We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byReanna Petty
Modified over 2 years ago
Chapter 4: Deconstruction as a Critical Teaching Skill Learning Topics Understanding Learning Goals and Expectations Effective Lesson Planning Data Based Decision Making for the Improvement of Instruction copyright © 2011 by Pearson Education Canada 4 - 1
Curriculum goals may be called many other things. Aims Expectations Competencies Objectives Ends Outcomes Ends sought Purposes copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Knowing how to examine, analyze, and use curriculum goals for Social Studies, requires that the teacher have and use the following curriculum skills: Professional knowledge – to see the pattern and intent in each goal Pedagogical content knowledge – to know how to teach an idea, what students are likely to misunderstand, and how to use effective examples to support understanding Knowledge of the standards of the discipline – to ensure that learning time is connected and directed toward the attainment of high levels of learning related to significant knowledge copyright © 2011 by Pearson Education Canada 4- 3 Social Studies: Innovative Approaches for Teachers
A solid personal philosophy of learning – so that learning is going somewhere, rather than consisting of unconnected, low level activities Experience – to know how to approach learning in the most beneficial and efficient manner in respect to the learning time available Imagination – to manage learning experiences that help students transcend time and location to develop deep understanding Rich resources – so that teachers can select and provide for diversity and variety to promote breadth and detail in learning copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Curriculum Goals can be provided at many levels for the same course. SYSTEM GOALS -reflect the goals of the entire program, including all subject areas at all grade levels Example: The student is able to apply inquiry to the investigation of events in the past and present. PROGRAM GOALS – reflect the combined goals of all subjects within the program for a grade level. Example: The student is able to use language conventions appropriately to describe events from the past. COURSE GOALS - reflect the combined goals of all units within the subject of Social Studies for the grade level. Example: The student is able to analyze the causes of an event and provide evidence to support their opinions. INSTRUCTIONAL GOALS – reflect the changes in knowledge, skills, and attitudes anticipated as the result of specific learning experiences. Example: The student is able to identify four push and four pull factors that affected development of the Canadian prairies. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Goals are influenced by many considerations. Add Figure 5 here copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Situated Learning Goals Learning goals should be: 1.Socially situated- Learners should have opportunities to learn within a community of learners. 2.Situated in key content- Learners must have opportunities to be immersed in the key concepts and ideas that reflect the goals for learning. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Learning goals should anticipate the common types of conceptions that students may hold about the topic. Preconceptions - Students do not yet understand the concept fully. Misconceptions - Concepts are internalized incorrectly when some aspect is misunderstood in the learning process. Alternative frameworks – Concepts are internalized in unique, imaginative, and possibly misconceived forms because students relate embedded ideas in unanticipated ways. (Adapted from Driver and Easley (1978), Pupils and paradigms: A review of literature related to concept development in adolescent science students, Studies in Science Education 5: 61-84) copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Using Springboard Stories to Address Learning Goals in Social Studies Springboard or touchstone experiences create emotive responses in young learners. Emotive responses help learners to remember key ideas. Springboard or touchstone experiences provide opportunities for integration across subject areas. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Creating springboard or touchstone experiences What types of springboard experiences could you use with students in a unit of study about early settlers? Find some examples of touchstone books that you might use with young learners to help them understand a new Social Studies topic. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Goals should be stated to: Avoid “serial pop-up activities” that fail to address deep understanding. Involve students in the “mindful exploration of the world around them”. (Smith, 1999, p.7). copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Guideline goals are written to encompass large related ideas. Example: Grade 3 students will identify geographic and environmental factors that explain the location of various urban and rural communities. In order to achieve this goal, students will also need to be able to: Identify what a geographical feature is Identify what an environmental factor is Identify an urban community Identify a rural community Generate criteria for a comparison Use actual, photographic, and electronic sources to identify and sort features Sort by criteria Recognize patterns and anomalies Generalize copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Deconstructing Learning Goals Deconstruction involves the thoughtful examination of guideline goals so the teacher can determine what students need to learn to be successful in achieving the overall goals. