Curriculum Design In English Language Arts: Making Curriculum Make - - PowerPoint PPT Presentation

Curriculum Design In English Language Arts: Making Curriculum Make Sense

For Burnaby English Teachers Session 1, October 16th 2017 Burnaby Central Iain Fisher

Eyes On The Prize…

Literacy is the ability and willingness to make meaning from text and express oneself in a variety

• f modes and for a variety of purposes. Literacy includes making connections, analyzing

critically, comprehending, creating, and communicating.

2

What needed to be in place for Mahtab to do what you have just observed?

• Find some friends to work with
• Share ideas
• Make a list

“The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach, than by what they teach.” Wiliam, 2011

What needed to be in place…

• Learning is a shared goal, and it’s available to all learners.
• A positive, supportive classroom environment, with growth mindset as a foundational element
• Clarity about learning goals and success criteria
• Explicit instruction in
• Reading
• Thinking
• Self-assessment and self-advocacy
• Purposeful, learning-focused talk
• Formative assessment practices are embedded in the learning process

Learning intentions for today

• Understand the “spirit” of the new curriculum
• Have the end in mind as a guide for curriculum (planning) and instruction (teaching)
• Understand the the impact of purposeful collaboration on student learning

• Core Competencies are explicit in redesign
• Focus is on the important concepts and big ideas inherent

in the discipline

• Higher order learning and deeper learning are

emphasized

• First Peoples Principles of Learning and Aboriginal

knowledge and world views are integrated.

CONCEPT-BASED, COMPETENCY-DRIVEN CURRICULUM…

Cur r ic ulum Design - Guiding Pr inc iples

• The prescriptive nature of curriculum is reduced
• The model allows flexibility and choice for teachers

and students

• Teachers can be creative and innovative in their

design of learning experiences

• Equity and inclusion are ensured

Cur r ic ulum De sign - Guiding Pr inc iple s

UNDERSTAND: The over- arching understanding that should emerge Do: The skills that we want students to develop day in, day out KNOW: The specific content we use to develop the curricular competenci es

Find someone who has a different option. What’s the same? What’s different?

Time for a break

Enjoy the refreshments. Enjoy the conversations.

Fossil Fuel…

I’ve mined my files my files to uncover a lesson, project or unit that has the capacity to sustain a concept-based, competency-driven curriculum infused with instructional strategies and assessment practices that promote deep learning.

Tonight’s Lead Story in Verona…

Your group is the editorial team for Verona News Now, the number one TV news in

• Verona. Your task is to research and write the late-breaking news story for tonight’s show.

This is of course the death of Mercutio. You will need to have a newscaster present the story with live feeds from reporters on the scene and interviews with witnesses. Your newscast, interviews and reports will be written and presented in modern English but all the material will come from the play. You will need to work together to assign roles and responsibilities for this presentation. It is important that you understand that the Verona News Now is owned by the Capulet

• family. They insist that any news that deals with the feud between the families is slanted in

favour of the Capulets.

Fossil Fuel

What are students going to learn or be able to do? What will I need to teach to make this learning happen? What evidence will show that the learning has occurred? What will different performance levels look like? How is evidence of learning being documented, and by whom?

UNDERSTAND: The over- arching understanding that should emerge Do: The skills that we want students to develop day in, day out KNOW: The specific content we use to develop the curricular competenci es

Co Conce ncept-based, competency-driven learning

Texts are socially, culturally, geographically and historically constructed

Concept-based, competen ency-driven learning

I can make sense of complex literary texts and uncover the understandings that live within them I can engage in meaningful, purposeful academic discussions I can communicate my thinking with clarity and effectiveness

Learning intentions and success criteria make it clear to students what the goal is, and how to get there.

Concept-based, competen ency-driven learning

If all your learners are engaging with the same big ideas and the same competencies…

…what are the implications for your work as school teams? These categories might help shape your thinking and direction

• Curriculum design
• Instructional strategies
• Assessment processes
• Social and emotional learning

Back in school…

• Try out something that you saw this morning
• Keep track of what you did, what you were trying to make happen,

and what the impact was

Comprehension And Collaboration

 Decide on a chapter from Part

One that you and your school partner will read  Before December 16th, get together and talk about what you read.  We’ll open the next session with your shared responses

TODAY…

We put the spotlight on students’ knowing

• What their learning goals are
• How to get there

IN DECEMBER…

We’ll look at ways of answering

• What evidence will show that the

learning has occurred?

• What will different performance

levels look like?

• How is evidence of learning being

documented, and by whom?

What are students going to learn or be able to do? What will I need to teach to make this learning happen?

Please….

Get in touch with me with any questions, comments or suggestions Fisher.iain@gmail.com