The Skillful Teacher - Chapter 15 by

hkeen — 2013-10-28 18:14:05 UTC

Relationship of Lessons, Units, and Courses

hkeen — 2013-10-28 18:15:33 UTC

Figure 15.3, page 369

Mandala of Curriculum Agreements

sienna — 2013-10-28 18:15:46 UTC

Figure 15.1, page 359

sienna — 2013-10-28 18:15:47 UTC

Enduring Understandings for Literacy and Math

sienna — 2013-10-28 18:15:50 UTC

Figure 15.1p. 362

Matrix of Curriculum Agreements

sienna — 2013-10-28 18:15:51 UTC

Figure 15.1 p. 360

hkeen — 2013-10-28 18:16:40 UTC

Expanding:

hkeen — 2013-10-28 18:20:19 UTC

A compact list of exactly what we want students to

learn or be able to do. Can be used as a road map for

new teachers

Expanding:

sienna — 2013-10-28 18:20:23 UTC

This chart shows the amount of depth needed to be

included when thinking about how to integrate the types of

agreements, and how most components are a two-way road.

The topics listed show that the agreements are applicable to

any type of subject, question, or concern.

This could also be used for using the agreements as a starting

point, and extending out to the area of concern to concentrate

on.

Expanding:

hkeen — 2013-10-28 18:22:52 UTC

These tables summarize

key terms from the models and shows their

relationship to one another as well as to goals for units

and the mastery of objectives for lessons.

-Good units are planned backward from a clear image

of what we want students to be able to do at the end.

Expanding:

sienna — 2013-10-28 18:27:42 UTC

This chart breaks down the focal points and relationships of Lessons, Units, and Courses. It shows how how each are related, what the main points of each category should be, how they are scored, and how to keep track of the data in an efficient and helpful way.

Questions:

sienna — 2013-10-28 18:28:00 UTC

Write them here!

Questions:

sienna — 2013-10-28 18:28:05 UTC

Write them here!

Questions:

hkeen — 2013-10-28 18:31:33 UTC

Write them here!

Old Model and New Model Design Sequence

hkeen — 2013-10-28 18:32:33 UTC

Figure 15.2 p. 363-364

Questions?

hkeen — 2013-10-28 18:34:54 UTC

Write them here!

Expanding:

hkeen — 2013-10-28 18:38:48 UTC

Big idea examples of Math and Literacy:

They give students a reason and a focus for studying

smaller elements in the curriculum. They provide a

"cognitive hook" for the item currently under study

in a unit.

Questions:

sienna — 2013-10-28 18:39:18 UTC

Write them here!

Serra

2013-11-04 17:34:12 UTC

It also seems that these questions are in order of importance, as far as what should be addressed first in lesson planning.

hick7382 — 2013-11-04 17:35:57 UTC

Where do you get the end of the course exemplars? Are these made by previous students or adults?

Serra

2013-11-04 17:36:14 UTC

A Comment: the Enduring Understandings are what we hope are the "take-away" lessons you want students to remember for the rest of their life! No just kidding, but that's the idea.

hick7382 — 2013-11-04 17:37:50 UTC

When was the "new model" implemented roughly?

hick7382 — 2013-11-04 17:38:13 UTC

I appreciate how the image on the left shows that with the

same theme, the unit can go in a variety of directions

Serra

2013-11-04 17:38:49 UTC

I really like the new model because it doesn't end with "grade and rank students" rather it asks the teacher to "evaluate and revise instruction" which is so key. In this way, the teacher is always learning too.

hick7382 — 2013-11-04 17:39:28 UTC

Is it recommended that you plan time in your lessons at the beginning for

review when needed or finishing up a previous day's activity that

may not have been finished? Or do you adjust as you go and hope not to fall too far behind

your plan

Serra

2013-11-04 17:39:59 UTC

Also the new model demonstrates how important it is to identify the standards in order to relate to our mastery objectives. It is important to make sure what we are teaching is in alignment with standards.

Serra

2013-11-04 17:49:04 UTC

I think maybe we have to create the "example of proficiency" if one doesn't exist. I think it's a good idea in general to "try out" our lesson plans and make sure what we're asking our students is actually attainable.