integrated curriculum and instruction. not all classrooms operate with content coverage content...
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Not All Classrooms Not All Classrooms Operate withOperate with
Content Coverage Content Coverage Too many teachers feel intense pressure to Too many teachers feel intense pressure to
cover the contentcover the content Opportunities are missed to help students Opportunities are missed to help students
become deep, multifaceted thinkers and become deep, multifaceted thinkers and learnerslearners
Independent SeatworkIndependent Seatwork
Instead classrooms should provide Instead classrooms should provide diverse and engaging learning diverse and engaging learning opportunities for studentsopportunities for students
Schools Traditionally…Schools Traditionally…
Teach for only two Learning Styles and Teach for only two Learning Styles and Multiple intelligencesMultiple intelligences
Learning StylesLearning Styles Mastery (ST)Mastery (ST) Understanding (NT)Understanding (NT)
Multiple IntelligencesMultiple Intelligences Verbal-LinguisticVerbal-Linguistic Logical-MathematicalLogical-Mathematical
Students with other styles and dominant Students with other styles and dominant intelligences are left outintelligences are left out
Consequences of…Consequences of… Catering to students whose learning Catering to students whose learning
styles and intelligences correlate with styles and intelligences correlate with the schools usual practicesthe schools usual practices Students are denied opportunity to think Students are denied opportunity to think
in new ways and grow by being in new ways and grow by being challengedchallenged
Learning is more difficult for Learning is more difficult for Bodily-Kinesthetic and Bodily-Kinesthetic and Interpersonal (SF) StylesInterpersonal (SF) Styles
ExamplesExamples Middle School MathMiddle School Math
Teaching for Multiple IntelligenceTeaching for Multiple Intelligence Fibonacci Sequence (1,1,2,3,5,8,13,21)Fibonacci Sequence (1,1,2,3,5,8,13,21)
Multiple Intelligences Lesson for the Fibonacci Multiple Intelligences Lesson for the Fibonacci SequenceSequence
Verbal-LinguisticVerbal-Linguistic LectureLecture
Note-taking TechniquesNote-taking Techniques
Logical-MathematicalLogical-Mathematical Find values of 9Find values of 9thth, 10, 10thth, 11, 11thth 12 12thth termsterms
Develop an equationDevelop an equation
Visual-SpatialVisual-Spatial GraphingGraphing
MusicalMusical Music in background during Music in background during work sessionwork session
Bodily-KinestheticBodily-Kinesthetic ManipulativesManipulatives
InterpersonalInterpersonal Working with a partner or groupWorking with a partner or group
IntrapersonalIntrapersonal Tracking personal progress in Tracking personal progress in learning loglearning log
NaturalistNaturalist Slide of pine treesSlide of pine trees
ExistentialExistential NoneNone
ExampleExample Greek MythologyGreek Mythology
Mrs. Benevento’s lessonMrs. Benevento’s lesson Lesson GoalsLesson Goals
MasteryMastery Identify components of mythologyIdentify components of mythology
UnderstandingUnderstanding Explain how Greek Mythology and Greek Culture are Explain how Greek Mythology and Greek Culture are
relatedrelated Self-ExpressiveSelf-Expressive
Appreciate and understand Greek Mythology as an Appreciate and understand Greek Mythology as an art by creating personal mythsart by creating personal myths
InterpersonalInterpersonal Students will understand how myths are universal Students will understand how myths are universal
and themes apply their own livesand themes apply their own lives
Style AnalysisStyle Analysis
MasteryMasteryInteractive LectureInteractive Lecture
Graphic OrganizerGraphic Organizer
InterpersonalInterpersonalSocratic SeminarSocratic Seminar
Discuss two mythology Discuss two mythology themes in terms of your themes in terms of your
own lifeown life
UnderstandingUnderstandingSupport and Refute Support and Refute
statementsstatements
EssayEssay
Self-ExpressiveSelf-ExpressiveIdentify aesthetic Identify aesthetic
componentscomponents
Create a myth of a Create a myth of a current event figurecurrent event figure
Style AnalysisStyle AnalysisMasteryMastery InterpersonalInterpersonal
UnderstandingUnderstanding
Self-ExpressiveSelf-Expressive
Small groups and whole class metaphors, similes, hyperbole,
identified aesthetic components (, style characterization,
personification, imagery.Developed a working explanation
of how these devices and components affected them as
readers
Socratic Seminar focused on what makes mythology universal. Selected two common themes from
mythology, and wrote essay about themes in terms of
their own lives
Interactive LectureComponents of
MythologyOverview of Greek
CultureVisual Organizer to
record key information
Students read a selection of myths and
were provided with group of statements keyed to relationship
between Greek Culture and Mythology. Students were to
support and refute these statements using
evidence from texts.
Wrap-UpWrap-Up
Teachers can promote the highest Teachers can promote the highest levels of active, in-depth learning in levels of active, in-depth learning in the classroom while making success a the classroom while making success a reality for every studentreality for every student Through fusion of:Through fusion of:
Learning StylesLearning Styles Multiple IntelligencesMultiple Intelligences Effective lesson planning and implementationEffective lesson planning and implementation
StepsSteps Incorporating Learning Styles and Incorporating Learning Styles and
Aligning CurriculumAligning Curriculum Develop Unit PlanDevelop Unit Plan
Plan of content to be taught on sitePlan of content to be taught on site Blocked out in calendar format or as outlineBlocked out in calendar format or as outline Overarching questionOverarching question What will students do to demonstrate What will students do to demonstrate
mastery?mastery? What activities will be the steps to mastery?What activities will be the steps to mastery?
