cecil county public schools professional development for english language arts friday, august 17,...
TRANSCRIPT
Cecil County Public SchoolsProfessional Development for
English Language Arts
Friday, August 17, 2012
GENERAL HOUSEKEEPING
Wearing the right hat for this work
Use the parking lot
Approach with an open mind
Take restroom breaks as needed
THE SIX THINKING HATSEdward Debono
Blue Hat Decision-maker and process controller. Controls the move between different thinking styles.
Black Hat Looks at things pessimistically, cautiously and defensively. Highlights the weak points and why ideas might not work.
Yellow Hat Thinks positively - an optimistic point of view. Sees the benefits of a decision and identifies opportunities
Green Hat Creativity and creative thinking approach. Provides creative out of the box ideas and solutions.
Red Hat Emotions, feelings and intuitions. Infuses ideas "from the hart" into the thinking process.
White Hat Details, Details, Details ! Focuses on information – hard facts to soft information such as personal experience.
Put on Your Thinking Hats
• Put on your Yellow Hat (optimistic/sees benefits & opportunities)– What are the benefits/opportunities for teachers/students
with this shift?– Fill these in the Plus column of your chart throughout the
session
• Put on your Black Hat (pessimistic/questioning) – What are your fears with this shift? – Fill these in the Concerns () column of your chart
throughout the session
Think It Through
• Put on your Green Hat – What are some solutions to the problems? – Record your ideas on the Rx portion of your charts.
1. How did this impact our curriculum writing?
2. How does this impact our planning?
3. How should this impact our teaching?
KEY QUESTIONS
Traditional and BehavioristProgressive and Constructivist
Basic skill and fact centered Concept and idea centered
Focus on know and doFocus on understanding along with know and do
Surface knowledge Intellectual depth
Isolated contents Connections across disciplines
Direct teaching and modeling ALONE Variety of delivery formats
Scope and sequence with pacing guides
Course and unit organizers with EQ’s
Correctives and extensions as add-ons UDL-based
PHILOSOPHICAL SHIFT
Turn & Talk – How does this philosophical shift align with best practices, the CCPS mission and the expectations of the Common Core Standards? What connections can you identify?
BUILDING CONCEPTUAL UNDERSTANDINGSTWO DIMENSIONAL MODEL
Topic or theme basedTHREE DIMENSIONAL MODEL
Concept based
Processes and Skills
Fac
tual
Con
ten
t
Factu
al C
ontent
Processes and Skills
CONCEPTS
Erickson, H. Lynn, 2006
WHY CONCEPT BASED INSTRUCTION?
Increases student thinking
Increases student understanding
Creates motivation for learning
CONCEPTSCOURSE
PLANNING TEMPLATE
COURSEORGANIZER
UNIT PLANNING TEMPLATE
UNIT ORGANIZER
KUDo and LESSON
PLAN
CURRICULUM DESIGN PROCESS
FUNCTIONS OF CONCEPTS
MACRO-CONCEPTS
Provide BREADTH of understanding
INTERDISCIPLINARY
MICRO-CONCEPTS
Provide DEPTH of understanding
DISCIPLINARY
Erickson, H. Lynn, 2006
UNDERSTANDING MACRO-CONCEPTS
Next Generation Science Standards (NGSS)
Patterns
Cause Effect: Mechanisms and Predictions
Scale, Proportion, and Quantity
Systems and System Models
Structure and Functions
Energy and Matter: Flows, Cycles, and Conservation
Stability and Change
UNDERSTANDING MACRO-CONCEPTS
Grade Cross-cutting Macro-concepts
6 Contributions, Patterns, Structures, Perspective (not POV)
7 Systems, Movement, Culture, Ethics
8 Contributions, Change, Interactions, Perspective
9 Functions, Patterns, Systems, Structures
10 Cycles, Movement, Culture, Ethics
11 Patterns, Functions, Interactions, Perspective
12 Systems, Quantity, Movement, Culture
UNDERSTANDING MACRO-CONCEPTS
Grade Cross-cutting Macro-concepts
6 Contributions, Patterns, Structures, Perspective (not POV)
7 Systems, Movement, Culture, Ethics
8 Contributions, Change, Interactions, Perspective
9 Functions, Patterns, Systems, Structures
10 Cycles, Movement, Culture, Ethics
11 Patterns, Functions, Interactions, Perspective
12 Systems, Quantity, Movement, Culture
UNDERSTANDING MACRO-CONCEPTS
Grade Cross-cutting Macro-concepts
6 Contributions, Patterns, Structures, Perspective (not POV)
7 Systems, Movement, Culture, Ethics
8 Contributions, Change, Interactions, Perspective
9 Functions, Patterns, Systems, Structures
10 Cycles, Movement, Culture, Ethics
11 Patterns, Functions, Interactions, Perspective
12 Systems, Quantity, Movement, Culture
TIME FOR PROCESSING
Take five minutes and free write using the following prompt:
This transition to concept based curriculum will…
Essential/Foundational Skills
Teacher(s):
Time:
The
Course OrganizerStudent:
Course Dates:
This Course:
Course Questions:
isabout
CommunityPrinciples Learning Rituals
Course Map This Course:
includes
PerformanceOptions
Student:
Critical Concepts
Learned in theseUnits
MACRO 1
MACRO 2 MACRO 3
MACRO 4
NAMEDATE
The Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
IT S
ELF-
TEST
Q
UES
TIO
NS
is about...
