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1 SMARTER Planning and Content Enhancements: Thinking about the content Agenda Talking a bit more about the Instructional Unit Plan SMARTER Planning and the trivia of content classes Looking forward to using content enhancements and the Unit Organizer Routine Discussion Groups Lots of research and theories and models: How does CLC fit with Supported Inclusion… fit with UDL… fit with differentiated instruction… fit with Positive Behavioral Support… fit with SMARTER Planning? How does all of this stuff fit together?

SMARTER Planning and Content Enhancements · SMARTER Planning and Content Enhancements: Thinking about the content Agenda •Talking a bit more about the Instructional Unit Plan

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SMARTER Planning and

Content Enhancements:

Thinking about the content

Agenda

• Talking a bit more about the Instructional Unit

Plan

• SMARTER Planning and the trivia of content

classes

• Looking forward to using content enhancements

and the Unit Organizer Routine

Discussion Groups • Lots of research and theories and models:

• How does CLC fit with Supported Inclusion…

fit with UDL…

fit with differentiated instruction…

fit with Positive Behavioral Support…

fit with SMARTER Planning?

How does all of this stuff fit together?

2

What happens when a facts curriculum drives high-stakes testing …

Coverage = Teaching Learning = Memorizing

LOGICAL ASSUMPTION:

The tests we give students reflect what we expect them to learn

So what do content tests commonly reflect?

FACTS

FACTS

FACTS

FACTS

FACTS

Lot of specialized knowledge that most people with MA degrees & PhDs don’t know unless it’s in their specialty area!

TRIVIA!

Teachers think Students think

FACTS

day after day…

FACTS

A single fact-packed lesson doesn’t seem too bad

FACTS

day after day…

FACTS

day after day…

The long range effect doesn’t look too good!

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

FACTS

day after day…

What happens when a facts curriculum drives high-stakes testing …

FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS

End up with a curriculum that’s a mile wide…

Superficial, temporary knowledge

…and an inch deep

What happens when a facts curriculum drives high-stakes testing …

3

FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS

End up with a curriculum that’s a mile wide…

Superficial, temporary knowledge

…and an inch deep

How do we select and/or

prioritize content in our classes?

• Do we teach what is most important?

…what is relevant to the lives of our students

…what is the critical information

…what is culturally responsive?

Name Columbus’ 3 ships

Test questions from a real 6th grade test

Nina Pinta Santa Maria

Which of the 3 ships sank? Santa Maria

Captain of the Pinta? Martin Pizon

Ponce Deleon Explorer seeking the Fountain of Youth?

4

Test questions from a real 6th grade test

Name Columbus’ 3 ships Nina Pinta Santa Maria

Which of the 3 ships sank? Santa Maria

Captain of the Pinta? Martin Pizon

Explorer seeking the Fountain of Youth?

Ponce Deleon

Desoto Explorer who discovered the Mississippi River?

Test questions from a real 6th grade test

Name Columbus’ 3 ships Nina Pinta Santa Maria

Which of the 3 ships sank? Santa Maria

Captain of the Pinta? Martin Pizon

Explorer seeking the Fountain of Youth?

Ponce Deleon

Desoto Explorer who discovered the Mississippi River?

Cortez Conquered the Aztecs?

Test questions from a real 6th grade test

Name Columbus’ 3 ships Nina Pinta Santa Maria

Which of the 3 ships sank? Santa Maria

Captain of the Pinta? Martin Pizon

Explorer seeking the Fountain of Youth?

Ponce Deleon

Desoto Explorer who discovered the Mississippi River?

Cortez Conquered the Aztecs?

Montezuma II Leader of the Aztecs?

5

Test questions from a real 6th grade test

Name Columbus’ 3 ships Nina Pinta Santa Maria

Which of the 3 ships sank? Santa Maria

Captain of the Pinta? Martin Pizon

Explorer seeking the Fountain of Youth?

Ponce Deleon

Desoto Explorer who discovered the Mississippi River?

Cortez Conquered the Aztecs?

Montezuma II Leader of the Aztecs ?

Balboa Discovered the Pacific Ocean ?

Test questions from a real 6th grade test

Name Columbus’ 3 ships Nina Pinta Santa Maria

Which of the 3 ships sank? Santa Maria

Captain of the Pinta? Martin Pizon

Explorer seeking the Fountain of Youth?

Ponce Deleon

Desoto Explorer who discovered the Mississippi River?

Cortez Conquered the Aztecs?

Montezuma II Leader of the Aztecs

Balboa Discovered the Pacific Ocean

WHO CARES? Why do we spend so much time & energy

teaching stuff that well-educated people don’t know the answer to?

By the way, did you know that the natives Columbus brought back to Spain were taken to demonstrate their potential as SLAVES?

6

Did you know Columbus was the first to ship slaves to the new world?

Did you know Columbus ordered the natives’ hands, noses, & other body parts CUT OFF if they did not produce a weight in gold each month!

What is the actual historical lesson?

Did you know Columbus was such a murderous leader that someone was sent from Spain to arrest him and that he was shipped home in chains?

7

Did you know that Ponce De Leon NEVER searched for the Fountain of Youth!

