Transcript The University of Kansas Center for Research on Learning

Content Enhancement
Planning, Teaching and Assessing
with Integrated Sets of
Content Enhancement Routines
Janis Bulgren, Ph.D.
The University of Kansas Center for Research on Learning
Content: Facts,
Concepts,
Definitions,
Propositions
Unit
ALL
Content
Manipulation
Generalization &
Problem Solving
MOST
SOME
What are the PRINCIPLES
of
Content Enhancements?
 Teacher is expert mediator of learning.
 The integrity of the content must be
maintained.
 Understandings are interactively coconstructed with all students.
 The needs of all students are met.
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PLANNING
SMARTER Planning
With a focus on
INTEGRATION of
CONTENT ENHANCEMENTS
Compatible with other planning
guidelines
The University of Kansas Center for Research on Learning
The University of Kansas Center for Research on Learning
The University of Kansas Center for Research on Learning
Backward Design and
Essential Learning
What is sufficient evidence
of understanding of critical
content?
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Start with the end in mind
Start with unit/lesson questions and
benchmarks.
Design assessment procedures.
Construct activities to meet assessment
criteria.
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The University of Kansas Center for Research on Learning
Universal Design
What will you do to ensure that all students learn
critical information and processes?
•
•
•
•
Graphics
Explicit instruction
Technology
Focus on the Big Picture
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Content Enhancement Teaching Routine Clusters
Used in PLANNING
ORGANIZATION
Course Organizer
Unit Organizer
Lesson Organizer
MANIPULATION
Concept Comparison Routine
Cause-and-Effect Routine
Decision-Making Routine
Argumentation & Evaluation*
INTEGRATION &
GENERALIZATION
Question Exploration Routine
FACTS & CONCEPTS
Concept Mastery Routine
Concept Anchoring Routine
Recall Routine
Content: Facts,
Concepts,
Definitions,
Propositions
Unit
ALL
MOST
SOME
Content: Facts,
Concepts,
Definitions,
Propositions
Unit
ALL
Content
Manipulation
MOST
SOME
The SMARTER Planning
Process
 Shape the Critical Questions.
 Map the Critical Content.
 Analyze Difficulties
 Reach Enhancement Decisions.
 Teach Strategically
 Evaluate Mastery
 Reevaluate Critical Questions
 Shape the critical questions.
“What would be three or four questions that
represent the heart and soul of this unit? If
students could answer these, you could say
that they would do well on the test.”
AND “What are the embedded demands and
scaffolds that need to be integrated to help
answer those questions?”
Planning for What is Critical
Learning for ALL Students
1) What is the structure of a typical cell?
2) Why is it important to understand the
function of each cell part?
3) How do green plants get their food?
4) How is energy released from stored food?
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The University of Kansas Center for Research on Learning
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Biology
LAST UNIT/Experience
2
Molecular Form and
Function
8
UNIT SCHEDULE
10/
1
1
5
Meiosis and Mitosis
The Flow of Energy Through
UNIT MAP
Systems
Introduction
organelle
s
which are
carried out
at the
cellular
level by
NEXT UNIT/Experience
3
CURRENT
CURRENT
UNIT UNIT
Life processes in
organisms
which are
fueled by
pp. 98-108
energy
10/5 Create cell project which are suspended in
10/8
Group project due
10/9
Vocabulary quiz
cytoplas
m
that is surrounded by the
7
Test review
Test
released
through the
process of
cellular
respiration
photosynthesis
1) What is the structure of a typical cell?
2) Why is it important to understand the function of each cell part?
3) How do green plants get their food?
compare/contrast
sequence
description
4) How is energy released from stored food?
Figure 2. Example Unit Organizer for the unit “The Flow of Energy Through Systems.”
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UNIT RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
10/1
1
10/1
2
plasma
membrane &
cell wall (in
plants)
from
stored
food
made
through
the
process of
 Analyze difficulties
“What would make this unit hard for some,
most, or all of my students?”
“Do students need help with facts & concepts,
manipulations, or generalization, e.g., what
manipulations such as compare and
contract, sequence, describe, causation
were noted on the Unit Organizer?”
C Communicate targeted concepts
O Obtain the Overall Concept
M Make lists of known characteristics
P Pin down Like Characteristics
A Assemble Like Categories
R Record Unlike Characteristics
I Identify Unlike Categories
N Nail down a summary
G Go beyond the basics
Comparison Table
2
Overall Concept
CELL STRUCTURE
1
Concept
Animal cell structure
3
Plant cell structure
Characteristics
3
Extensions
Compare nerve cells and
muscle cells in animals.
Characteristics
