1. Baker College Curriculum Design Tier II

2. Curriculum Tier Professional Development Tier I – (required) Professional development for curriculum development focused on UbD Stage 1 and its applications. Tier II- (required) Professional development for the use of curriculum design and development tools. (you are here) Tier III – (optional) Professional development for Curriculum Tier Champions.

3. Curriculum Design Tier II Objectives Analyze instructional activities using Bloom’s Taxonomy. Apply the Rigor & Relevance Framework within the curriculum to maximize student learning. Identify the purpose of a lesson plan. Explore different essential components to a lesson plan. Apply UbD concepts in developing a class lesson plan.

4. Curriculum Tier I Review Goal Big Ideas Essential Questions “Knows” and “Dos” How we can use this information in the classroom

5. Brainstorm On a blank sheet of paper: – Write down the instructional activities that you do in your class.

6. Bloom’s Taxonomy Creating Evaluating Analyzing Applying Understanding Remembering Levels of intellectual behavior important in learning. Recall the information Explain ideas or concepts Use information in a new way Distinguish between different parts Justify a stand or position Create a new product or viewpoint

7. Goldilocks According to Bloom Remembering: Describe where Goldilocks lived. Understanding: Summarize what the Goldilocks story was about. Applying: Construct a theory as to why Goldilocks went into the house. Analyzing: Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluating: Assess whether or not you think this really happened to Goldilocks. Creating: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form. (Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#What_is_Bloom.27s_Taxonomy.3F

8. Your Turn to Bloom Using the list of classroom activities that you brainstormed at the beginning of this PD, write down the following next to each activity: –Level of Bloom’s Taxonomy –Verb used to describe what students are doing.

9. Activity Reflection Take a moment to reflect on the list you created. Answer the following questions:  Do you move between several Bloom’s levels or are you heavily concentrated at one or two levels?  Do your identified verbs appear in the broader Bloom’s level you had identified? (i.e. Do your verbs and levels align?)  Do most of your activities fall at the lower levels? Why? Is this your intention?  How will this impact your instruction moving forward?

10. Rigor and Relevance The Rigor and Relevance Framework is a tool developed by the International Center for Leadership in Education. –“The Framework is used to examine curriculum, instruction, and assessment.” Based on two dimensions: –Six levels of Bloom’s taxonomy for the cognitive domain. –Application Model.

11. Activities are often complex and require students to often come up with solutions that lead to deeper understanding of concepts and knowledge Learning experiences are high in rigor and relevance and require unique solutions to unpredictable problems Experiences focus on recall or basic knowledge Activities provide definite opportunities for students to apply knowledge, typically to a real-world situation

12. Let’s Plot Together Label road signs. Perform the safety checks you should make before driving your vehicle. Analyze data on the leading causes of traffic accidents. Debate the value of current traffic laws.

13. Now It’s Your Turn

14. Rigor and Relevance Quadrant C  Research  Problem-based learning  Case Studies Quadrant A  Constructed responses  Multiple choice questions Quadrant D  Role plays  Simulations  Problem-based learning Quadrant B  Cases  Papers  Scenarios  Demonstration

15. How Does All of This Impact You? Big Ideas Essential Questions “Knows” & “Dos” Bloom’s Taxonomy Student Learning Outcomes Enabling Objectives Assessments Rigor and Relevance

16. What is a Lesson Plan? A Plan of Action A Tool That Assists You in Arriving at Your Destination To Meet Student Learning Outcomes To Foster Student Success

17. Lesson Plan Guidelines An effective lesson plan offers enough detail so that any instructor could teach from it as a guide. When developing a lesson plan, you should always start with the end in mind- what is it that you want your students to be able to know and to do?

18. Components of a Lesson Plan Title of Lesson= big idea and week Course= name of course Goals=knows and dos- these support SLOs Bloom’s Taxonomy= appropriate levels Assessment= formative or summative Procedures/Lesson Sequence= step by step Materials= resources Technology= resources Adaptations= how will you meet students’ needs

19. Activity For one of the classes you teach, develop a lesson plan for a one-week period.

20. Review Analyzed instructional activities using Bloom’s Taxonomy. Applied the Rigor & Relevance Framework within the curriculum to maximize student learning. Explored different essential components to a lesson plan. Identified the purpose of a lesson plan. Applied UbD concepts to a class lesson plan.

21. What Now? What is one thing that you are going to take away and use from this professional development?