10. Back to team… Writing prompts for each quadrant Be ready to help them see the Big Ideas
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Editor's Notes
Drinda Use “What’s In Your Trunk?” form to access background knowledge. Each does individually, then share in group of three or four. Share out one key idea from each group.
Becky: Key Points: Construction of deep knowledge: Engages all students in making connections between prior knowledge and new learning. Requires all students to interpret, synthesize, evaluate and generally establish new levels of meaning and understanding to be successful. Depth of knowledge: Instruction sustains a focus on significant disciplinary ideas. Teachers who teach the same content have reached a common understanding of the nature of the essential concept or skill and the kinds of evidence one would see in student work to identify its presence. As students move from one level of instruction to another, their knowledge and ability grows, becoming increasingly more complex and demanding. Students arriving at a reasoned explanation or argument related to a central concept, theme, or problem in a discipline Value beyond school: Students apply their knowledge and skills to influence an audience beyond their classroom S tudents are making the connections among essential concepts and skills from two or more disciplines and using those to solve complex real world problems. The nature of the work prompts students to incorporate concepts, discipline specific methods and processes from more than one discipline in order to address the complex nature of the problem. Process w/ “What it is/What it is not” sheet Do effective classroom piece w/Less and More sheet
Drinda How many of you are feeling like this?
How many of you are wondering this? Blank screen… Conversation: What do you remember about chunking from brain research? We’re going to look at chunking in a different way…chunking the ECS for in depth units of study
Asked to prepare dinner…how many of you open a cupboard and see this? Lots and lots of stuff, unrelated …
How many of you can open the cupboard and see this? No--not fully prepared meals in your cupboard, but you can look at the parts--the cans, bottles, and boxes--and “see” how they fit together? That’s where we need to be with our content. Teachers need to see their content in a new way, so when they look at the lists of ECS, they see how they fit together as a whole. With collaboration, you’ll also being seeing how the ECS of several disciplines fit together in complex, real world ways. Have small groups come up with analogies of heir own.
As you begin to think of your discipline as a whole--not pieces--what are the essential ideas and questions that come to mind? What are the themes that run through the course? What are the enduring lessons that come through your content? Share some examples: Kindergarten that studied seasons for the entire year--incorporated literacy, math, social studies, and science--with the essential learning of cycles--weather cycles, water cycles, life cycles…the laundry cycle Doug Fisher school--each year chooses five questions, and the entire staff works their content around those: 1. What is race, and does race matter? 2. Can you buy your way to happiness? 3. Who am I? Why do I matter? 4. How do interactions affect your life? 5. Health is … Share sample from 5th grade. Key points: Overlap of content areas This is just the big pieces, not the day to day…but you start here, and then plan lessons to get you here Is is important for every child to go deep into each topic? No--it’s the bigger ideas, the ECS we need; impossible to “go deep” on everything
Maybe regroup by content area/grade span… Use chart paper and markers Go to ECS-- Consider your content; your discipline What are the Big Ideas? What are the Essential Questions? Get it down to between 5 and 8 big ideas for the school year
