unit-lesson design panel - startalk · startalk chinese dna and genetics summer academy steven...
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PANEL DISCUSSIONUnit & Lesson Design
Gradual Release of Responsibility
in STARTALK Teacher Training
Challenge
� Continuous Improvement Goal
○ Increase Learner-Learner Interactions
� Focus Strand: Unit & Lesson Design
○ Embedding the Gradual Release of
Responsibility Model in Teacher Preparation
Spring Conference
Understanding and Applying the Gradual
Release of
Responsibility Model
in Learner-
Centered
Classrooms
Recursive Process
Solution/Strategy
� Focus Strand: Unit & Lesson Design
○ Embedding the Gradual Release of
Responsibility Model in Teacher Preparation
� Pre-Program Teacher Training Week
○ Small group planning
○ Novice teacher demonstration + feedback
Potential Challenge #1
� Lack of time to re-write/re-teach
○ Power is in the doing after reflecting
○ That is where the growth happens!
○ Reorganize training week
Potential Challenge #2
� Participants lose focus
○ Need progress checks
○ Plan for facilitation of release
○ Language Team Leader Reporting
○ Distributed Leadership
Progress looks messy!
PANEL DISCUSSIONUnit & Lesson Design
STARTALK Chinese DNA and Genetics
Summer Academy
Steven ChuangPrincipal of College Park Elementary School
What do we need to pay attention when
designing a lesson plan based on students’ age?
Research in cognitive neuroscience has yielded a more
comprehensive understanding of brain function. When
analyzing how we move between sensation and perception,
we describe two types of processing:
Bottom-up vs. Top-down
Processing
Bottom-up processing
Perception starts at the sensory input, the stimulus. Analysis of the stimulus
begins with the sense receptors and works up to the level of the brain and mind.
For example, if I flash a random picture on the screen, your eyes detect the
features, your brain pieces it together, and you perceive a picture of an eagle.
What you see is based only on the sensory information coming in. Bottom-up
refers to the way it is built up from the smallest pieces of sensory information.
Suggests that we form our perceptions starting with a larger object,
concept, or idea before working our way toward more detailed information.
In other words, top-down processing happens when we work from the
general to the specific—the big picture to the tiny details. In top-down
processing, your abstract impressions can influence the sensory data that
you gather.
Top-Down Processing
Is the development of pattern recognition through the use of contextual
information.
https://drive.google.com/file/d/0B5iSNhBYDR61RFRKdktfMlZqWUk/
view?ts=59f1f8ab
PANEL DISCUSSIONUnit & Lesson Design
Creating Units for
Global Competence
Mary Curran
Lucy Lee
Hanying Yang
Rutgers, The State University of New Jersey
STARTALK 2017
Application Workshop
Outcomes
• I can explain global competence.
• I can design a unit and lessons that develop global competence.
• I can identify technological tools that support online literacy instruction.
What is global competence?
Global competence is
the capacity and disposition
to act on
issues of global significance.
Boix Mansilla and Jackson, 2011
Global New JerseyIn addition to linguistic and cultural competence, we promoted
– Global competence
• Interest in knowing others who come from different backgrounds
• Skills to interact with those who come from different backgrounds
– Celebrating multilingualism/multiculturalism
– Local-global community connections
– The multiple identities of the students, families and community
– An action project to welcome newcomers
Global New Jersey
Meiling: Stories of Global Migration
Global New Jersey
Global New Jersey
United Nations
Sustainable Development Goalswww.
un.org/sustainabledevelopment/sustainable-
development-goals
Teaching for Global Competence
We should be taking the lead!
Mary Curran
Lucy Lee
Hanying Yang
PANEL DISCUSSIONUnit & Lesson Design
APPLICATION
WORKSHOPCreating Units for Global Competence
Rutgers University
Unit & Lesson Design