Curriculum and Instruction Course Objectives

Curriculum and
Instruction
Christianne Cowie de Arroyo
December 14th and 15th

Te ach er Tra in ing In st it u te

lunes, 11 de febrero de 13

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? The
GANAG lesson plan?


What was your
E = Excited. What excites you about this idea or proposition?
It´s so much more interesting and leads to deeper learning. The idea of
going deeper when planning a unit or lesson, it makes more sense when
thinking about our thinking and teaching practices. Teachers can
teach towards concept within a subject. It doesn´t seem so difficult to
implement. Gives new ways for students to recognise their learning
progress, I am really excited to continue working with thinking
routines, Preparing myself to become a better teacher, it is great to be able
to teach kids how to think because thats a tool for their whole lives, It is
interesting to explore new ways of thinking and perspectives, it is a great
way to identify how students are performing in class, Apply it in my school,
loved the routines it is a way of helping students go further and
understand, making thinking visible makes kids aware of their
thinking (metacognition) and not just providing a final answer, Good
thinking is not only a matter of skills but also dispositions, the way those
models take into account higher level thinking skills.


What was your
W = Worrisome. What do you find worrisome about this idea?

The right design of the unit and GANAG planning, really teaching towards
an enduring understanding, how do I know they really got it? practice,
if not implemented well some of the “requirements” may fallout, The
implementation in my own school - how can I change the curriculum? the
difference between concept and topics, a lot of information so I feel a bit
confused, writing the big ideas or enduring understandings,
applying those ideas into my lesson plans, how to make students feel
successful, it is all very complex - I have to digest it, the time it takes


What was your
N = Need to Know. What else do you need to know or find out about it? What
additional information would help you?

understanding my students needs, work with thinking routines
ourselves before using the strategies with the students, understand the
thinking routines, what protocol to use, difference between concepts and
topics, how to apply this in a public school, learn to write
generalisations or big ideas, how to effectively involve students in what
is meaningful to them to understand, new ideas to make learning visible,
get more practice


What was your
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?

Be more aware and smart, it is a process, practice, how does it look like in a
classroom with young children, complete a good plan, need to read more
and feel more confident, I am just at the beginning, Apply it, see more
examples, it will be useful in my classroom to lower anxiety and increase
understanding, learn how to focus on big ideas and not just the small details


What will be our agenda
for this week?
Date Content
✤What did we discuss?
✤Oral Presentations: Reggio Emilia, Inquiry based learning, Professional
Learning Communities

✤Inquiry Based pedagogy
★ Inquiry as a stance on curriculum
December ★Establishing a connection
14th and ★ Discussing and inquiring further
★Exploring primary sources and reflecting about the use of resources for Inquiry
15th ★ How is inquiry connected with everything we have done in this course?
✤ Wrapping up and reflecting on learning
★Exploring our beliefs
★ What have we discussed
★ Taking Action
★Final Reflections and course feedback

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.

ve
Ef f e c t i
om
C l a s s ro y
s t r a te g


ve
Ef f e c t i
om
C l a s s ro y
s t r a te g

Oral presentations:
Reggio Emilia


Inquiry as a Stance on
curriculum

en ts or th e
Inqu iry, in te rp re te d in th e broa de st se ns e, is th e proc es s in iti ated by st ud
ing to a ne w
te ache r th at mo ve s th e st uden ts from th eir cu rren t level of un de rs ta nd
an d de ep er level of un de rs ta nding.

y.. .
Le t´s th in k ab ou t it wh ile we re ad th is st or


Establishing a connection
ve
Think about a big change, transformation, revolution Ef f e c t i
om
C l a s s ro y
you had in your life. (Professionally or Personally) s t r a te g

Share with your table
Why was it so meaningful or important to you?

Did it transform your life? How?
What are the repercussions to this day?

Share with the whole group some commonalities
among the different stories - Use your chart paper to
record


What is a Revolution?
Inquiring through the disciplines TIC,
TAC, TOE
We will all watch the
video

You should all select a
revolution from your
country

You choose another
one according to your
preferences
ve
Ef f e c t i
om
C l a s s ro y
s t r a te g


ve
Ef f e c t i

What is a revolution?
om
C l a s s ro y
s t r a te g


ve
Ef f e c t i
om
C l a s s ro y
s t r a te g

Discuss with your group

On a blank piece of paper, write your
group´s definition of “Revolution”

Be prepared to share with the whole
group


Homework

Why is Inquiry based pedagogy a “Revolution”
in education?

Be ready to share your stand tomorrow


Good morning!


