the university of kansas center for research on learning content enhancement planning, teaching and...

The University of Kansas Center for Research on Learning

Content Enhancement

Planning, Teaching and Assessing

with Integrated Sets ofContent Enhancement

RoutinesJanis Bulgren, Ph.D.

Unit

ALL

MOST

SOME

Generalization & Problem Solving

Content Manipulation

Content: Facts, Concepts,

Definitions, Propositions


What are the PRINCIPLES of

Content Enhancements?

Teacher is expert mediator of learning.

The integrity of the content must be maintained.

Understandings are interactively co-constructed with all students.

The needs of all students are met.


PLANNING

SMARTER PlanningWith a focus on

INTEGRATION ofCONTENT ENHANCEMENTSCompatible with other planning

guidelines


Backward Design and Essential Learning

What is sufficient evidence of understanding of critical content?


Start with the end in mind

Start with unit/lesson questions and benchmarks.

Design assessment procedures.Construct activities to meet assessment

criteria.


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

Content Enhancement Teaching Routine Clusters Used in PLANNING

ORGANIZATIONCourse Organizer

Unit OrganizerLesson Organizer

MANIPULATIONConcept Comparison Routine

Cause-and-Effect RoutineDecision-Making Routine

Argumentation & Evaluation*

FACTS & CONCEPTSConcept Mastery Routine

Concept Anchoring RoutineRecall Routine

INTEGRATION & GENERALIZATION

Question Exploration Routine

Unit

ALL

MOST

SOME



Unit

ALL

MOST

SOME

Content Manipulation



Shape the Critical Questions. Map the Critical Content. Analyze Difficulties Reach Enhancement Decisions. Teach Strategically Evaluate Mastery Reevaluate Critical Questions

The SMARTER Planning Process

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?


which are carried out at the cellular level by

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U

NIT

SE

LF

-TE

ST

Q

UE

ST

ION

S

is about...

UN

IT R

EL

AT

ION

SH

IPS

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

Biology

Molecular Form and Function

The Flow of Energy Through Systems

Meiosis and Mitosis

10/1

10/8

10/5

10/11

10/9

10/12

Introduction

Create cell project

Group project due

Vocabulary quiz

Test reviewTest

Life processes in organisms

pp. 98-108

organelles

cytoplasm

plasma membrane & cell wall

(in plants)

which are suspended in

that is surrounded by the

energy

photosynthesiscellular

respiration

which are fueled by

from stored food made through the process of

released through the process of

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?

compare/contrastsequence

description

Figure 2. Example Unit Organizer for the unit “The Flow of Energy Through Systems.”

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?”


Concept

Comparison Table2 Overall Concept

1

3 Characteristics3 Characteristics

9 Extensions 4 Like Characteristics

6 Unlike Characteristics

8 Summary

5 Like Categories

7 Unlike Categories

1 Concept

C Communicate targeted conceptsO Obtain the Overall ConceptM Make lists of known characteristicsP Pin down Like CharacteristicsA Assemble Like CategoriesR Record Unlike CharacteristicsI Identify Unlike CategoriesN Nail down a summaryG Go beyond the basicsCELL STRUCTURE

Animal cell structure Plant cell structure

Has plasma membrane surrounding

cytoplasm

Has organelles suspended in

cytoplasm

Has no cell wall

Has small vacuole

Has no chloroplasts

Has plasma membrane surrounding cytoplasm

Has organelles suspended in cytoplasm

Has cell wall

Has large vacuole

Has chloroplastsCompare nerve cells and

muscle cells in animals.

Has plasma membrane surrounding cytoplasm

Has organelles in cytoplasm

The layer around cytoplasm

The location of organelles

Has no cell wall

Has small

vacuole

Has no

chloroplasts

Has cell wall

Has large vacuole

Has chloroplasts

The cell boundaries

The size of the

vacuole

The presence of

chloroplastsBoth 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.Figure 5. Example Concept Comparison Table for the concepts “animal cell structure” and “plant cell structure.”