It’s an “urban legend” promoted by the tourist industry that’s now treated as an historical truth that students are expected to memorize

WHY DO WE CELEBRATE THIS GUY?

The reality is De Leon was searching for Native Americans to capture and to be shipped to Hispaniola as SLAVES!

IMPLICATIONS …

Not only are we expecting our kids to memorize a bunch of trivia …

A LOT of it is erroneous information that’s been re-cast as something we should value and even celebrate.

Meanwhile, students totally miss the bigger picture

If a “lost continent” was suddenly discovered today, would the people and resources there be treated the same way as in the Age of Exploration? Why or why not?

Do you think religion was intentionally used by countries as a way to build wealth during the Age of Exploration? Why or why not?

Competition for resources often causes powerful countries to manipulate and exploit weaker countries. Explain how this idea showed up during this age.

BONUS QUESTIONS (bigger picture)

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If a “lost continent” was suddenly discovered today, would the people and resources there be treated the same way as in the Age of Exploration? Why or why not?

Do you think religion was intentionally used on by countries way a way to build wealth during the Age of Exploration? Why or why not?

Competition for resources often causes powerful countries to manipulate and exploit weaker countries. Explain how this idea showed up during this age.

Problem … “Big Ideas” or “generative ideas” are typically treated as incidental, BONUS learning rather than as essential-for-ALL-to-understand

..or only the really “bright” students are expected to understand the big idea

… everybody else is expected to memorize the trivia

BONUS QUESTIONS (bigger picture)

Kids are well prepared to play “millionaire”… … they can tell who Cortez was

… who discovered the Mississippi River

… who was searching for the Fountain of Youth…

But totally “NOT GET” the bigger picture or understand the relevance of

the information

Deciding what is critical content

for courses

What is the critical content for your course?

9

• Reevaluate Critical Questions

“How well can students answer the

critical questions?”

“Are my critical questions really

critical?”

“Did they learn what I expected?”

Thinking about Critical Content…

Knowledge

Thinking About the Curriculum...

Knowledge

Course

10

Knowledge Course

Unit

Course

All Students

Most Students

Some Students

Unit

11

A Unit

ALL

MOST

SOME

A Unit

Generalization &

Problem Solving

Content

Manipulation

Content: Facts,

Concepts,

Definitions,

Propositions

ALL

MOST

SOME

Thinking about CRITICAL CONTENT

Higher

Order

Thinking

12

ALL

MOST

SOME

Thinking about STUDENTS

The Question &

The Conversation

What should ALL

students know?

ALL Students Should Know ???

Seed plant

Life cycle

Haploid

Diploid

Pollen

Egg cell

Angiosperm

Gymnosperm

Angiosperm

reproduction

Gymnosperm

reproduction

Reproductive

structures

-flower

-cone

Gametophyte stage

Sporophyte stage

Seed

Structure of Flower

(petals, sepals,

carpals, stamens)

Ovary

Fruit

Pollination

-animal pollination

-wind pollination

Seed dormancy

Seed dispersal

Seed germination

Agriculture

Crop Plants

Fertilization

Zygote

Embryo

Cotyledon (seed leaf)

Monocot

Dicot

13

MOST Students Should Know

Gametophyte stage (concept)

Sporophyte stage

Alternation of Generations

Embryo sac

Ovule

Male cones (pollen)

Female cones (seed)

Pollen tube

Endosperm

Tube nucleus

Sperm nuclei

Double fertilization

Vegetative reproduction (horizontal stems, stolons,

plantlets)

Plant propagation (grafting, cutting, budding)

SOME Students Should Know

Male Gametophyte

Female Gametophyte

8N embryo sac

Details of:

Fertilization in angiosperms

Double fertilization

Tube nucleus

Sperm nuclei

Vegetative reproduction

Plant propogation

Farming techniques

ALL Students Should Know

Seed plant

Pollen

Angiosperm reproduction

Gymnosperm reproduction

Reproductive structures

-flower

-cone

Structure of Flower

(petals, sepals, carpels,

stamens)

Pollination

-animal pollination

-wind pollination

Seed dormancy

Seed dispersal

Seed germination

Agriculture

Crop Plants

14

Thinking About

ASSESSMENT &

DEMONSTRATING

COMPETENCE

What’s the Score?

• Shape the Critical Questions.

• Map the Critical Content.

• Analyze Difficulties

• Reach Enhancement Decisions.

• Teach Strategically

• Evaluate Mastery

• Reevaluate Critical Questions

The SMARTER Planning Process

15

Planning time is limited--

content is endless!

SMARTER Planning can

keep us from being

“buried alive in the quick

sand of standards.”

The UNIT ORGANIZER Teaching

Device

• is used under teacher guidance

• focuses attention on critical outcomes

• identifies critical content features

• prompts elaboration on critical points

• helps make relationships concrete

• is designed to enhance student….

