Welcome to Module 2

Vision of Iowa Core

• Each and every K-12 student will learn the Essential Concepts and Skill Sets identified in the Iowa Core Curriculum for life in the 21st Century.

• Follow group norms

Outcomes for the day:Leadership- Differentiate between 1st order and 2nd order change.

Content Alignment- Recall and explain definitions of foundational curriculum terms and organize a district framework.

Instruction and Assessment- Recognize components of teaching for understanding.

Module 2: Magnitude of Change

Magnitude of Change

Judy Jeffrey’s presentation-Chapter 3• “High performing Schools”

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• The purpose of this activity includes:– Differentiate between first-order and

second-order change through real life and education examples.

Magnitude of Change

• Read pages 3-4 – “Leading Schools: Distinguishing the Essential from the Important” (Magnitude or “order” of change).

– What distinguishes a first-order change from a second-order change?

– What are real-life examples of first-order and second-order change that you experienced?

– What are education examples of first-order and second-order change that you experienced?

Magnitude of Change

A change is first-order when it is perceived as

A change is second-order when it is perceived as

An extension of the past A break with the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing values and norms

Conflicted with prevailing values and norms

Incremental Complex

Implemented with existing knowledge and skills

Requires new knowledge and skills to implement

Implemented by experts Implemented by stakeholders

Magnitude of Change

• Teacher tube video:

“Learning to change!”

Module 2: Foundational Curriculum Terms

Foundational Curriculum Terms• Objectives:

– By the end of this activity, participants will be able to:

• Recall and explain the definitions of foundational curriculum terms

• Organize foundational terms into a framework of logical relationships

Definitions are established

• Consistent definitions across the state

• Definitions are aligned with other Department initiatives and programs

Directions

1. Divide into groups of 3 to 6.2. Review definitions and cards.3. Create a framework, visual representation (i.e.,

how the terms work together/can be logically organized).

4. Copy your framework onto a sheet of chart paper.

5. Post your framework, be prepared to explain. 6. Compare your framework to another model

framework, discuss similarities and differences.

7. Change your framework if necessary, based on any new perspectives.

Module 2: Instruction and Assessment Overview

Judy Video

Deep Conceptual & Procedural Deep Conceptual & Procedural KnowledgeKnowledge

therefore:therefore:

Teaching For UnderstandingTeaching For Understanding

Characteristics of Effective Characteristics of Effective InstructionInstruction

• Teaching for UnderstandingTeaching for Understanding• Providing Rigorous and Relevant Providing Rigorous and Relevant

CurriculumCurriculum• Teaching for Learner DifferencesTeaching for Learner Differences• Assessment for LearningAssessment for Learning• Student-Centered ClassroomsStudent-Centered Classrooms

Outcome 6

Instruction and Assessment Overview

In short, we must teach for understanding in order to realize the long-term payoffs of education.

David PerkinsAmerican Educator: The Professional Journal of

the American Federation of Teachers

Objectives

Participants will:

• Recognize components of teaching for understanding.

DO TEACHERS

“TEACH FOR

UNDERSTANDING?”

Instruction and Assessment Overview

David PerkinsAmerican Educator: The Professional Journal of the American Federation of Teachers

We need to begin to formulate a common vision of

Why we teach for understanding…

What understanding is…

How students learn with understanding …

And how we can teach for understanding…

Teaching for UnderstandingDirections

• Number off individually at the tables 1-6.• Go to assigned number table.• Review assigned component of Teaching for Understanding

found on the table tent. The information is located on pages 6-8 of the Perkins article.

• Complete the Definition and Characteristics boxes.

1. Learning a long-termed thinking-centered process

2. Rich on-going assessment

3. Powerful representations

4. Development factors

5. Induct students into discipline

6. Teach for transfer

Frayer Model

Viewing Teaching for Understanding

Migration From Latin America

• Mavis Weir• 10th–grade history in Petaluma, California• Explore the various reasons people emigrate from their

homeland.

Fill in examples and non-examples for Frayer Model

Back in your Iowa Core Team consider…

• Students? • Leadership?• Teachers?• Data?• Professional Development?

Are teachers “teaching for understanding”?

And…

How do you know students are learning?

Coming to a theater near you…

A closer look at…• The importance of effective high quality instructional

practices as defined by the Iowa Core Curriculum.• Balanced Assessment Practices• Teaching for Understanding

Module 2: KWL / Session Evaluation

Homework

• Discuss new information found on websites

• Add to the Know column on KWL

Leadership for the Iowa Core Curriculum: KWL

Directions (Option B):• In the L (Learned) column up to three things you have

learned about the Iowa Core Curriculum during this module.

• Please don’t repeat those items that have already been stated.

• Cross out of the K (Know) list those items that were incorrect.

• Once finished, please list up to three new questions that still exist in the W (What) column.

• Create a district-wide KWL for a gallery walk

Leadership for the Iowa Core Curriculum: Session Evaluation

Directions:• Please complete the end of session

feedback and provide it to your facilitators.

• Thank you for your participation!