Transcript PowerPoint - My Baker

Baker College
Curriculum Design Tier II
Curriculum Tier Professional
Development
• Tier I – (required) Professional development for
curriculum development focused on UbD Stage 1 and its
applications.
• Tier II- (required) Professional development for the
use of curriculum design and development tools.
(you are here)
• Tier III – (optional) Professional development for
Curriculum Tier Champions.
Curriculum Design Tier II
Objectives
• Analyze instructional activities using Bloom’s
Taxonomy.
• Apply the Rigor & Relevance Framework within
the curriculum to maximize student learning.
• Identify the purpose of a lesson plan.
• Explore different essential components to a
lesson plan.
• Apply UbD concepts in developing a class lesson
plan.
Curriculum Tier I Review
• Goal
• Big Ideas
• Essential Questions
• “Knows” and “Dos”
• How we can use this information in the classroom
Brainstorm
On a blank sheet of paper:
– Write down the instructional activities that you do
in your class.
Bloom’s Taxonomy
Levels of intellectual behavior important in learning.
Creating
Create a new product or viewpoint
Evaluating
Justify a stand or position
Analyzing
Distinguish between different parts
Applying
Use information in a new way
Understanding
Explain ideas or concepts
Remembering
Recall the information
Goldilocks According to Bloom
• Remembering: Describe where Goldilocks lived.
• Understanding: Summarize what the Goldilocks story was about.
• Applying: Construct a theory as to why Goldilocks went into the house.
• Analyzing: Differentiate between how Goldilocks reacted and how you
would react in each story event.
• Evaluating: Assess whether or not you think this really happened to
Goldilocks.
• Creating: Compose a song, skit, poem, or rap to convey the Goldilocks
story in a new form.
(Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#What_is_Bloom.27s_Taxonomy.3F
Your Turn to Bloom
• Using the list of classroom activities that you brainstormed
at the beginning of this PD, write down the following next to
each activity:
– Level of Bloom’s Taxonomy
– Verb used to describe what students are doing.
Activity Reflection
• Take a moment to reflect on the list you created.
• Answer the following questions:
 Do you move between several Bloom’s levels or are you heavily
concentrated at one or two levels?
 Do your identified verbs appear in the broader Bloom’s level you had
identified? (i.e. Do your verbs and levels align?)
 Do most of your activities fall at the lower levels? Why? Is this your
intention?
 How will this impact your instruction moving forward?
Rigor and Relevance
• The Rigor and Relevance Framework is a tool
developed by the International Center for
Leadership in Education.
– “The Framework is used to examine curriculum,
instruction, and assessment.”
• Based on two dimensions:
– Six levels of Bloom’s taxonomy for the cognitive
domain.
– Application Model.
Activities are
often complex
and require
students to often
come up with
solutions that
lead to deeper
understanding of
concepts and
knowledge
Experiences
focus on
recall or
basic
knowledge
Learning experiences
are high in rigor and
relevance and
require unique
solutions to
unpredictable
problems
Activities provide
definite opportunities
for students to apply
knowledge, typically
to a real-world
situation
Let’s Plot Together
• Label road signs.
• Perform the safety checks you should make before driving
your vehicle.
• Analyze data on the leading causes of traffic accidents.
• Debate the value of current traffic laws.
Now It’s Your Turn
Rigor and Relevance
Quadrant C
 Research
 Problem-based learning
 Case Studies
Quadrant A
 Constructed responses
 Multiple choice questions
Quadrant D



Role plays
Simulations
Problem-based
learning
Quadrant B




Cases
Papers
Scenarios
Demonstration
How Does All of This Impact You?
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Big Ideas
Essential Questions
“Knows” & “Dos”
Bloom’s Taxonomy
Student Learning
Outcomes
• Enabling Objectives
• Assessments
• Rigor and Relevance
What is a Lesson Plan?
A Plan of Action
A Tool That Assists You in Arriving at Your Destination
To Meet Student Learning Outcomes
To Foster Student Success
Lesson Plan Guidelines
• An effective lesson plan offers enough detail so that any
instructor could teach from it as a guide.
• When developing a lesson plan, you should always start
with the end in mind- what is it that you want your students
to be able to know and to do?
Components of a Lesson Plan
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Title of Lesson= big idea and week
Course= name of course
Goals=knows and dos- these support SLOs
Bloom’s Taxonomy= appropriate levels
Assessment= formative or summative
Procedures/Lesson Sequence= step by step
Materials= resources
Technology= resources
Adaptations= how will you meet students’ needs
Activity
For one of the classes you teach, develop a lesson
plan for a one-week period.
Review
• Analyzed instructional activities using Bloom’s Taxonomy.
• Applied the Rigor & Relevance Framework within the
curriculum to maximize student learning.
• Explored different essential components to a lesson plan.
• Identified the purpose of a lesson plan.
• Applied UbD concepts to a class lesson plan.
What Now?
What is one thing that you are going to take away
and use from this professional development?