M7: Intentional Teaching_ Curriculum_models

Meaningful and Intentional:

Meaningful and Intentional “Good teachers are intentional in everything they do—setting up the classroom, planning curriculum, making use of various teaching strategies, assessing children, interacting with them, and working with their families.” (NAEYC, 2009) Meaningful learning is carefully planned and paced with the child’s deep understanding and individual learning at the center Learning outcomes respond to childrens’ needs and interests as well as to the standards (NCSCoS) for the instructional program According to NAEYC five elements of Intentional Teaching include: Creating a Caring Community of Learners Teaching to Enhance Development and Learning Planning Curriculum to Achieve Important Goals Assessing Children's Development and Learning Establishing Reciprocal Relationships with Families Source: http://www.naeyc.org/dap/core

Activity-Orientation:

Activity-Orientation Kids have fun and the activities may even center around a common “Theme” but the focus is on the activity and not the learning outcomes Eating apples at snacktime Reading “Johnny Appleseed” and coloring a worksheet Writing math facts on apple cut-outs for drill/practice This does not focus on enduring understandings nor does it usually allow kids to formulate ideas related to the content they are learning Learning is often shallow and/or contrived

Coverage-Orientation:

Coverage-Orientation Getting the students through the material so that they have been exposed to it and are ready for the EOG This may sometimes result in "teaching without learning ” Relying solely on the Teacher’s Manuals and the "scripts” within them to teach One-size-fits-all Safe (perhaps) but does not engage students nor put them at the center (far end of the teacher continuum)

Good Intentions but….:

Good Intentions but…. The problem with both is that the learning is centered on teacher concerns: Getting through the material rather than working at students’ pace and aiming for deep learning Making learning fun rather than meaningful and engaging Overlooking the importance of responding to learning needs of the students as well as background and interests and the need to use standards to inform this process

Understanding by Design (Wiggins and McTigue):

Understanding by Design (Wiggins and McTigue) Stage 1. What is worthy and requiring of understanding? (Goals and Objectives) Stage 2. What is evidence of understanding? (Assessment) Stage 3. What learning experiences and teaching promote understanding, interest, and excellence? (Instructional Activities and Strategies) Developed Concurrently

The Components of UbD:

The Components of UbD Curriculum is the exploring, wondering about, and understanding of BIG IDEAS The Natural Environment Everything Changes Big Ideas lead to units of study that focus on deep understanding of content Enduring Understandings Concepts and ideas that anchor a unit and transfer to new situations Universal generalizations, concepts and ideas that students will remember long after they’ve forgotten details Essential Questions Are overarching questions that allow kids to reflect beyond factual information Are the central questions of inquiry

An Example for Kindergarten:

An Example for Kindergarten Big Idea: Play and Having Fun Enduring Understandings : We are more alike than different We share common feelings and interests about fun We like having choices in how we play Essential Questions: What do I do for fun? How do I feel about my friends or those I play with? How do children in other places have fun or play?

Child Centered Emergent Curriculum:

Child Centered Emergent Curriculum More often in Kindergarten Less structured (e.g. Learning centers) Lower adult-to-child ratio Child is at the center of the web Surrounded by interests and needs Teachers look where overlapping occurs

Integrated Curriculum:

Integrated Curriculum “…there are times when teaching the subjects separately may be more appropriate than integrating them , it is also true that when teachers are knowledgeable about content areas and integrate them effectively, students’ achievement increases.” (Hinde, 2005, p. 108) “Integrated curriculum is a way to teach students that attempts to break down barriers between subjects and make learning more meaningful to students. “ (Beane, 1977, p.13)

Integrated Curriculum:

Integrated Curriculum A good place to start…… Identify a Big Idea , Theme , or Focus to serve as the anchor for your unit Student Interests Local “Happenings” (e.g. Trout Festival, Fall Harvest) Grade Level Team Unpack the idea into component parts Topically Subject Areas Align with the standards

References:

References Beane, J. (1977). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press. Buell, M. & Sutton T. (2008). Weaving a web with children at the center. Young Children 63 (4), 101-105. Harris-Helm, J. (2008). Got standards? Don't give up on engaged. Young Children 63 (4), 14-20. Hinde, E. (2005). Revisiting curriculum integration: A fresh look at an old idea. The Social Studies 96(3): 105–11. Hurless, B., & Gittings S. (2008). Weaving the tapestry: A first grade teacher integrates teaching and learning. Young Children 63 (2), 40–46. Kerr J. (1968) Changing the curriculum. London: University of London Press. Integrated Curriculum http://www.archeworks.org/projects/tcsp/ic_guide_p2.html Wiggins, G., and McTighe, J. (1998). Understanding by design, Alexandria, VA: Association for Supervision and Curriculum Development.