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Lesson Planning Effective lesson planning includes many components that must be carefully considered to ensure the learner’s success. Effective lesson plans include: identifying learning goals identifying social skills goals that will support learners’ success as part of a community of learners copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Pre-assessing the learners to determine the types of conceptions they have about the topic Motivating learners Determining the most effective orientation for the new learning Providing guided practice Supporting generalizations Embedding assessment and evaluation into the learning Providing exemplars Promoting metacognition copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Data Based Decision Making About Learning Teachers use data about the learning to determine the next steps they should take to ensure success for each learner. With young learners, data is frequently collected through observation. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Using Data to Make Instructional Decisions Add Figure 8 from Chapter 4 here copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Many learning goals will direct students to narrate, describe, or make maps. The inquiry question “What are its interesting characteristics?” can be investigated by using three inquiry skills: narration description map making copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Map Making Skills for Young Learners Map making requires young learners to understand complex concepts such as one-to- one correspondence and scale. Mapping skills need to be deconstructed into smaller skills and sub-skills must be taught and practised. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Chapter Review Clear and carefully considered goals for the Social Studies program guide orientation, and strategies, and focus subsequent events. Teachers need sophisticated curriculum knowledge to analyze guideline goals and help them provide the intended program of Social Studies. Professional knowledge, knowledge of discipline standards, a personal philosophy of learning, experience, imagination, and access to rich resources help the classroom teacher analyze and implement the stated goals of the Social Studies program. Curriculum goals should be analyzed to uncover and clarify intended connections among the content, processes, and student products created in response to the curriculum. Education goals should reflect the nature of knowledge organized in the discipline of Social Studies, the nature of society, and the nature of the learner. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Curriculum goals are often referred to by other names (e.g., aims, competencies, outcomes, etc.). Curriculum goals can be stated at different levels to provide direction for the province/territory, school system, and classroom. Many factors in the school, community, society, and learner, influence the development of curriculum goals. Situated learning goals will provide transformative, constructivist learning direction for classrooms. Students may hold a variety of inaccurate conceptions about topics that will require the teacher’s attention during instruction; goals for implementation should take these conceptions into account. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Many strategies can be useful to surface students’ prior knowledge about a topic before specific goals for new instruction are identified. Springboards are learning experiences that become memorable anchors for students’ learning because they create strong emotive responses and address key concepts of the program. Resources need to be selected carefully to support program goals. Clear goals help to ensure that learning time can be used productively and efficiently. Goals must reflect the standards of the discipline of Social Studies. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Goals stated in provincial/territorial guidelines need to be deconstructed by teachers to identify the embedded knowledge, skills, and attitudes that will need to be taught for the success of the student in achieving the overall goal. Background knowledge, concepts, and skills need to be acquired before students will benefit from engagement in complex learning tasks such as inquiry. A comprehensive conception of the interrelated elements of sound lesson planning will help teachers maximize instructional time. Data can support our decisions about how we approach effective instruction in Social Studies. The skills of narration, description, and map making will support students’ ability to address inquiry that seeks to examine the characteristics of a situation or event. copyright © 2011 by Pearson Education Canada Social Studies: Innovative Approaches for Teachers
Social Studies: Innovative Approaches for Teachers Chapter 1: Social Studies as a Canadian Discipline Learning Topics for Chapter 1 Examining the Role.
Understanding the ELA/Literacy Evidence Tables. The tables contain the Reading, Writing and Vocabulary Major claims and the evidences to be measured on.
LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE Quality teaching in NSW public schools - assisting students needing additional support with writing.
Chapter 3: Instructional Approaches for the Young Learner Learning Topics Inquiry Learning in Social Studies Direct Instruction and Effective Modeling.
The Framework for Teaching Charlotte Danielson 1c: Setting Instructional Outcomes 1 5/29/2013.
The Rubric Reality Cobb Keys Classroom Teacher Evaluation System.
EPortfolio Thomas College Name Major Expected date of graduation address.
1 Welcome to Module 7 Assessment and Evaluation. 2 Getting Started “From their earliest school experience, students draw life- shaping conclusions about.