2 Overall Concept

1 Concept 1 Concept 1 Concept 1 Concept 1 Concept

3 Characteristics3 Characteristics3 Characteristics3 Characteristics3 Characteristics

Multiple-Concept Comparison Table, p. 1

Steps 1-3 of the Concept Comparison RoutineStep 1: Communicate Targeted Concepts Step 2: Obtain the Overall Concept Step 3: Make lists of Known Characteristics


Concept

4 Like Characteristics

Multiple-Concept Comparison Table, p. 2

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 SummaryStep 9: Go beyond the Basics

Concept

4 Like Characteristics 4 Like Characteristics 4 Like Characteristics4 Like Characteristics 5 Like Categories

6 Unlike Characteristics 7 Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics 6 Unlike Characteristics 6 Unlike Characteristics

9 Extensions8 Summary

Concept Concept Concept

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.


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 cell

endoplasmic reticulum (ER system), a maze of membranes arranged as tubes & sacs, produces a variety of molecules & packages them for later use

vacuole stores materials such as water, salts, proteins, carbohydrates

ribosomes are very small particles that make proteins for use in the cell or to send out of the cell

Name: Date:Anchoring Table

6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared

Known Concept New Concept

Understanding of the New Concept:

Unit:

12

4 5

7

Work areas & machines within a

fast food restaurant

Organelles within the plasma membrane of a

cell

walls have special windows that regulate what goes in & out of the restaurantmanager’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” customersa container is used for recycling paper, plastic, aluminum, glasscabinet is used for storing supplies

plasma membrane regulates the transport of materials in & out of cell

lysosomes are small membrane-bound sacs filled with enzymes used to break down food (to be re-used by cell)

mitochondria contain ATP, which is the main energy source for the work of the cell

nucleus controls cell activities

PASS THROUGHS

CONTROL CENTERSMALL MACHINES

TO MAKE PRODUCTSENERGY

PROVIDERASSEMBLY LINE

SERVER

RECYCLING BIN

STORAGE

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 for the Concept “Organelles Within the Plasma Membrane of a Cell.”

3 KnownInformation on Blackboard

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?”


CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

Examples: Nonexamples:

TIE DOWN A DEFINITION

EXPLORE EXAMPLES

Key Words

PRACTICE WITH NEW EXAMPLE

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

cell membrane cell component

boundary

barrier

phospholipid

bilayer

non-restrictive

is a thin, flexible coveringis composed of

phospholipid bilayer & proteins

acts as a boundary and barrierregulates transport of

substances in and out of the cell

is in plant and animal cells

plasma membrane

membranes around cell organelles

contains cholesterol (animals only)

+

0

0

0

0

is rigid

is impassive

is non-restrictive

0

+

cell wall

small intestine

heart valve

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.”

0

organelle

CONVEY CONCEPT


CONCEPT DIAGRAM

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Always Present Sometimes Present Never Present

Examples:

TIE DOWN A DEFINITION

EXPLORE EXAMPLESKey Words

PRACTICE WITH NEW EXAMPLE

Nonexamples:

Teach Strategically

“How can I provide more informed and explicit instruction?”


Question Exploration Guide

Date: TitleCritical

Question #:

Name: Text Reference Course

LessonUnit

How can we use the main idea?5 Is there an Overall Idea? Is there a real-world use?6

What is the Critical Question?

What is the main Idea answer?4

What are the Key Terms and explanations?

3 What are the Supporting Questions and answers?

Why are biological weapons such a great danger?

OrganismBiological weapon

A living thingHarmful substance made from an organism or its poisons

1) What are some types of biological weapons?

2) How do they affect people?

3) How can people stop the effects 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.

3) Treatments to stop the effects of biological weapons have not been adequately developed.

Biological weapons can kill people and crops, and treatments are inadequate.

How would crop damage affect people’s lives?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?”

1

2

Modern Warfare David Cole

2-18-042

This is where the copyright will go ©

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 contentor

revise your questions


Question Exploration Guide

Date: TitleCritical

Question #:

Name: Text Reference Course

LessonUnit

How can we use the main idea?5 Is there an Overall Idea? Is there a real-world use?6

What is the Critical Question?

What are the Key Terms and explanations?

3 What are the Supporting Questions and answers?

The Flow of Energy Through Systems

How do green plants get their food?

What are chloroplasts?

What is chlorophyll?

Chloroplasts are structures in the cells of green plants.

Chlorophyll is the green pigment located in the chloroplasts.

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).

Explain what happens to sugar production duringthe winter when daylight is short and the weather is drier.

Our atmosphere is, in many ways, a result of the process of photosynthesis. How are current human activities affecting our atmosphere?

3

Figure 6. Example Question Exploration Guide for the Critical Question “How do green plants get their food?”

6

Morgan Welles

10/9

1

2

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?

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