Curriculum Methods IS Dr' Glenda Black

1
Curriculum Methods I/SDr. Glenda Black
Class 2
2
Welcome

• Bell Work
• You have 5 minutes
• 1) In a group - talk about the best teacher you
  ever had
• Please hand in observation assignment and sign
  the assignment tracking sheet

3
Icebreaker

• songs hum and find others with same song
• Mary had a little lamb
• Baa. Baa, Black Sheep
• Rock-a-bye, baby
• Row, Row, Row your boat
• O Canada
• 100 bottles of beer on the wall, 100 bottles of
  beer
• O Danny Boy
• Who let the dogs out?? By Baha men
• We dont need no education by Pink Floyd

4
Course Mantra

• If you fail to plan, you plan to fail!

5
Planning

• Long Range Plans
• Outlines the year gives you and anyone else an
  overview
• When are you going to teach what unit / overall
  concept
• Helps with integration / double dipping
• Usually requested by principal by the end of
  September
• Short Term Plans (Unit Plans)
• A unit a group of lesson plans all focused on a
  particular subject area or concept i.e., grade
  4 Social Studies Medieval Times grade eight
  Language a novel study on The Gifted / Big
  Ideas or concepts such as Freedom,
  Diversity.
• Lesson Plans
• What you are going to teach for a specific
  subject in a specific time period
• Goes into a Daybook

6
Relationship between Plans
What will happen during the Period Day Week S
tudy of a Topic/Concept Year
Lesson plans are put in Unit Plans
The Long Range Plan lists the main topic of each
Short Term Plan (Unit).
7

• What Is Backward Design?
• To begin with the end in mind means to start with
  a clear understanding of your destination. It
  means to know where you're going so that you
  better understand where you are now so that the
  steps you take are always in the right direction.
• Stephen R. Covey,
• The Seven Habits of Highly Effective People
• Design(vb)
• To have purposes and intentions to plan and
  execute
• Oxford English Dictionary

8
Backward Design/ Design Down

• Wiggins and McTighe encourage teachers to think
  like an assessor by beginning with the question
  What will students know and be able to do at the
  end of the learning time? and What is the
  evidence of the understanding?
• Three distinct stages for curriculum design
• (1) Identifying the desired results
• Key question What should students know and be
  able to do?
• (2) Determining acceptable evidence
• Key Questions (a) How will we know if the
  students have achieved the desired
• results? (b) What will we accept as evidence of
  student understanding?
• (3) Planning the learning experiences and
  instruction
• Key Question How will we teach them?
• retrieved August 14, 2007 from
  http//www.ascd.org/ASCD/images/publications/books
  /wiggins1998_fig1.1.gif
•  

9
The Backward Design Model
Key question What should students know and be
able to do?
Key Questions (a) How will we know if the
students have achieved the desired results? (b)
What will we accept as evidence of student
understanding?
Key Question How will we teach them?
10
Class Reflection from Class 1

• Which of the 7 reasons for becoming a
• teacher (you may have more than one) applies to
  you? Why?

11

• The Seven Reasons for Becoming a Teacher
• Reason 1 Born to Be
• Reason 2 The Experienced Teacher Candidate
• Reason 3 Enamored with Academics
• and the Institution of
  Education
• Reason 4 The Age Old Adage
• Reason 5 Lifestyle
• Reason 6 Now What Syndrome
• Reason 7 Combination

12
How You Teach.

• General Mode of Instruction (GMI)

1. What shall we teach? 2. How can we assess
it? 3. How shall we teach? 4. How can we
organize it?
13
Parts of a Lesson

• Expectations
• The enduring understanding
• For a lesson Take the curriculum expectation and
  make it realistic for the lesson you plan
• For a unit a curriculum topic, part of a
  curriculum topic, a concept
• Assessment (and Application / Routine)
• How will you know that they have the enduring
  understanding?
• Content / Strategies
• The body of the lesson
• Content is the what and Strategies are the How
• Preassessment
• What students need to know before you can teach
  the lesson
• What the room should look like, etc
• Resources you need to gather
• Reflection
• After the lesson, think about how it went and
  make notes for next time

14
CURRICULUM EXPECTATIONS

• Ministry of Education Definition Curriculum
  expectations describe the knowledge and skills
  that students are expected to develop and
  demonstrate. Add to these below
• Listed by grade, strand, subject
• Mandated for the grade in which they are listed
• Assessed and evaluated using the levels of
  achievement
• Used in program planning, instruction, assessment
  and reporting.
• Are observable and measurable

15
Expectations ..

• provide direction and instructional intent
• provide the focus for selecting content, teaching
  strategies and assessment
• take into consideration the students level of
  development cognitively affectively and with
  respect to their psychomotor abilities
• describe what the student is expected to know, to
  do or to value

16
Application

• Find a partner. You and your partner may
  choose an expectation from one of the curriculum
  documents. Complete the chart below with your
  partner. It is found in your Methods A-Z booklet
  under Expectations

17
Before you go

• Homework
• Locate the DIPF template on website
• http//www.nipissingu.ca/faculty/glendab/EDUC4315/
  resources.htm
•  
• HW complete first page, 1-3.