Step OneStep One
Identify in simple language, the Identify in simple language, the standards addressing and outcomes standards addressing and outcomes designated for student achievementdesignated for student achievement National Standards for FCSNational Standards for FCS Use Idaho FCS Curriculum Guides (or if Use Idaho FCS Curriculum Guides (or if
teaching in other state—check out state teaching in other state—check out state specific guides)specific guides)
Idaho Academic Achievement Standards Idaho Academic Achievement Standards (state specific standards should be used)(state specific standards should be used)
Example—Teen LivingExample—Teen Living Overarching Question (from FCS Curriculum Overarching Question (from FCS Curriculum
Guide Guide http://www.pte.state.id.us/fcserv/fcspdf/TeenLivg.pdfhttp://www.pte.state.id.us/fcserv/fcspdf/TeenLivg.pdf )) What factors are present in healthy relationships and What factors are present in healthy relationships and
friendships?friendships? Expected outcomesExpected outcomes
Define qualities of healthy relationships and Define qualities of healthy relationships and friendshipsfriendships
Explain factors that influence relationshipsExplain factors that influence relationships Describe why healthy relationships are important for Describe why healthy relationships are important for
personal happiness and successpersonal happiness and success Examine options for establishing healthy peer and Examine options for establishing healthy peer and
dating relationshipsdating relationships Examine strategies for managing sexual feelingsExamine strategies for managing sexual feelings Explain options for managing unhealthy relationshipsExplain options for managing unhealthy relationships Explore personal safety and sexual harassment issuesExplore personal safety and sexual harassment issues
Step TwoStep Two List assessment tasksList assessment tasks
Processing activities and instructional episodes students will Processing activities and instructional episodes students will engage in throughout the unitengage in throughout the unit
AssessmentsAssessments Processing Activities/Instructional Processing Activities/Instructional EpisodesEpisodes
Task RotationTask RotationM Mark the word that M Mark the word that best completes the best completes the phrasephraseU Complete AnalogiesU Complete AnalogiesS Create a sentence S Create a sentence chain or paragraph chain or paragraph using as many using as many vocabulary words and vocabulary words and students canstudents canI Peer Practice—I Peer Practice—coaching partnerships coaching partnerships for selecting antonyms for selecting antonyms and synonymsand synonyms
M=Mastery StyleM=Mastery StyleU=Understanding U=Understanding StyleStyleS=Self-Expressive S=Self-Expressive StyleStyleI=Interpersonal StyleI=Interpersonal Style
Do you hear what I hear?Do you hear what I hear?After listening to and reading a selection, After listening to and reading a selection, students review words using this codestudents review words using this code
------Familiar words------Familiar words( Vaguely familiar words( Vaguely familiar words* Unfamiliar words* Unfamiliar words
PretestPretest—what do you think?—what do you think?Students write what they think each word Students write what they think each word means using context cluesmeans using context clues
Compare and ContrastCompare and ContrastInitial definitions with dictionary definitionsInitial definitions with dictionary definitions
Visualize the WordVisualize the WordCreate four pictures that represent each word and Create four pictures that represent each word and write a specific sentence explaining why the write a specific sentence explaining why the pictures are good examplespictures are good examples
Inductive LearningInductive LearningGroup and label wordsGroup and label words
Step Two: ExampleStep Two: Example
Targeted Targeted UnderstandingUnderstanding
Learning Learning Experiences and Experiences and
InstructionInstructionDefine qualities of friendshipsDefine qualities of friendships PretestPretest
VisualizationVisualization
Compare and ContrastCompare and Contrast
Define qualities of healthy Define qualities of healthy relationshipsrelationships
Compare and Contrast Compare and Contrast scenarios of healthy and scenarios of healthy and unhealthy relationshipsunhealthy relationships
Multiple methods can be used to provide Multiple methods can be used to provide structure for learning experiences and to structure for learning experiences and to provide creative instruction of targeted provide creative instruction of targeted understandingsunderstandings
Step ThreeStep Three Use Learning Styles-Multiple Intelligences Matrix to analyze Use Learning Styles-Multiple Intelligences Matrix to analyze
those styles and intelligences you are already addressingthose styles and intelligences you are already addressing
MasteryMastery UnderstandingUnderstanding Self-Self-ExpressiveExpressive
InterpersonaInterpersonall
VV
LL
SS
MM
BB
PP
II
NN
EE
Where Do We Go From Where Do We Go From Here?Here?
Curriculum Development Curriculum Development and Concept Organization and Concept Organization
Objectives and Objectives and Competencies Competencies
Designing Learning Designing Learning ExperiencesExperiences
Teaching Plans (Unit Teaching Plans (Unit Plans & Lesson Plans)Plans & Lesson Plans)
Teaching Methods and Teaching Methods and StrategiesStrategies