1 1 Preparing All Students for Success Summer Event June 27 & 28, 2011 Sponsored by Council on Post-secondary Ed (CPE) Grant Facilitated by the P-12 Math and Science Outreach Unit of PIMSER at the University of Kentucky and KDE

Classroom Curriculum Design KITCHEN Where students cook up a product that demonstrates the full scope of their learning. LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come PORCH Where students lean back, reflect, generalize, & question what they have learned. WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning Silver Strong & Associates, Thoughtful Education Press 2010

Examining Your Own Look at the unit you brought Thinking about the Classroom Curriculum Design model…. –What are similarities with your unit? –Where are there some gaps in your unit? In other words, are any of the ‘rooms’ empty?

Question 1 (The Foyer) What will I do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

“First you have to get their attention.”

Question 1 (The Foyer) What will I do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

What’s the Payoff? Why do we need to help students to “get ready” to build their knowledge? What benefits would we expect? What happens if we don’t plan in this way?

Questions for the Foyer How will you help students know where they are going and why? How will you help them activate their prior knowledge, assess their skill levels, and identify their interests? How will you hook the students through engaging and thought-provoking activities? How will you help students develop insight into the products they will create and the knowledge they will construct?

Strategies for the Foyer Curriculum Design Folder, page 91 From The Highly Engaged Classroom –Games, Friendly Controversy, Unusual Information “Interactive Techniques” –Numbers : 1, 6, 9, 11, 12, 15, 22, 33, 39, 48, 83, 136, 174

What will you do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

Question 2 (The Library) What will I do to help students effectively interact with new knowledge?

Question 2 (The Library) What will I do to help students effectively interact with new knowledge?

What’s the Payoff? Why do we need to help students acquire knowledge—not only raw information but also tools for making sense of the information? What benefits would we expect? What happens if we don’t plan in this way?

Questions for the Library How will the students acquire the knowledge, understanding, skills, and habits of mind they will need to succeed in the unit? How will you engage students and what tools and strategies will you used to help students obtain the critical information and construct meaning? How will you provide for different learning styles, intelligences, and ability levels so that all students will be engaged and achieve success?

Strategies for the Library Curriculum Design Folder, page 92 From The Art and Science of Teaching –Critical input experiences (experiences that present important new content to students), previewing, small chunks, active processing using macrostrategies (summarizing, note taking, nonlinguistic representations, questioning, reflection, cooperative learning) “Interactive Techniques” –Numbers: 2, 3, 4, 5, 12, 14, 18, 20, 21, 26, 29, 33, 34, 38, 45, 46, 47, 60, 62, 74, 82, 86, 92, 136, 163

What will you do to help students effectively interact with new knowledge?

Question 3 (The Workshop) What will I do to help students practice and deepen their understanding of new knowledge?

What’s the Payoff? Why do we need to help students practice and process new knowledge? What benefits would we expect? What happens if we don’t plan in this way?

Repetition Variation Depth –Harvey Silver

Questions for the Workshop How will you build in periodic review and guided practice opportunities to help students master key skills and content? How will you use modeling and coaching to help students refine their skills? How will you help students deepen their understanding of key content? How will you help students self-evaluate their understanding and skills and determine their own levels of understanding?

Strategies for the Workshop Curriculum Design Folder, page 93 From The Art and Science of Teaching –Revision, error analysis, identifying similarities & differences, homework, analogies, metaphors “Interactive Techniques” –Numbers: 2, 7, 8, 9, 13, 16, 20, 25, 26, 34, 40, 41, 43, 44, 45, 47, 59, 60, 61, 62, 75, 82, 85, 87, 91, 95, 96, 121, 163, 170

Question 4 (The Kitchen) What will I do to help students demonstrate what they know?

What’s the Payoff? Why do we need to help students apply their knowledge? What benefits would we expect? What happens if we don’t plan in this way?

Questions for the Kitchen How will you equip students with the skills they will need to develop successful products and performances? How will you provide guidance and feedback to your students so they can rehearse, revise, and rethink their work?

Strategies for the Kitchen Curriculum Design Folder, page 94 “Interactive Techniques” –Numbers: 26, 30, 75, 119, 120, 124 (Several could be here with a little tweaking)

What will you do to help students demonstrate what they know?

Question 5 (The Porch) What will I do to help students reflect and question what they have learned?

What’s the Payoff? Why do we need to help students survey their learning? What benefits would we expect? What happens if we don’t plan in this way?

Questions for the Porch How will you encourage students to reflect on the content and their learning process? How will students exhibit their new insights about learning and performance, and how they set future goals?

Strategies for the Porch Curriculum Design Folder, page 95 “Interactive Techniques” –Numbers: 31, 32, 54, 57, 81, 153