Welcome to Module 2

Vision of Iowa Core Each and every K-12 student will learn the Essential Concepts and Skill Sets identified in the Iowa Core Curriculum for life in the 21 st Century. Follow group norms

Outcomes for the day: Leadership- Differentiate between 1 st order and 2 nd order change. Content Alignment- Recall and explain definitions of foundational curriculum terms and organize a district framework. Instruction and Assessment- Recognize components of teaching for understanding.

Module 2: Magnitude of Change

Magnitude of Change Judy Jeffrey’s presentation-Chapter 3 “High performing Schools” The purpose of this activity includes: –Differentiate between first-order and second-order change through real life and education examples.

Magnitude of Change Read pages 3-4 – “Leading Schools: Distinguishing the Essential from the Important” (Magnitude or “order” of change). –What distinguishes a first-order change from a second-order change? –What are real-life examples of first-order and second-order change that you experienced? –What are education examples of first-order and second-order change that you experienced?

Magnitude of Change A change is first-order when it is perceived as A change is second-order when it is perceived as An extension of the pastA break with the past Within existing paradigmsOutside of existing paradigms Consistent with prevailing values and norms Conflicted with prevailing values and norms IncrementalComplex Implemented with existing knowledge and skills Requires new knowledge and skills to implement Implemented by expertsImplemented by stakeholders

Magnitude of Change Teacher tube video: “Learning to change!”

Module 2: Foundational Curriculum Terms

Foundational Curriculum Terms Objectives: –By the end of this activity, participants will be able to: Recall and explain the definitions of foundational curriculum terms Organize foundational terms into a framework of logical relationships

Definitions are established Consistent definitions across the state Definitions are aligned with other Department initiatives and programs

Directions 1.Divide into groups of 3 to 6. 2.Review definitions and cards. 3.Create a framework, visual representation (i.e., how the terms work together/can be logically organized). 4.Copy your framework onto a sheet of chart paper. 5.Post your framework, be prepared to explain. 6.Compare your framework to another model framework, discuss similarities and differences. 7.Change your framework if necessary, based on any new perspectives.

Module 2: Instruction and Assessment Overview Judy Video

Deep Conceptual & Procedural Knowledge therefore: Teaching For Understanding

Characteristics of Effective Instruction Teaching for UnderstandingTeaching for Understanding Providing Rigorous and Relevant CurriculumProviding Rigorous and Relevant Curriculum Teaching for Learner DifferencesTeaching for Learner Differences Assessment for LearningAssessment for Learning Student-Centered ClassroomsStudent-Centered Classrooms Outcome 6

Instruction and Assessment Overview In short, we must teach for understanding in order to realize the long-term payoffs of education. David Perkins American Educator: The Professional Journal of the American Federation of Teachers

Objectives Participants will: Recognize components of teaching for understanding.

DO TEACHERS “TEACH FOR UNDERSTANDING?”

Instruction and Assessment Overview David Perkins American Educator: The Professional Journal of the American Federation of Teachers We need to begin to formulate a common vision of Why we teach for understanding… What understanding is… How students learn with understanding … And how we can teach for understanding…

Teaching for Understanding Directions Number off individually at the tables 1-6. Go to assigned number table. Review assigned component of Teaching for Understanding found on the table tent. The information is located on pages 6-8 of the Perkins article. Complete the Definition and Characteristics boxes. 1.Learning a long-termed thinking-centered process 2.Rich on-going assessment 3.Powerful representations 4.Development factors 5.Induct students into discipline 6.Teach for transfer

Frayer Model

Viewing Teaching for Understanding Migration From Latin America Mavis Weir 10th–grade history in Petaluma, California Explore the various reasons people emigrate from their homeland. Fill in examples and non-examples for Frayer Model

Back in your Iowa Core Team consider… Students? Leadership? Teachers? Data? Professional Development?

Are teachers “teaching for understanding”? And… How do you know students are learning?

Coming to a theater near you… A closer look at… The importance of effective high quality instructional practices as defined by the Iowa Core Curriculum. Balanced Assessment Practices Teaching for Understanding

Module 2: KWL / Session Evaluation

Homework Discuss new information found on websites Add to the Know column on KWL

Leadership for the Iowa Core Curriculum: KWL Directions (Option B): In the L (Learned) column up to three things you have learned about the Iowa Core Curriculum during this module. Please don’t repeat those items that have already been stated. Cross out of the K (Know) list those items that were incorrect. Once finished, please list up to three new questions that still exist in the W (What) column. Create a district-wide KWL for a gallery walk

Leadership for the Iowa Core Curriculum: Session Evaluation Directions: Please complete the end of session feedback and provide it to your facilitators. Thank you for your participation!