The learning goals must be clear and on target.

Planning a Focused Curriculum

  • Facts (Columbus came to the “New World”)
  • Vocabulary (voyage, scurvy)
  • Concepts (exploration, change)
  • Principles/Generalizations/Big Ideas (Change can be both positive and negative. Exploration results in change. People’s perspectives affect how they respond to change).
  • Skills
  • Basic (literacy, numeracy)
  • Thinking (analysis, evidence of reasoning,
  • questioning)
  • Of the Discipline (graphing/math/social
  • studies)
  • Planning (goal setting; use of time)
  • Social
  • KNOW
  • UNDERSTAND
  • BE ABLE TO DO
  • In general, these are held steady as a core for nearly all learners in a differentiated classroom.*
  • *Exception--linear skills and information that can be assessed for mastery in the sequence (e.g. spelling)
  • KNOW……
  • Differentiation is a philosophy that honors and celebrates the unique qualities of each student.
  • A student-centered classroom based on well-defined individual needs provides the appropriate context for differentiation.
  • Research and rationale to support building healthy classroom environments
  • Ways to assess students’ learning profiles and how to use the information to develop healthy learning communities
  • Strategies to develop classroom communities that support differentiation including flexible grouping strategies
  • Classroom management techniques that support differentiation
  • UNDERSTAND THAT……
  •  Students’ learning needs differ in many ways, and responsive teaching requires a proactive approach to meeting those needs while maintaining high quality and rigorous curriculum.
  • A student-centered classroom based on well-defined individual needs provides the appropriate context for differentiation.
  •  When students assume ownership and responsibility for classroom procedures, learning, and developing a personal best work effort, the result is high achievement and motivation.
  •  A classroom environment that supports differentiation balances student voice and choice with teacher direction, is cooperative rather than competitive and honors and celebrates student differences instead of hiding or ignoring them.
  • BE ABLE TO DO……
  •   
  • Explain the theoretical basis for differentiation
  • Assess learning profiles and manage the information for all students
  • Determine practical applications for new knowledge, understanding, and skills related to classroom communities
  •  Discuss, collaborate, question, plan, and reflect
  • Self-assess
  • These are the facts, vocabulary, dates, places, names, and examples you want students to give
  • you.
  • The know is massively forgettable.
  • “Teaching facts in isolation is like trying to pump water uphill.” Carol Tomlinson
  • Know

KNOW (Facts,Vocabulary, Definitions)

  • KNOW (Facts,Vocabulary, Definitions)
  • Definitions of Plot, Character, etc.
  • The trig derivatives
  • Tropical Climate
  • Latitude and Longitude
  • Key vocabulary: Union, Confederacy, Slavery, Emancipation…
  • July 4, 1776
  • Basic skills of any discipline
  • Thinking skills
  • Skills of planning, independent learning, etc.
  • The skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to “be like” a doctor, a scientist, a writer or an artist.
  • Able to Do
  • Skills

BE ABLE TO DO (Skills: Basic Skills, Skills of the Discipline, Skills of Independence, Social Skills, Skills of Production)

  • BE ABLE TO DO (Skills: Basic Skills, Skills of the Discipline, Skills of Independence, Social Skills, Skills of Production)
  • Describe these using verbs or phrases:
  • Analyze, test for meaning
  • Solve a problem to find perimeter
  • Write a well supported argument
  • Evaluate work according to specific criteria
  • Contribute to the success of a group or team
  • Use graphics to represent data appropriately
  • These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects.
  • It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience.
  • Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exit within the understandings.
  • Understand
  • Major Concepts and
  • Subconcepts
  • What is Understanding?
  • Can you explain what understanding means to you?
  • How is it different from knowing and doing?
  • How do you know when you understand?

How do you know if you UNDERSTAND?

  • Think - Pair - Share
  • Talk to someone nearby about ways you could demonstrate that you understand a concept, or ways you ensure that your student understand something
  • Be ready to share your list with the large group
  • NAEP Test Item:
  • “How many buses does the army need
  • to transport 1,128
  • soldiers if each bus holds 36 soldiers?”
  • One-third of US 8th graders answered:
  • “31 remainder 12”


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