Customizing Courses to meet your students needs : Customizing Courses to meet your students needs Deanna E. Mayers, blendedschools.net
Eileen Sparduti, Troy SD
Jason Algayer, North Pocono SD
Basic Components of a Unit : Basic Components of a Unit Unit
Enduring Understandings
5-8 lessons
Unit project
Knowledge/skill test
Mapped to standards Each Lesson
Essential Question
Hook Activity
Lesson Lecture
Three Lesson Activity
Evaluate
Tailor
Organized
WHERETO : WHERETO W - Ensure that students understand WHERE the unit is headed, and WHY
H - HOOK students in the beginning and HOLD their attention throughout
E - EQUIP students with necessary experiences, tools, knowledge, and know ho to meet performance goals.
R - Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work
E - Build in opportunities for students to EVALUATE progress and self assess
T - Be TAILORED to reflect individual talents, interests, styles and needs
O- Be ORGANIZED to optimize deep understanding as opposed to superficial coverage
This does not have to be in order!
W - Where and Why : W - Where and Why Goals clear to students
Identify what is most important and why it is worth learning
List of expectations for students
Purposeful work from the students point of view
Identify people and places beyond the classroom where this knowledge and these skills are applied.
H – Hook and Hold : H – Hook and Hold odd facts
problem
experiment
humor
puzzles
questions provocations
tasks, role play
case studies
challenging problems
mystery
E - Explore and experience, enable, and equip : E - Explore and experience, enable, and equip What kids of knowledge skill and habits of mind are prerequisites for successful final performance?
What are the key terms and explanations?
What is the main idea of the lesson
How can we use the main idea
A real world use of the main idea
Direct instruction that explore the big ideas and questions
Slide 7: Equipping Students
Developing Learning Objects : Developing Learning Objects Jason Algayer, North Pocono School District and BSN Math Course Developer
Developing an engaging online “lecture”
Equip students with needed information and knowledge
Modeling for strategies and skills
will demonstrate how to create a learning object if the lecture provided by BSN needs adjusted for your students
Reflect, Rethink and Revise : Reflect, Rethink and Revise Dig deeper into ideas at issue
Revise rehearse and refine as needed.
Guide students in self assessment and self adjustment, based on feedback from inquiry, results and discussion Concept Mapping
Wiki
Discussion Board
Journal
Graphic Organizers
think logs
reflective journal
think aloud
i-search papers
argue or debate
play devil's advocate
confront alternative versions
Marzano’s 9 Effective Strategies : Marzano’s 9 Effective Strategies Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Representing knowledge
Learning groups
Setting objectives and providing feedback
Generating and testing hypothesis
Cues, questions and advance organizers
Link to online book
E - Evaluate Work : E - Evaluate Work Reveal what has been understood through final performances and products.
Involve students in a final self-assessment to identify remaining questions, set future goals, and point toward new units and lessons
Check for Understanding
self monitor
self assess
Self adjust
homework
T - Tailor : T - Tailor The work to ensure maximum interest and achievement
Content
knowledge and skill elements offer an opportunity to scale
provide open ended questions, activities, assignments and assessments that enable students to give different by equally valid responses
provide sufficient options and variety (without compromising goals
Process
variety of resource materials
learning styles
differentiate the approaches used
make it most likely that all students will be engaged and effective
Product
give students an opportunity to brainstorm what they know about the topic
allow students choices of products (visual, written, oral) for activities and assignments
O – Organize for optimal effectiveness : O – Organize for optimal effectiveness Organize and sequence the learning for maximal engagement and effectiveness, given the desired results.
Whole-Part-Whole
Learning-Doing-Reflecting
Modifying the Course to fit your program needs : Modifying the Course to fit your program needs Summary of how Troy Area School District modifies course for at risk students
85% completion of online tasks to be credit eligible
Modify the course to meet the learners academic ability
Resources : Resources A Handbook for Classroom Instruction that Works, Robert Marzano, Jennifer S. Norford, Diane E. Paynter, Debra J. Pickering, Barbara B Gaddy. ISBN 978-0-87120-522-3
Understanding by Design, 2nd Edition, Grant Wiggins and Jay McTighe. ISBN 978-1-4166-0035-0
Using Technology with Classroom Instruction that Works, Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski View excerpts online. Contact Info : Contact Info Deanna E. Mayers
Curriculum Coordinator
[email protected]