Has plasma membrane surrounding cytoplasm
Has organelles suspended in cytoplasm
Has cell wall
Has large vacuole
Has chloroplasts
Has plasma membrane surrounding
cytoplasm
Has organelles suspended in cytoplasm
Has no cell wall
Has small vacuole
Has no chloroplasts
9
Concept
1
4
Like Characteristics
5
Like Categories
Has plasma membrane surrounding cytoplasm
The layer around cytoplasm
Has organelles in cytoplasm
The location of organelles
6
Unlike Characteristics
Has no cell wall
Has small vacuole
Has no
chloroplasts
Has cell wall
Has large vacuole
Has chloroplasts
8
7
Unlike Categories
The cell boundaries
The size of the vacuole
The presence of
chloroplasts
Summary
Both animal cells and plant cells have a plasma membrane that surrounds cytoplasm in which organelles are
suspended. However, only plant cells have a cell wall and chloroplasts. Also, the vacuoles in plant cells are
larger than the vacuoles in animal cells.
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Figure 5. Example Concept Comparison Table for the concepts “animal cell structure” and “plant cell structure.”
Multiple-Concept Comparison Table, p. 1
2
1
3
Concept
Characteristics
1
3
Concept
Characteristics
Overall Concept
1
3
Concept
Characteristics
1
3
Concept
Characteristics
1
3
Concept
Characteristics
Steps 1-3 of the Concept Comparison Routine
Step 1: Communicate Targeted Concepts
Step 2: Obtain the Overall Concept
Step 3: Make lists of Known Characteristics
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Multiple-Concept Comparison Table, p. 2
Concept
4
6
Concept
Like Characteristics
Unlike Characteristics
4
6
Concept
Like Characteristics
Unlike Characteristics
8
4
6
Summary
Concept
Like Characteristics
Unlike Characteristics
4
6
Concept
Like Characteristics
Unlike Characteristics
Like Characteristics
5
Like Categories
Unlike Characteristics
7
Unlike Categories
4
6
9
Extensions
Steps 4 -9 of the Concept
Comparison Routine
Step 4: Pin down Like
Characteristics
Step 5: Assemble Like
Categories
Step 6: Record Unlike
Characteristics
Step 7: Identify Unlike
Categories
Step 8: Nail down a Summary
Step 9: Go beyond the Basics
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This unit would be hard
because:
Some students have the background knowledge.
Students are required to frequently compare,
conclude, find causes, evaluate, etc.
Many students have poor question exploration skills.
Some students have difficulty identifying important
from unimportant information.
Major concepts are very abstract, and students need a
concrete way to understand them.
Anchoring Table
Unit:
3
Known
Information
on
Blackboard
2
Name:
1
Known Concept
Work areas & machines
within a fast food restaurant
4
Characteristics of Known Concept
walls have special windows that
regulate what goes in & out of the
restaurant
manager’s office runs the restaurant
small ice cream machine makes special
products to stay in restaurant or to
send-out
generator supplies the power for the
whole restaurant and its machines
workers’ table provides the work space
for preparing and packaging the food
counter server puts together the final
order (ketchup w/ fries, dressing for
salad, etc.) and gives to “eat in” or “to go”
customers
a container is used for recycling paper,
plastic, aluminum, glass
cabinet is used for storing supplies
Date:
New Concept
Organelles within the plasma
membrane of a cell
6
Characteristics Shared
PASS THROUGHS
CONTROL CENTER
SMALL MACHINES
TO MAKE
PRODUCTS
ENERGY
PROVIDER
ASSEMBLY LINE
SERVER
RECYCLING BIN
STORAGE
5
Characteristics of New Concept
plasma membrane regulates the
transport of materials in & out of cell
nucleus controls cell activities
ribosomes are very small particles that
make proteins for use in the cell or to send
out of the cell
mitochondria contain ATP, which is the
main energy source for the work of the
cell
endoplasmic reticulum (ER system), a maze of
membranes arranged as tubes & sacs,
produces a variety of molecules & packages
them for later use
Golgi apparatus looks like a stack of flattened
sacs, one side receives products that are
modified and sent to other side to be
distributed to parts of cell or to other places
outside the are
lysosomes
cell small membrane-bound
sacs filled with enzymes used to break
down food (to be re-used by cell)
vacuole stores materials such as water,
salts, proteins, carbohydrates
7 Understanding of the New Concept:
Within the plasma membrane of a typical cell are organelles: a nucleus, ribosomes,
mitochondria, the Golgi apparatus, endoplasmic reticulum, lysosomes, and vacuoles.
Fig. 3. Example Concept Anchoring Table
the Concept
Within
Plasma Membrane
of a Cell.”
TheforUniversity
of “Organelles
Kansas Center
forthe
Research
on Learning
 Reach enhancement decisions
“How can I enhance the critical content and
reduce the difficulty of learning the information
in this unit?”
AND “What are the few, critical pieces of
information that ALL students must know?”

