Content Enhancement Planning, Teaching and Assessing with Integrated Sets of Content Enhancement Routines Janis Bulgren, Ph.D.

Unit ALL MOST SOME Content: Facts, Concepts, Definitions, Propositions Manipulation MOST Generalization & Problem Solving 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 co-constructed with all students. The needs of all students are met.

Compatible with other planning guidelines SMARTER Planning With a focus on INTEGRATION of CONTENT ENHANCEMENTS Compatible 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 Graphics Explicit instruction Technology 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 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

Unit ALL MOST SOME Content: Facts, Concepts, Definitions, Propositions 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?

UNIT SELF-TEST QUESTIONS The Unit Organizer NAME 4 BIGGER PICTURE Biology DATE 2 LAST UNIT /Experience 1 CURRENT UNIT CURRENT UNIT 3 NEXT UNIT /Experience Molecular Form and Function The Flow of Energy Through Systems Meiosis and Mitosis 8 UNIT SCHEDULE 5 UNIT MAP is about... 10/1 Introduction Life processes in organisms which are carried out at the cellular level by which are fueled by organelles pp. 98-108 energy 10/5 Create cell project which are suspended in from stored food made through the process of cytoplasm released through the process of 10/8 Group project due that is surrounded by the 10/9 Vocabulary quiz photosynthesis cellular respiration plasma membrane & cell wall (in plants) 10/11 Test review 10/12 Test 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? 6 compare/contrast sequence description UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS 7 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?”

Comparison Table CELL STRUCTURE Animal cell structure 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 CELL STRUCTURE 2 Overall Concept 1 Concept 1 Concept Animal cell structure Plant cell structure Characteristics Characteristics Has plasma membrane surrounding cytoplasm Has organelles suspended in cytoplasm Has no cell wall Has small vacuole Has no chloroplasts 3 Has plasma membrane surrounding cytoplasm Has organelles suspended in cytoplasm Has cell wall Has large vacuole Has chloroplasts 3 Extensions 9 4 Like Characteristics 5 Like Categories Compare 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 6 Unlike Characteristics Unlike Categories Has cell wall Has large vacuole Has chloroplasts The cell boundaries The size of the vacuole The presence of chloroplasts 7 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. Summary 8 Figure 5. Example Concept Comparison Table for the concepts “animal cell structure” and “plant cell structure.”

Multiple-Concept Comparison Table, p. 1 2 Overall Concept 1 Concept 3 Characteristics Multiple-Concept Comparison Table, p. 1 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

Multiple-Concept Comparison Table, p. 2 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 Summary Step 9: Go beyond the Basics 5 Like Categories 6 Unlike Characteristics 7 Unlike Categories 9 Extensions 8 Summary

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 PASS THROUGHS CONTROL CENTER Unit: Name: Date: Known Information on Blackboard 3 2 Known Concept 1 New Concept Work areas & machines within a fast food restaurant Organelles within the plasma membrane of a cell 4 Characteristics of Known Concept 6 Characteristics Shared 5 Characteristics of New Concept walls have special windows that regulate what goes in & out of the restaurant PASS THROUGHS plasma membrane regulates the transport of materials in & out of cell manager’s office runs the restaurant CONTROL CENTER nucleus controls cell activities SMALL MACHINES TO MAKE PRODUCTS small ice cream machine makes special products to stay in restaurant or to send-out ribosomes are very small particles that make proteins for use in the cell or to send out of the cell generator supplies the power for the whole restaurant and its machines ENERGY PROVIDER 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 workers’ table provides the work space for preparing and packaging the food ASSEMBLY LINE 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 counter server puts together the final order (ketchup w/ fries, dressing for salad, etc.) and gives to “eat in” or “to go” customers SERVER lysosomes are small membrane-bound sacs filled with enzymes used to break down food (to be re-used by cell) a container is used for recycling paper, plastic, aluminum, glass RECYCLING BIN cabinet is used for storing supplies vacuole stores materials such as water, salts, proteins, carbohydrates STORAGE 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 for the Concept “Organelles Within the Plasma Membrane of a Cell.”

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 À  Á À Á Â Ã Ä Å Æ + + cell membrane cell component Key Words CONVEY CONCEPT À Á Á OFFER OVERALL cell membrane cell component CONCEPT boundary barrier phospholipid bilayer non-restrictive  NOTE KEY WORDS à CLASSIFY CHARACTERISTICS Always Present Sometimes Present Never Present is a thin, flexible covering contains cholesterol (animals only) is rigid is composed of phospholipid bilayer & proteins is impassive acts as a boundary and barrier + + is non-restrictive regulates transport of substances in and out of the cell organelle is in plant and animal cells Ä Examples: EXPLORE EXAMPLES Nonexamples: plasma membrane cell wall membranes around cell organelles small intestine heart valve Å PRACTICE WITH NEW EXAMPLE Æ 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. TIE DOWN A DEFINITION Figure 4. Example Concept Diagram for the concept “cell membrane.”

CONCEPT DIAGRAM Key Words Examples: Nonexamples: Always Present CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS Always Present Sometimes Present Never Present Examples: TIE DOWN A DEFINITION EXPLORE EXAMPLES Key Words PRACTICE WITH NEW EXAMPLE Nonexamples:

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

Question Exploration Guide Modern Warfare David Cole Text Reference Name: Course Lesson Unit Critical Question #: Title 2 2-18-04 Date: Why are biological weapons such a great danger? 1 What is the Critical Question? 2 What are the Key Terms and explanations? Organism A living thing Biological weapon Harmful substance made from an organism or its poisons 3 What are the Supporting Questions and answers? 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. 4 Biological weapons can kill people and crops, and treatments are inadequate. What is the main Idea answer? 5 How would crop damage affect people’s lives? How can we use the main idea? 6 Why are vaccines effective only if they are given before people are exposed to biological weapons? Is there an Overall Idea? Is there a real-world use? Figure 2. Example Question Exploration Guide for the critical question, “Why are biological weapons such a great danger?” This is where the copyright will go ©

Teaching Routines POWERFUL Teaching Devices EXPLICIT Linking Steps 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

“Are my enhancements working?” 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 Morgan Welles Text Reference Name: Course Lesson Unit The Flow of Energy Through Systems 6 Critical Question #: 3 Title 10/9 Date: 1 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 Is there an Overall Idea? Is there a real-world use? Explain what happens to sugar production during the 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? Figure 6. Example Question Exploration Guide for the Critical Question “How do green plants get their food?”

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?