Baker College Curriculum Design Tier II. Curriculum Tier Professional Development Tier I – (required) Professional development for curriculum development.

Baker College

Curriculum Design Tier II

Curriculum Tier Professional Development

• Tier I – (required) Professional development for curriculum development focused on UbD Stage 1 and its applications.

• Tier II- (required) Professional development for the use of curriculum design and development tools. (you are here)

• Tier III – (optional) Professional development for Curriculum Tier Champions.

Curriculum Design Tier II Objectives

• Analyze instructional activities using Bloom’s Taxonomy.

• Apply the Rigor & Relevance Framework within the curriculum to maximize student learning.

• Identify the purpose of a lesson plan.• Explore different essential components to a

lesson plan.• Apply UbD concepts in developing a class lesson

plan.

Curriculum Tier I Review

• Goal

• Big Ideas

• Essential Questions

• “Knows” and “Dos”

• How we can use this information in the classroom

Brainstorm

On a blank sheet of paper:

– Write down the instructional activities that you do in your class.

Bloom’s Taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Levels of intellectual behavior important in learning.

Recall the information

Explain ideas or concepts

Use information in a new way

Distinguish between different parts

Justify a stand or position

Create a new product or viewpoint

Goldilocks According to Bloom

• Remembering: Describe where Goldilocks lived.

• Understanding: Summarize what the Goldilocks story was about.

• Applying: Construct a theory as to why Goldilocks went into the house.

• Analyzing: Differentiate between how Goldilocks reacted and how you would react in each story event.

• Evaluating: Assess whether or not you think this really happened to Goldilocks.

• Creating: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

(Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#What_is_Bloom.27s_Taxonomy.3F

Your Turn to Bloom

• Using the list of classroom activities that you brainstormed at the beginning of this PD, write down the following next to each activity:

– Level of Bloom’s Taxonomy

– Verb used to describe what students are doing.

Activity Reflection

• Take a moment to reflect on the list you created.

• Answer the following questions:

Do you move between several Bloom’s levels or are you heavily concentrated at one or two levels?

Do your identified verbs appear in the broader Bloom’s level you had identified? (i.e. Do your verbs and levels align?)

Do most of your activities fall at the lower levels? Why? Is this your intention?

How will this impact your instruction moving forward?

Rigor and Relevance

• The Rigor and Relevance Framework is a tool developed by the International Center for Leadership in Education.

– “The Framework is used to examine curriculum, instruction, and assessment.”

• Based on two dimensions:

– Six levels of Bloom’s taxonomy for the cognitive domain.

– Application Model.

Activities are often complex and require students to often come up with solutions that lead to deeper understanding of concepts and knowledge

Learning experiences are high in rigor and relevance and require unique solutions to unpredictable problems

Experiences focus on recall or basic knowledge

Activities provide definite opportunities for students to apply knowledge, typically to a real-world situation

Let’s Plot Together

• Label road signs.

• Perform the safety checks you should make before driving your vehicle.

• Analyze data on the leading causes of traffic accidents.

• Debate the value of current traffic laws.

Now It’s Your Turn

Rigor and Relevance

Quadrant C Research Problem-based learning Case Studies

Quadrant A Constructed responses Multiple choice questions

Quadrant D Role plays Simulations Problem-based

learning

Quadrant B Cases Papers Scenarios Demonstration

How Does All of This Impact You?

• Big Ideas• Essential Questions• “Knows” & “Dos”• Bloom’s Taxonomy• Student Learning

Outcomes• Enabling Objectives• Assessments• Rigor and Relevance

What is a Lesson Plan?

A Plan of Action

A Tool That Assists You in Arriving at Your Destination

To Meet Student Learning Outcomes

To Foster Student Success

Lesson Plan Guidelines

• An effective lesson plan offers enough detail so that any instructor could teach from it as a guide.

• When developing a lesson plan, you should always start with the end in mind- what is it that you want your students to be able to know and to do?

Components of a Lesson Plan

• Title of Lesson= big idea and week• Course= name of course• Goals=knows and dos- these support SLOs• Bloom’s Taxonomy= appropriate levels• Assessment= formative or summative• Procedures/Lesson Sequence= step by step • Materials= resources• Technology= resources• Adaptations= how will you meet students’ needs

Activity

For one of the classes you teach, develop a lesson plan for a one-week period.

Review

• Analyzed instructional activities using Bloom’s Taxonomy.

• Applied the Rigor & Relevance Framework within the curriculum to maximize student learning.

• Explored different essential components to a lesson plan.

• Identified the purpose of a lesson plan.

• Applied UbD concepts to a class lesson plan.

What Now?

What is one thing that you are going to take away and use from this professional development?