1 Literacy PERKS Standard 1: Aligned Curriculum. 2 PERKS Essential Elements Academic Performance 1. Aligned Curriculum 2. Multiple Assessments 3. Instruction.
Teaching Young Children, 4 th Edition © 2009 Pearson Education, Inc. All rights reserved. Chapter 11 Activity Planning and Assessment.
Key Stage 3 National Strategy Standards and assessment: session 3.
The Framework for Teaching Charlotte Danielson 3d: Using Assessment in Instruction 1.
Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.
1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement.
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.
Orientation to the Social Studies K to 7 Integrated Resource Package 2006.
National Science Education Standards. Outline what students need to know, understand, and be able to do to be scientifically literate at different grade.
Teaching to the Standard in Science Education By: Jennifer Grzelak & Bonnie Middleton.
Orientation to the Social Studies 11 Integrated Resource Package (IRP) 2005.
1. Principles Equity Curriculum Teaching 3 Assessment Technology Principles The principles describe particular features of high-quality mathematics programs.
Classroom Assessment. We assess the world around us and make decisions based on that analysis.
Classroom Factors PISA/PIRLS Task Force International Reading Association January 2005.
Delaware Professional Teaching Standards 3.0 Content Knowledge 4.0 Human Development and Learning 5.0 Diverse Learners 6.0 Communication 7.0 Learning Environment.
Putting Research to Work in K-8 Science Classrooms Ready, Set, SCIENCE.
Curriculum Development and Course Design. Presentation Objectives By the end of this presentation you should be able to: define the terms curriculum and.
Examining Student Work. Ensuring Teacher Quality Leader's Resource Guide: Examining Student Work 2 Examining Student Work Explore looking at student work.
Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 0 Content Area Reading Literacy and Learning Across the.
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
EU Presidency Conference Effective policies for the development of competencies of youth in Europe Warsaw, November 2011 Improving basic skills in.
School Based Assessment and Reporting Unit Curriculum Directorate Assessment.
Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.
Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.
Social Studies Grades What is Social Studies? “Social Studies provides coordinated, systematic study drawing on such disciplines as anthropology,
What Are the Characteristics of an Effective Portfolio? By Jay Barrett.
1 Literacy Leadership Teams December 2004 Common High-Quality Differentiated Instruction for Achievement for All within The Cleveland Literacy System Module.
Lecture # 32 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION Professional Standards for Teaching Science.
CURRICULUM AND ASSESSMENT FRAMEWORK Regional Working Session.
Why are you here? REALLY…... Praxis I test ~ NEW test Pre K 4 ~ 1. Pre-service Academic Performance Assessment (PAPA) Reading, Writing, & Math ***(starting.
Virginia Teacher Performance Evaluation System 0 August 2012.
1 Literacy BlockOthers Parts of the Day 90 Min. Reading Block 30 Min. Writing Block Responding to Reading Direct Instruction on Fluency, Phonics and Vocabulary.
MYP planning: the unit planner. © International Baccalaureate Organization 2007 Background to this presentation After the publication of MYP: From principles.
Copyright 2012 Pearson Education. Vukelich, Helping Young Children Learn Language and Literacy: Birth Through Kindergarten 3/e Chapter 1 Foundations of.
The Teacher Foundation A Look at the Evaluation Process by The Teacher Foundation (TTF)
A Framework for Inquiry-Based Instruction through The 5E Learning Cycle and The Gradual Release of Responsibility Model Effective Planning.
Christine Yang March 17, As a teacher it is critical for me to demonstrate mastery of technology teacher standards. ISTE-NETS Teacher Standards.
ationmenu/nets/forteachers/2008s tandards/nets_for_teachers_2008.h tm Click on the above circles to see each standard.
The Intentional Teacher Choosing the Best Strategies to Support Young Children’s Learning.
READING NEXT & WRITING NEXT. READING NEXT Recommendations for Meeting the Needs of Struggling Readers.
Project Based Learning Michael McDowell, Ed.D.. As you go through your training today, ask yourself the following questions… What type of employee am.
CASS Network of 21 st Century School Systems Rocky View School Division – February 15,2011.
© 2017 SlidePlayer.com Inc. All rights reserved.