Key Words
boundary




CONVEY CONCEPT
OFFER OVERALL
CONCEPT
cell membrane
CLASSIFY
CHARACTERISTICS
Sometimes Present
Never Present
0contains cholesterol (animals only)0
is rigid
Always Present
is composed of phospholipid
bilayer & proteins
phospholipid
bilayer
0
acts as a boundary and barrier +
regulates transport of
substances in and out of the cell 0
organelle

cell component
NOTE KEY WORDS
is a thin, flexible covering
barrier
CONCEPT DIAGRAM

is in plant and animal cells
0
is impassive
+
is non-restrictive
0
non-restrictive

EXPLORE EXAMPLES
Examples:
Nonexamples:
plasma membrane
cell wall
membranes around cell organelles
small intestine
heart valve


PRACTICE WITH NEW EXAMPLE
TIE DOWN A
DEFINITION
The cell membrane, a thin flexible covering composed of a phospholipid bilayer & proteins, is a cell
component that acts as a boundary and barrier and regulates the transport of substances in
and out of plant and animal cells.
Figure 4. Example Concept Diagram for the concept “cell membrane.”
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Key Words
EXPLORE EXAMPLES
Examples:
CONCEPT DIAGRAM
Nonexamples:
NOTE KEY WORDS
Always Present
Sometimes Present
CLASSIFY
CHARACTERISTICS
CONVEY CONCEPT
OFFER OVERALL
CONCEPT
TIE DOWN A
DEFINITION
PRACTICE WITH
NEW EXAMPLE
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Never Present
 Teach Strategically
How can I provide
more informed and
explicit instruction?”
“
Question Exploration Guide
Text Reference
Course
Unit
Lesson
Modern Warfare
Critical
Question #:
1 What is the Critical Question?
Name:
David Cole
Title
Date: 2-18-04
2
Why are biological weapons such a great danger?
2 What are the Key Terms and explanations?
A living thing
Harmful substance made from an organism or its poisons
Organism
Biological weapon
3 What are the Supporting Questions and answers?
1) What are some types of biological weapons?1) Some types of biological weapons are parasitic plants, submicroscopic
organisms, bacteria, and ricin from the castor bean.
2)
They can kill people and can also kill crops.
2) How do they affect people?
3) How can people stop the effects of
biological weapons?
4 What is the main Idea answer?
Biological
5
3) Treatments to stop the effects of biological weapons have not been
adequately developed.
weapons can kill people and crops, and treatments are inadequate.
6
How can we use the main idea?
How would crop damage affect people’s lives?
Is there an Overall Idea? Is there a real-world use?
Why are vaccines effective only if they are given
before people are exposed to biological weapons?
Figure 2. Example Question Exploration Guide for the critical question, “Why are biological weapons such a great danger?”
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©
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Teaching Routines
Focus on helping a teacher inform, guide, and
involve students in ways that will promote
content learning through the use of
POWERFUL Teaching Devices
EXPLICIT Linking Steps
STRUCTURED Cue-Do-Review
Sequence
 Evaluate Mastery
“Are my
enhancements
working?”
Create tests around the critical questions.
And…..
If they fail to answer the questions….
Either reteach the content
or
revise your questions
Question Exploration Guide
Text Reference
Course
6
Unit
Lesson
1
Critical
Question #:
Title
3
Morgan Welles
Name:
The Flow of Energy Through Systems
Date: 10/9
What is the Critical Question?
How do green plants get their food?
2 What are the Key Terms and explanations?
What are chloroplasts?
Chloroplasts are structures in the cells of green plants.
What is chlorophyll?
Chlorophyll is the green pigment located in the chloroplasts.
3
What are the Supporting Questions and answers?
1) Where do plants get the food they need?
2) How do plants make sugar?
3) Where is sugar made in plants?
4) What is so special about a chloroplast?
5) What is the process of sugar-making in plants
called?
6) Other than sugar, are there other products?
1) Plants make their own food (sugar).
2) Plants make sugar by taking energy from sunlight and combining it with water and
carbon dioxide.
3) Sugar is made in small bodies in the plant cells called chloroplasts.
4) Chloroplasts contain the pigment chlorophyll. Chlorophyll helps the plant make sugar.
5) The process is called photosynthesis.
6) As part of the process, oxygen is released into the air.
Green plants use a process called photosynthesis to make their food (sugar).
5 How can we use the main idea?
6
Explain what happens to sugar production during
the winter when daylight is short and the weather
is drier.
Is there an Overall Idea? Is there a real-world use?
Our atmosphere is, in many ways, a result of the
process of photosynthesis. How are current human
activities affecting our atmosphere?
Figure 6. Example Question Exploration Guide for the Critical Question “How do green plants get their food?”
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Formative measures
informal questioning
quizzes
assignments
Summative measures
tests
projects
 Reevaluate Critical Questions
“How well can the
students answer the
critical questions?”
How would this look
with
Argumentation and
Evaluation?