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Module 2: Homework Review KWL

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As a team, please share what you have learned about the Iowa Core ... Conflicted with prevailing values and norms. Consistent with prevailing values and norms ... – PowerPoint PPT presentation

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Title: Module 2: Homework Review KWL


1
  • Module 2 Homework Review / KWL

2
Homework 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

4
Magnitude of Change
  • The purposes of this activity include
  • Differentiate between first-order and
    second-order change through real life and
    education examples.

5
Magnitude 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?

6
Magnitude of Change
7
  • Module 2 Foundational Curriculum Terms

8
Foundational 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

9
Definitions are established
  • Consistent definitions across the state
  • Definitions are aligned with other Department
    initiatives and programs

10
Directions
  • 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

12
Deep Conceptual Procedural Knowledge
Teaching For Understanding Balanced Assessment
Practices
13
Deep Conceptual Procedural Knowledge
  • Teaching Through Problem Solving
  • Teaching Through Inquiry
  • Teaching for Learner Differences
  • Authentic Work

14
Deep Conceptual Procedural Knowledge
  • Student-Centered Classrooms
  • Assessment for Learning
  • Rigorous Relevant Curriculum

15
Instruction 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
16
Objectives
  • Participants will
  • Recognize components of teaching for
    understanding.

17
  • DO TEACHERS
  • TEACH FOR
  • UNDERSTANDING?

18
Iowa Core Curriculum Definition of Teaching for
Understanding
  • Teaching for Understanding A Definition

19
Instruction and Assessment Overview
  • David PerkinsAmerican Educator The Professional
    Journal of the American Federation of Teachers

20
Frayer Model
21
Teaching 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.

22
Viewing Teaching for Understanding
  • Migration From Latin America
  • Mavis Weir
  • 10thgrade history in Petaluma, California
  • Explore the various reasons people emigrate from
    their homeland.

23
Things to consider
  • Students?
  • Leadership?
  • Teachers?
  • Data?
  • Professional Development?

24
Are teachers teaching for understanding? And
How do you know students are learning?
25
Coming 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

27
Leadership 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.

28
Leadership 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
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