Using_BSN_resources

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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]