UN
IT
RELATION
SHIPS
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
Unit Relationships – explain thinking/writing processes and how the micro-concepts are connected
WRITING IN OUR CURRICULUM
DESCRIPTIVEAND
SEQUENTIAL
TWO OVERARCHING STRUCTURES
All Content
Areas
Enhances reading
comprehension & writing
WRITING IN OUR CURRICULUMD
ES
CR
IPT
IVE
SE
QU
EN
TIA
L
MODES OF DISCOURSE
Description
Comparison
Definition
Procedure
Sequence
Cause and Effect
Problem – Solution
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience
UN
IT S
EL
F-T
ES
T
QU
ES
TIO
NS
is about...
UN
IT
RE
LA
TIO
NS
HIP
S
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
Movement
The exchange of ideas from an author to her/his readers,
between readers, and members of a given social system
Mode of discourse
by understanding
Understand that authors stimulate movement, not only within the texts they write, but within society as well
by understanding
the effect that the texture of a text
has on a reader
authorial purpose, license, and politic
Mode of discourse
applying sequence of ideas and describing evidence
applying the thought sequence of
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U
NIT
SE
LF
-TE
ST
Q
UE
ST
ION
S
is about...
UN
IT
RE
LA
TIO
NS
HIP
S
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
6th Grade Unit 1: Systems – How the Pieces Work Together Unit 2: Movement
Determining how different parts of a system work together for a purpose
inferencing to understand
different texts.
by identifying and analyzing
by examining
by analyzing and applying
by using
description
narrative text structures: setting, conflict, and plot.
word parts, relationships, and context.
1. How do word parts work together to create meaning?2. How can readers use context to determine word meaning?3. What system of thinking takes place to make an inference?4. How do the elements of setting, conflict, and plot work together, and what purpose are they working
toward?5. How do words or phrases function in a sentence system? 6. What are the components of an effective argument?
sentence structure.
parts of an argument.
by analyzing
sequence
Argument Writing (revisions & on-demand)
“Suspense”
“Jabberwocky”
Mystery Analysis (TC)
RL
RI
RL
Word Study
End of Unit Tasks (SC)
RL
P
W/L
W
Baseline Argument Writing
Instructed Argument Writing
Novel Workshop (TC)
Novel Research (SC)
W
L
NFRL
Inferencing Lesson
Inference Practice & Story elements analysis (TC)
All systems of reading, writing, listening, and speaking have essential elements that are used to express and to alter ideas, beliefs, and events for individuals and for societies.
describing connections within a story system
examining the sequence of
NAMEDATEThe Unit Organizer
NE
W
UN
IT
SE
LF
-TE
ST
QU
ES
TIO
NS
Expanded Unit Map is about...
9
10
Movement
The interplay of text type, mode of discourse
a writer develops by varying the complexity of sentence structure
simple sentences to
convey major points and sentences of greater
complexity to clarify and explore
which
by using
which is accomplished by
to determine
anauthor uses
and manipulateslanguage within that
framework to develop astrong theme and message that is
shaped by point of view and purpose.
and evaluate how
mastering the conventions of standard English, specifically the choices of simple,
compound, complex, and compound- complex sentences, the placement of phrases and
clauses, and the use of accurate punctuation.
Mode of discourse
The exchange of ideas from an author to her/his readers,
between readers, and members of a given social system
by understanding
by understanding
the effect that the texture of a text
has on a reader
authorial purpose, license, and politic
NAME
DATEThe Unit Organizer
NE
W
UN
IT
SE
LF
-TE
ST
QU
ES
TIO
NS
Expanded Unit Map
Unit 1: Systems – How the Pieces Work Together
is about...
9
10
Determining how different parts of a system work together for a purpose
word parts and
relationships
by examining
by identifying Inferencing by using
and
central ideas in a text
to determinenarrative text
structures
how particular elements (setting, conflict, and plot)
of a story or drama interact
to determine
sentence structures
by analyzing
by analyzing and applying parts of an argument
to understand
Figurative language, word relationships
(analogies), and connotative and
denotative meanings
which is demonstrated by
Acquiring and accurately using grade-appropriate and domain-specific words and
by gathering vocabulary knowledge important to
comprehension or expression
Greek and Latin affixes and roots, word relationships (analogies), and context
by identifying and analyzing
which is demonstrated by
providing an appropriate summary
of the text.
Analyze the development of
explicit and implicit ideas throughout a text
which is accomplished by
Gathering evidence from multiple literary and/or informational texts to
support analysis
using conventions of standard English and grammar usage when writing or speaking.
and by
Identifying functions of phrases and placing them to create specific sentence
structures
which is accomplished by
to show
Differing relationships among ideas
using conventions of standard English and grammar usage when writing or speaking.
by
an effective argument with a clear claim that includes
relevant, sufficient evidence, and that acknowledges
opposing views
to create
which is demonstrated through
clear, organized, and
coherent communication
using conventions of standard English and grammar usage when writing or speaking.
by
Reading
Writing
Language
Speaking/Listening
TIME FOR PROCESSING
Take five minutes and free write using the following prompt:
This transition to concept based curriculum will…