Curricular design
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Curricular Design. Element # 3. Yamileth Shimojyo, MA Ed TOSA, LEUSD yamileth.shimojyo@leusd.k12.ca.us. Would you like a class with…. A high level of engagement A high level of interest A high level of work/product/results A high level of test scores A high proficiency level

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Curricular Design

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Curricular Design

Element # 3

Yamileth Shimojyo, MA Ed

TOSA, LEUSD

yamileth.shimojyo@leusd.k12.ca.us


Would you like a class with…

  • A high level of engagement

  • A high level of interest

  • A high level of work/product/results

  • A high level of test scores

  • A high proficiency level

  • A high level of learning

  • A high level of focus

  • A high level of growth in various areas

  • A high level of synergy and positive relationships

    ?


What makes all this possible?(good ‘ol planning)

  • Effective and Efficient Planning

    • With Comprehensible Input

    • With Output (homework) for reinforcement/practice/review

    • With opportunity for Collaboration/Oral component

    • With opportunity for Reflection/Error analysis

    • With opportunity for Assessment (periodic, formative)

    • With timely and continual Feedback

    • With Connected Lessons and Activities

    • With opportunity for Studying for summative Assessments

    • With the goal in mind = PROFICIENCY

    • ALWAYS STRUCTURED AND CONSISTENT


Duck Analogy

A swimming duck looks graceful and peaceful above water.

However, underneath, he is working very hard so that he can move from one point to another.

(Huygen’s principle)


Class Structure Continuum

K-5

Middle/High School

COLLEGE

Shimojyo-Shimojyo, 2010


TIME is KEY

  • THERE IS NO TIME TO WASTE

  • STUDENTS SHOULD BE WORKING AT ALL TIMES

    …working at all times….


The Unit Plan

  • Based on the Standard Strands (Big Idea)

  • Use Blue Prints to decide order and length (scope and sequence)

  • Standards become Lessons within Unit

  • Goal/objective – strive to link standards to each other and to Unit

  • District Pacing Guides – need to be considered


The Lesson Plan (High School)(goal = proficiency)


The Lesson Plan (Middle School)(goal = proficiency)


The Lesson Plan (Elementary)(goal = proficiency)


The Study Plan (week)(goal = proficiency)


Lesson Planning Progression

  • The higher the level of understanding and maturity, the longer the amount of Input with less feedback

  • The lower the level of understanding and maturity, the shorter the amount of Input with lots of feedback


Lesson Planning Progression


Beginning * Middle * End

  • Year - Set up week, Content, CST

  • Semester - Set up week, Content, Final

  • Unit - Big idea, Content, Exam

  • Lesson - ECQ’s, Content, Quizzes, learning

    logs, ECQ reflection

  • Day – DSJ, Content, DSR


The Daily Plan – students work the entire time

  • Beginning

    • Daily Science Journal – 5 to 8 minutes

    • Students begin working right away to begin to think right away

  • Middle

    • Input

    • Cooperative Learning

  • End

    • Daily Science Reflection – 3 minutes to 5 minutes

    • Students are asked to think about what they learned or reviewed or will learn tomorrow


Make Notebook useful!

  • Use with DSJ/DSR

  • Use for homework and reference

  • Use with assessment

  • Use for output (cooperative learning or homework)

  • Use for review/study

  • Use for CST review

  • Use for open house/back to school night

  • Use for communication with parent

  • Use with parent meeting

  • Use to figure out make-up work

  • Use for reflection and growth

  • Use for samples – meetings, discussions with peers

  • Use when new student walks in through your door

  • Use for planning for the following year


TIME is KEY

  • THERE IS NO TIME TO WASTE

  • STUDENTS SHOULD BE WORKING AT ALL TIMES

    …working at all times….


Your turn….

  • Tomorrow you will

    • Plan 1 unit

    • Plan 1 lesson

    • Plan 1 day

  • Bring Textbook that you want to use to see content that you want to work with…

    Thank you 


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