Curriculum Design & Evaluation

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Curriculum Design & Evaluation by Mind Map: Curriculum Design & Evaluation

1. Session 4: LP Cycle, Inovate, CRQ

1.1. Madi Hunter: Lesson Plan Cycle

1.1.1. Beginning Anticipatory Set Objective Prior Knowledge/Review Hook Relevance Social Emotional Feedback

1.1.2. Middle Direct Teach Content Knowledge w/ Questions Objective Steps I-Do Guided Practice Groups We-Do BRAIN BREAK! Independent Practice Voice & Choice Students as Designers You-Do

1.1.3. End Closure Reminder of Objective Celebration of Mastery Reflection Summative Assessment

1.2. Innovate Inside The Box

1.2.1. Chapter 1 Small things matter Little personal touches set the tone for the classroom.

1.2.2. Chapter 2 Learner Driven. Evidence Informed.

1.2.3. Chapter 3 Student engagement is the goal via empowered learning experiences. What will I learn? What will I solve? What will I create?

1.2.4. Chapter 4 Master Learner. Master Educator. Growth is essential when the target is always moving.

1.2.5. Chapter 5-6 Empathy. How can we partner with students to create opportunities to develop empathy? Creates a culture of meaning and relevance. Problem Finders/Solvers Creating opportunities for the students to lead in the classroom. Requires a deep level of trust.

1.2.6. Chapter 7-8 Risk-Takers Developing a culture of risk taking Leading by modeling. Creating a culture where failure is encouraged. Networked. Family Hook ups Creating a culture of networking.

1.2.7. Chapter 9-10 Observant. Taking time to watch your students to know them. Creators Students should be involved in the learning process by developing things that matter to them. Providing great models of creativity.

1.2.8. Chapter 11-12 Resilient. Pathway forward is built through failure. Reflection. Giving our kids time to take a moment to marinate. Create space & time for learning to be a source of joy.

1.2.9. Chapter 13-14 Lead from where you are. You are the core.

1.3. Dr. McHaney CRQ Feedback

1.3.1. Do CRQ First?

1.3.2. Go to the Question. Read the Question Name the problem before we fix the problem.

1.3.3. Justify the Answer w/ Textual Evidence Evidence Informed Values Driven, Data Informed.

1.3.4. Levels of Coaching Reflective Coaching Teacher owns the process Informative Coaching Throw in some suggestions Let the teacher take ownership Directive Coaching Do this. Lowest level.

1.3.5. How Not Why Prepare Coaching Questions Beforehand Positive Presupposition Question Bring the teacher back to the standard.

2. Understanding By Design

2.1. Opening the pool of shared "buy-in"

2.2. Beginning with what I want the students to KNOW and what I expect them to DO with the information.

2.3. Introducing relevance first and then the textbook second.

2.4. Creating an order by beginning with the desired results...

2.5. The textbook follows the Socratic question.

2.6. UBD is a "Planning Framework."

2.7. Essential Questions


3. Session 8: The Art & Science of Teaching

3.1. Created to be a plethora of tools to be used in teaching.

3.1.1. Feedback Chapter 1-2 Scales v. Rubrics

3.1.2. Content Chapter 3-6 Chunking & Processing Guided Practice, Similarities & Differences, and Examining Errors. Conducting Knowledge Application Lessons Integrating NEW knowledge w/ OLD knowledge.

3.1.3. Context Chapter 7-10 Cultivating Engagement Implementing Rules & Procedures Building Relationships Communicating High Expectations Making System Changes

4. Fenwick To Teach & Test

4.1. Curriculum Design Principles

4.1.1. This is an oldie, basic principles of design, etc...

4.2. Written

4.2.1. Formal Curriculum

4.2.2. In Texas, mostly from TEKS

4.2.3. Private Schools writing their own.

4.3. Taught

4.3.1. Delivery based

4.3.2. Heavily reliant on teacher

4.3.3. Informal, Formal, and Hidden

4.4. Tested

4.4.1. Summative and Formative

4.4.2. Provides data to understand the effectiveness of the curriculum