Title: Module 2: Homework Review KWL
1- Module 2 Homework Review / KWL
2Homework Review / KWL
- As a team, please share what you have learned
about the Iowa Core Curriculum from a review of
the various WebPages that you did not know
before. - Identify questions that you still have or that
are new based on your review of the WebPages. - Agree on and share out two things your two teams
learned and two question based on the review of
the WebPages.
3- Module 2 Magnitude of Change
4Magnitude of Change
- The purposes of this activity include
- Differentiate between first-order and
second-order change through real life and
education examples.
5Magnitude of Change
- Read pages 3-4 Leading Schools Distinguishing
the Essential from the Important (Magnitude or
order of change). - What distinguishes a first-order change from a
second-order change? - What are real-life examples of first-order and
second-order change that you experienced? - What are education examples of first-order and
second-order change that you experienced?
6Magnitude of Change
7- Module 2 Foundational Curriculum Terms
8Foundational Curriculum Terms
- Objectives
- By the end of this activity, participants will be
able to - Recall and explain the definitions of
foundational curriculum terms - Organize foundational terms into a framework of
logical relationships
9Definitions are established
- Consistent definitions across the state
- Definitions are aligned with other Department
initiatives and programs
10Directions
- Divide into groups of 3 to 6.
- Review definitions and cards.
- Create a framework, visual representation (i.e.,
how the terms work together/can be logically
organized). - Copy your framework onto a sheet of chart paper.
- Post your framework, be prepared to explain.
- Compare your framework to another model
framework, discuss similarities and differences. - Change your framework if necessary, based on any
new perspectives.
11- Module 2 Instruction and Assessment Overview
12Deep Conceptual Procedural Knowledge
Teaching For Understanding Balanced Assessment
Practices
13Deep Conceptual Procedural Knowledge
- Teaching Through Problem Solving
- Teaching Through Inquiry
- Teaching for Learner Differences
- Authentic Work
14Deep Conceptual Procedural Knowledge
- Student-Centered Classrooms
- Assessment for Learning
- Rigorous Relevant Curriculum
15Instruction and Assessment Overview
In short, we must teach for understanding in
order to realize the long-term payoffs of
education.
David PerkinsAmerican Educator The Professional
Journal of the American Federation of Teachers
16Objectives
- Participants will
- Recognize components of teaching for
understanding.
17- DO TEACHERS
- TEACH FOR
- UNDERSTANDING?
18Iowa Core Curriculum Definition of Teaching for
Understanding
- Teaching for Understanding A Definition
19Instruction and Assessment Overview
- David PerkinsAmerican Educator The Professional
Journal of the American Federation of Teachers
20Frayer Model
21Teaching for UnderstandingDirections
- Number off individually at the tables 1-6.
- Go to assigned number table.
- Review assigned component of Teaching for
Understanding found on the table tent. The
information is located on pages 6-8 of the
Perkins article. - Complete the Definition and Characteristics
boxes.
22Viewing Teaching for Understanding
- Migration From Latin America
- Mavis Weir
- 10thgrade history in Petaluma, California
- Explore the various reasons people emigrate from
their homeland.
23Things to consider
- Students?
- Leadership?
- Teachers?
- Data?
- Professional Development?
24Are teachers teaching for understanding? And
How do you know students are learning?
25Coming to a theater near you
- A closer look at
- The importance of effective high quality
instructional practices as defined by the Iowa
Core Curriculum. - Balanced Assessment Practices
- Teaching for Understanding
26- Module 2 KWL / Session Evaluation
27Leadership for the Iowa Core Curriculum KWL
- Directions (Option B)
- In the L (Learned) column up to three things you
have learned about the Iowa Core Curriculum
during this module. - Please dont repeat those items that have already
been stated. - Cross out of the K (Know) list those items that
were incorrect. - Once finished, please list up to three new
questions that still exist in the W (What)
column. - Please dont repeat those items that have already
been stated.
28Leadership for the Iowa Core Curriculum Session
Evaluation
- Directions
- Please complete the end of session evaluation and
provide it to your facilitators. - Thank you for your participation