rigorous unit development
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Rigorous unit development. Keota CSD, Iowa Gail B. Wortmann November 11, 2011. Keota’s Reputation. It has been good. Rigorous and ready. Cannot continue. (example: Iowa) Must move forward. Forward thinking… Changes in your lifetime. Changes in their lifetime. - PowerPoint PPT PresentationTRANSCRIPT
RIGOROUS UNIT DEVELOPMENT
Keota CSD, Iowa
Gail B. WortmannNovember 11, 2011
Keota’s Reputation
It has been good. Rigorous and ready. Cannot continue. (example: Iowa) Must move forward. Forward thinking… Changes in your lifetime. Changes in their lifetime. Beloit College
http://www.beloit.edu/mindset/2015/ Gap: current college seniors/ high school freshman.
Today’s Agenda: It’s about YOU!
Examples of forward-thinking, rigorous units 21st Century Unit Development Framework Rigor/Relevance Framework Grown-up Thematics Scenario Development Rigorous Unit Workshop and Product http://
edvance21-support-wiki.wikispaces.com/Keota+Nov.+2011 OR Google Docs
Iowa Core and Teacher Effectiveness
History of Iowa Core to Iowa Core Curriculum Added START Characteristics of Effective
Instruction Google “Iowa Characteristics of Effective
Instruction” S T A R T
Iowa Core and Teacher Effectiveness
History of Iowa Core to Iowa Core Curriculum Added START Characteristics of Effective
Instruction Google “Iowa Characteristics of Effective
Instruction” Student-Centered Classrooms Teaching for Understanding Assessment for Learning Rigorous and Relevant Curriculum Teaching for Learner Differences
Mosquito Ringtone
Young people using ringtone Test frequencies Does it work for mosquitoes? If it works for mosquitoes, does it work for young
people? Application of apps in schools for problem solving 21st Century context If you make it relevant problem solving, rigor will come with it
Use of Smartphone Apps
Angry Birds – physics QR Codes (scavenger hunts, assignments, etc.) Camera as note-taker; kids texting evidence Google Sky Musical Lite iTuned You Out – Decibel Others?
TTYP
Internet access at home?
“Think” Experiments
Don’t let lowest common denominator limit you Next Generation Standards Argue from evidence Engineering – solutions, not just conclusions
Paleobiology
Example of rigorous unit development
In the Context of 21st Century Skills
Civic literacy Financial literacy Health literacy Employability skills
(individual and team evaluation rubrics)
Technology literacy Using Google Docs
today!
21st Century Unit Framework
Can’t do one-by-one, must interweave Adjust it for your own purposes (small groups?) Google Docs and share/collaborate Review Bloom’s Taxonomy
H.O.T.S. Advance Organizer
Higher Order Thinking Skills card sort
Activities
Assessments
H.O.T.S. Advance Organizer
Higher Order Thinking Skills card sort (10 min.)
Knowledge Comprehension Application Analysis Synthesis Evaluation
Activities
Assessments
H.O.T.S. Advance Organizer
Higher Order Thinking Skills card sort
Knowledge Comprehension Application Analysis Synthesis Evaluation
Activities
Assessments
Make a timeline of
events.Prepare flow chart
to illustrate...Construct model to
demonstrate
Collect data and interpret
Write an experiment
Decide which
theory…
What happened
between…?
Predict what might happen
next.
What changes
would you make to
improve…?
…other possible
outcomes?
What is another way to
approach the prob?
Defend your position.
Revised Bloom’s Taxonomy
Original Bloom's Knowledge Comprehension Application Analysis Synthesis Evaluation
Revised Bloom’s Remembering Understanding Applying Analyzing Evaluating Creating
Rigor and Relevance Framework
Quadrant CStudents extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.
Quadrant DStudents have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.
Quadrant AStudents gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.
Quadrant BStudents use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.
