1. Intellectual Challenge of Curriculum From Christina E. Sleeter’s Un-Standardizing Curriculum

2. What do you expect from your students? Low expectations are often justified by a student’s background Low expectations are often justified by a student’s background If a student is expected to have less potential then a student will demonstrate less potential – the teacher will not search as diligently for ways to help students improve If a student is expected to have less potential then a student will demonstrate less potential – the teacher will not search as diligently for ways to help students improve

3. We expect them to pass the test… Yet white affluent students are given access to a intellectually rich curriculum Yet white affluent students are given access to a intellectually rich curriculum Low-income and working class students of color get test-prep curriculum Low-income and working class students of color get test-prep curriculum Do not use student’s life situations as an excuse, use it to help them be successful Do not use student’s life situations as an excuse, use it to help them be successful

4. We expect them to pass the class… Studies have found that BOTH high- achieving and low achieving students are more likely to fail lower level than upper level courses and do better in upper level courses Studies have found that BOTH high- achieving and low achieving students are more likely to fail lower level than upper level courses and do better in upper level courses If the curriculum is challenging and interesting students will rise to the occasion If the curriculum is challenging and interesting students will rise to the occasion Expect that of them! Expect that of them!

5. What does it look like? Plan around the big idea Plan around the big idea Understand the students you are working with – not every class will learn the same way Understand the students you are working with – not every class will learn the same way Make it engaging – life is not skill drill, do not make your classes Make it engaging – life is not skill drill, do not make your classes

6. Bloom’s Taxonomy - Objectives Knowledge Compre- hension ApplicationAnalysisSynthesisEvaluation Recall info i.e. dates, events, places, major ideas Explain what info means Translate knowledge into a new context Use info, methods, skills in new situations to solve problems Recognize patterns Organize parts Compare and contrast Use old ideas to create new ones Combine different ideas and concepts Assess the value of evidence supporting ideas Recognize subjectivity

7. Bloom’s Taxonomy - Verbs Knowledge Compre- hension ApplicationAnalysisSynthesisEvaluation ListDefineTellIdentifyShowLabelExamineQuoteNameSummarizeDescribeInterpretContrastPredictAssociateDistinguishDiscussExtendApplyCalculateCompleteIllustrateShowSolveModifyRelateChangeAnalyzeSeparateOrderExplainConnectClassifyArrangeDivideCompareCombineIntegrateModifyRearrangeSubstitutePlanCreateDesignInventAssessDecideRankTestMeasureConvinceSelectJudgeEvaluate

8. Sleeter’s Questions How does the unit address the six levels of Bloom’s Taxonomy? How does the unit address the six levels of Bloom’s Taxonomy? How do the curriculum standards for the unit address the levels of Bloom’s Taxonomy? How do the curriculum standards for the unit address the levels of Bloom’s Taxonomy? How does the textbook address the levels of Bloom’s Taxonomy How does the textbook address the levels of Bloom’s Taxonomy If your students were learning this in college, what should they be learning to do that isn’t listed above? If your students were learning this in college, what should they be learning to do that isn’t listed above?

9. Building strategies in Model – do not just show them how to do it, walk them through the thought process Model – do not just show them how to do it, walk them through the thought process Use what they know to help them be successful in what they do not know Use what they know to help them be successful in what they do not know Scaffolding – temporary support while learning something new and different Scaffolding – temporary support while learning something new and different

10. If you expect it, they will learn Set the expectations high, do not use excuses Set the expectations high, do not use excuses Address all levels of learning – not just skill and drill Address all levels of learning – not just skill and drill Try to address five of the six levels of Bloom’s Taxonomy in each unit Try to address five of the six levels of Bloom’s Taxonomy in each unit Engage the students in what they’re learning – if you expect it of them, they will rise to the occasion! Engage the students in what they’re learning – if you expect it of them, they will rise to the occasion!