Inquiring through the disciplines
Graffiti Board

As you read, jot down ideas, visual images, etc.
of your article on the graffiti board

Once you finish, use the graffiti board as a tool to
share your ideas with your group

ve
Ef f e c t i
om
C l a s s ro y
s t r a te g


Using the thinking keys...
Observe the object, painting, poem, etc. You were
given. How is it like? (Form)
How is it connected with a Revolution? (connection)
What was it’s purpose or role during that
particular revolution? (Function)

How has it changed or how can it change our
lives? (Change)
Share with the whole group ve
Ef f e c t i
om
C l a s s ro y
s t r a te g



As a table, review your definition of Revolution

Is there anything you would change, add, modify?

Let´s discuss...

ve
Ef f e c t i
om
C l a s s ro y
s t r a te g


Exploring our tensions

What questions do you have regarding
Revolutions?

What particular revolution would you like to
explore further? Why?

What specific aspects of that particular revolution?

ve
Ef f e c t i
om
C l a s s ro y
s t r a te g


What does inquiry look
like?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
collecting data and reporting findings

clarifying existing ideas and reappraising perceptions of events
deepening understanding through the application of a concept
making and testing theories
researching and seeking information

taking and defending a position
solving problems in a variety of ways.


What type of resources
have we used during this
inquiry?

What other resources
could we use for this
inquiry?


UdB Planner


ve
Ef f e c t i
om
C l a s s ro y
s t r a te g

Oral presentations:
Professional Learning Communities, Inquiry
based Pedagogy


Developing a PLC


Inquiry as a Stance on
curriculum

en ts or th e
Inqu iry, in te rp re te d in th e broa de st se ns e, is th e proc es s in iti ated by st ud
ing to a ne w
te ache r th at mo ve s th e st uden ts from th eir cu rren t level of un de rs ta nd
an d de ep er level of un de rs ta nding.

eo
Le t´s th in k ab ou t it wh ile we watch th is vid


Above and Beyond


Thinking about Inquiry
based pedagogy
Thinking about our discussions yesterday, the learning
experience on revolutions, the video we just saw and
the article you read on Inquiry...

What do you THINK about this proposal?

What questions or PUZZLES do you have?

What does the topic make you want to EXPLORE?


Cou
r
p ag s e S y
What was our course e 4 llab
a n d us
5

outline?
Date Content

• Who are we and why are we here? General introductions, Course contents, overview and expectations.
Session 1 • Learning about learning: Establishing personal connections with curriculum and instruction; learning
November 2nd about learning (What do we mean by a brain compatible classroom? and Constructivism)
• Where does curriculum fit in the bigger picture? Exploring curriculum models. Reflecting on the kind
and 3rd of teachers we are – Standards and benchmarks.

Session 2 • Oral presentations: Skinner, Piaget, Montessori, Freire, John Dewey, Vygotsky
November 9th • Understanding by design – Establishing curriculum priorities and designing unit plans.
• What do we mean by understanding? The six facets of Understanding
and 10th

Session 3 • Oral presentations: Brunner, Gardner, Johnson & Johnson, Carol Ann Tomlinson, Marzano, Jane E
Pollock.
November 16th • How can we differentiate instruction? Meeting learner needs and differentiation strategies
• Instructional Planning and Delivery – looking at different planning models, Using the GANAG planning
and 17th scheme


Cou
r
p ag s e S y
What is our course e 4 llab
a n d us
5

outline?
Date Content

• Oral presentations: Maslow, Lynn Erickson (Concept based curriculum), Making thinking visible (David
Session 4 Perkins and Ron Ritchhart)
• Curriculum and Instruction for the Thinking classroom – Concept based instruction and Making
November 30th thinking visible strategies, collaborative thinking strategies
and Dec 1st • Using Bloom´s taxonomy to plan instruction – The new taxonomy revised, strategies and digital tools
to use with the taxonomy

• Oral presentations:, Inquiry based curriculum (Kathy Short, Kath Murdoch, etc.), Peter Senge, DoFour &
Session 5 DoFour (Professional Learning Communities)
December 14th • Inquiry based teaching: What do we mean by Inquiry? Designing strategies for Inquiry classrooms
across the curriculum
and 15th • Final Reflections: Course feedback and final reflections


How can we apply this
to our own work?

Think about all the discussions we have
had so far in this course.
What courses of action would you like
to take as an educator?


End of course reflections


Something to think about...


Thank you so much!
It was a pleasure sharing this
learning experience with you
all...


Curriculum and Instruction Course Objectives

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Ähnlich wie Curriculum and Instruction Course Objectives

Ähnlich wie Curriculum and Instruction Course Objectives (20)

Mehr von Christianne Cowie

Mehr von Christianne Cowie (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Curriculum and Instruction Course Objectives