C
E
A
A
u
R
Knowledge Apply knowledge Across Disciplines Real-world Unpredictable real-world
Rigor + Relevance = Engagement
Goal for Increasing Engagement, thus Learning
Application of knowledge in real world context
Ill-structured
StructuredKnowledge for knowledge’s sake
Remembering Understanding Applying Analyzing Evaluating Creating
Iowa Core / Rigor & Relevance
Characteristics of Effective Instruction http://educateiowa.gov/index.php?option=com_content&view=article&id=
2102
Rigor and Relevance Framework http://www.leadered.com/rrr.html Standards/Details/Examples Hints about R&R Framework Definitive answers/solution unknown (ill-defined) Key/rubric
Page 5
Bloom’s Digital Taxonomy
Find a good reference about Bloom’s Digital Taxonomy and share it via Google Docs by creating and sharing a new document. At the top of your document, write a reflective statement about the digital taxonomy and your level/subject.
Grown-up Thematics
Overarching concept Teleinterns Refer to adjusted Unit Checklist
Use lesson plans you already have Problem to solve on student’s agenda
Problem
Teacher poses the problem Students do the work Answers/solutions are found/developed by the
students (they must investigate, not just research and report – solution cannot be “found”)
It is not about right/wrong; It is about the best defensible answer (arguing from evidence)
Rubrics to assess
Scenario Examples
Patients, Chemical Consulting Company; Sneezing School
Hiring a writer for a newspaper column – find a columnist to follow, determine what is good about the column, emulate that person, write movie reviews – research good movie review writers. Convince people to go and not to go. Write dialogue, finishing a story.
Math Mall Rats Global citizenship with videographer
To help stimulate your thinking…
Dancing Cell Phone iTuned You Out BFF Moms Sneezing School Cell Phone Remote Control
Skeletal Unit
Go carefully through unit, note things on the Unit checklist
Growth of a Scenario
Theme that ties your course together? Possible problem-solving options?
Already using the concept? Expand… Something in your community Base it on something you know
Experience you’ve had People or other organisms you know
Benchmark Possible problem
Relevant idea ?
Conception of Scenario
Skeletal unit problem: osteoporosis Web articles on osteoporosis
Found data for making diagnosis Found groups with more osteoporosis
Chose related group without data available (ill-structured) Multicultural: Tony Hillerman novels, Ship Rock, NM Invented Elsu Featherstone
Baby-naming websites Position problem introduction at the beginning
Evolution of Scenario
Navajo context Found barriers to treating the Navajo Found contributing factors for osteoporosis
Created patient Necessary data to be revealed Problem to be solved on student’s level
Wove regular labs into the scenario
Examples of Scenarios
Embedded scenarios in Iowa Learning Online Anatomy course Colonel Weismann Corrupted data School nurse
TTYN: Ideas?
A, B, C, Not Yet Rubric
Scoring Rubric for Projects
A B C Not Yet (resubmit)
Criteria
Criteria
Criteria
Share student comments about Elsu
I really like how we used what we learned to help Elsu. It made learning the info easier to do and understand. In this unit I was good about reading the websites because they helped me help Elsu.
I loved doing the Elsu scenario because it not only gave me a lot more insight about how osteoporosis is developed and treatments for it, but it reminded me how important calcium is to a daily diet.
I learned a lot about the Navajo Nation and racial statistics of those with osteoporosis.
I really enjoyed learning about Elsu's problems, and making a diagnosis. I especially liked writing the paper explaining what she needed to do and why it was important.
Rigorous Unit Workshop
Come up with next or near unit Come up with overarching concept to tie it to Use Google Presentation Collaborate with others Turn in your current stage of development to Lisa Target date?
THANKS FOR YOUR KIND ATTENTION!
Go Forth and Assess!
Contacts
Gail B. WortmannIowa Learning OnlineGreat Prairie Area Education Agency2814 N. CourtOttumwa, IA641-682-8591 ext. 5233
[email protected]@gpaea.org