Session+5

Live Session **
 * Session 5**
 * February 22, 2010

1. Integrating DI & Ubd chapters 5 & 6
 * Objectives **
 * To understand the characteristics of high quality curriculum
 * To discuss how to engage students by promoting deep understanding of content
 * To analyze existing curriculum and increasing the authenticity of active learning experiences by connecting activities to real world problem solving and realistic setting
 * To align curriculum and activities with Standards
 * __Readings__**

Curriculum Mapping
Beyond Knowledge, Facts, and Skills: Teaching For Understanding Through Curriculum Mapping [|Curriculum Mapping.ppt]

Concept-Based Curriculum and Instruction
[|Concept based curriculum- Learning through big ideas]

[|What is concept-based curriculum?]

[|How do I implement an concept-based unit of study?]

Planning Concept-Based Curriculum [|12 6 06 big ideas.ppt]

Developing thematic/concept-based units [|concept_mapping_thematic_units_ACTFL.pdf]

Creating quality curriculum for gifted learners [|Creating Quality Curriculum for Gifted Learners.ppt]


 * __Assignment__**

1. Action Research Project begins Begin planning your unit by focusing on the elements of Stage 1 of UbD. Use the planning template with the design questions to guide you. What are the big ideas and essential questions of a curriculum unit? Share your rough draft.

Template Sample Unit

1. This chapter suggests four classroom assessment practices that honor student differences while promoting critical learning for each student (assessing before teaching, offering appropriate choices in assessments, providing feedback early and often, and encouraging student self-assessment and reflection). A. What common teacher beliefs and practices do these guidelines challenge? B. Identify specific examples of each principle in practice. C. What would change for students in our classrooms if we appropriately followed these guidelines? For teachers? For learners?
 * __Reflection Questions - Learning Log__**

2. Review Figure 6.2: Options for Flexible Use of Classroom Elements to Address Learning Needs. A. Which classroom elements do you already use in flexible ways to address learner variance? B. In which of the elements would you like to continue developing flexibility of use? C. Revise the figure by suggesting other examples of flexible use and other learner needs the adaptations could address.