• … organization • … understanding • … remembering • … responses • … belief in the value of the content

Is a visual device that

16

17

The “Big Idea”

Paraphrase

• Captures the major point

of learning

• Relates to students

• Understandable

• Inclusive

18

Line

Labels

• Linked bubbles can be read as a series of sentences

• Represent clearest and most accurate picture of relationships between key ideas/concepts

is about

Plate Tectonics

Earth’s changes

over geologic time

occur at

plate boundaries

19

NAME

DATE The Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

UN

IT S

EL

F-T

ES

T

QU

ES

TIO

NS

UN

IT

RE

LA

TIO

NS

HIP

S

UNIT SCHEDULE UNIT MAP

CURRENT UNIT 1 3 2

4

5

6

7

8

Working with Decimals

Expressing number values in relation to "10"

pp. 54-72

word names

rounding fractions

percents

through

by with

with

How can rounding help us solve problems?

How do you change a fraction into a decimal? (Now, show me!)

How do you change a percent into a decimal? (Now , show me!)

Steps

Pros and Cons

Addition and Subtraction Measurement

Basic Math Idea and Skills Using Math Skills

David Mendez

11/5

11/5 Problems on p. 54.

11/6 Problems on pp. 55-57

11/8 Quiz on names and rounding

11/9 Class demonstrations

11/10 Problems on pp. 59-61

11/11 Problems on pp. 63-65

11/12 Conversion quiz

11/13 Problems on pp. 67-69

11/14 Problems on pp. 70-71

11/15 Class demos and review

11/16 Test

20

1/8/2013 University of Kansas Center for

Research on Learning

Content Enhancement Teaching Routines

Planning & Leading Learning

Course Organizer

Unit Organizer

Lesson Organizer

Exploring

Text, Topics, & Details

Framing Routine

Survey Routine

Clarifying Routine

Order Routine

Teaching Concepts

Concept Mastery Routine

Concept Anchoring Routine

Concept Comparison Routine

Increasing Performance

Quality Assignment Routine

Question Exploration Routine

Recall Enhancement Routine

Vocabulary LINCing Routine

21

68 University of Kansas Center for

Research on Learning 2006

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

Examples: Nonexamples:

TIE DOWN A DEFINITION

EXPLORE EXAMPLES

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFY CHARACTERISTICS

69 University of Kansas Center for

Research on Learning 2006

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

Examples: Nonexamples:

TIE DOWN A DEFINITION

EXPLORE EXAMPLES

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFY CHARACTERISTICS

elephant

human

warm-blooded

nurse the

young

whale

bird

shark

walk on 4 legs

can fly

cold-blooded

Mammal Vertebrate

warm-blooded

nurse the young

has hair

walks on 2 legs

walks on 4 legs

swims in water

can fly

moves on the ground

is cold-blooded

human

elephant

whale

bat

snake

alligator

shark

bird

A mammal is a warm-blooded vertebrate that has hair and nurses

its young.

duckbill platypus

70 University of Kansas Center for

Research on Learning 2006

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

Examples: Nonexamples:

TIE DOWN A DEFINITION

EXPLORE EXAMPLES

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFY CHARACTERISTICS

United

States

Athens

leaders

accountable

views

tolerated

direct

indirect

rule by dictator

Democracy a form of government

leaders accountable by elections

citizens have equal voting rights

individuals can oppose government

direct representation

indirect representation

centralized power

decentralized power

separation of power

rule by king

United States

England in 1993

Athens (500 B.C.)

China in 1993

England under Henry VIII

Macedonia

(under Alexander)

A democracy is a form of government in which leaders are accountable to the people through elections, citizens have equal voting rights, individuals can oppose the government, all views are tolerated, and there is a statement of civil and political right

rule by dictator

all views are tolerated

statement of civil & political rights

Russia 1993

unified power

censorship of press

hereditary transfer of power

22

71 University of Kansas Center for

Research on Learning 2006

3 Collect

Known Information

4 Highlight

Characteristics of

Known Concept

5 Observe

Characteristics

of New Concept

6 Reveal

Characteristics

Shared

7 State

Understanding of

New Concept

Known

Information

Name: Date: Anchoring Table

2 Name

Known Concept

6 Characteristics of Known Concept Characteristics of New Concept Characteristics Shared

Known Concept New Concept

1 Announce

the New Concept ANCHORS

Linking

Steps:

Understanding of the New Concept:

Unit:

1 2

4 5

3

7

Federalism

in the U.S.A.

Decision making

in your school

Federalism in the U.S.A. is a form of government in which decisions are made by

both state and national govts. Rules to decide how power is divided are based on the Constitution. Some

powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage,

gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both.

administra-

tors

penalties

teachers

make

assignments

administra-

tors expel

rules

teachers

not sure if

powers are

written down

Decisions are made by state &

national govts.

Rules, based on Constitution,

tell how power is divided.

Some powers belong to national

govt (war, money).

Some powers belong to states

(education, marriage, gambling).

Some powers belong to both

(tax, punish crimes).

Decisions are made by

administrators & teachers.

Rules, written or understood, tell

how power is divided.

Some powers belong to

administrators (expel).

Some powers belong to

teachers (give assignments).

Some powers belong to both

(make rules, set penalties).

2 groups are involved.

Rules tell how power is divided.

Some powers belong to both

groups.

Some powers belong to the other

group.

Some powers belong to one group.

The Teaching Device: The Anchoring Table