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Designing ELA

Designing ELA. Turtle River SD Warren Nickerson. THINKING ABOUT LEARNING 1. WORKING AS A COMMUNITY 5. INQUIRING 3. MAKING MEANING 2. COMPOSING 4. A Picture of the Curriculum. SUPERORDINATE. INTERRELATED PROCESSES. Learning Behaviours. Critical Thinking. Comprehension. Communication.

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Designing ELA

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  1. Designing ELA Turtle River SD Warren Nickerson

  2. THINKING ABOUT LEARNING 1 WORKING AS A COMMUNITY 5 INQUIRING 3 MAKING MEANING 2 COMPOSING 4 A Picture of the Curriculum SUPERORDINATE INTERRELATED PROCESSES

  3. Learning Behaviours Critical Thinking Comprehension Communication A Picture of the Report Card Reading Listening and Viewing Writing Speaking and Representing

  4. Common Language Essential Learning Enduring UnderstandingProcessesLearning Behaviours (Conceptual Understanding) (Transfer Skills) (Attitudes/Values) (Essential Understanding) • Concept: a mental construct that frames a set of examples sharing common attributes . One or two -word concepts are timeless, universal, abstract, and broad. • Essential (Enduring )Understanding: Generalization of two or more concepts stated as a relationship- essential learning or understandings; the “big ideas” related to the critical concepts and topics of study. • Skills: the specific competencies required for complex process performance. Skills need to be taught directly and practiced in context • Processes: complex performances drawing on a variety of skills. Process abilities develop within the individual and grow in sophistication over time. H. Lynn Erickson

  5. FUNDAMENTAL DESIGN FLAW EMPHASIS in the curriculum (historically): English language arts = process-based Science = knowledge-based Social Studies = knowledge-based Math = skills-based

  6. Erickson • What?: State the main concepts in a complete sentence. • How or why?: State the relationships between the topics by asking “How is / are...?” or “Why is / are…?” • So what?: Explain why this statement is important and enduring by asking “So what?”. Specific learning outcomes—concise descriptions of the Specific learning outcomes—concise descriptions of the Specific learning outcomes—concise descriptions of the knowledge, skills and strategies, and attitudes that students are knowledge, skills and strategies, and attitudes that students are knowledge, skills and strategies, and attitudes that students are expected to demonstrate at the end of a grade. expected to demonstrate at the end of a grade. expected to demonstrate at the end of a grade.

  7. CONCEPTUAL or PROCEDURAL? • What do students need to KNOW and be able to DO? • “How to make a big idea”

  8. LEVEL ONE: WHAT? Read the outcomes for a particular grade level and list the CONCEPTS (important nouns and noun phrases). Example: viewpoint (1.2.2.), perspective (1.2.3.), experiences (2.1.1.), interpretations (2.1.2., 2.1.3, 2.1.4.), cultural traditions (2.1.1.), community traditions (2.2.1), community responsibilities (5.1.3.). Create a sentence which simply joins a number of these words together: Example: "Everyone has their own perspectives, experiences, and cultural traditions." (note the linker verb 'has' is just a joiner)

  9. LEVEL TWO: HOW / WHY? Refine: ask HOW or WHY? Example, ask "How does everyone develop their own perspectives?" Find relationshipsbetween concepts. Example: "Cultural traditions and community experiences shape people's viewpoints and perspectives." (note the verb 'shape' doesn't just link, but shows a relationship between concepts – you need strong verbs)

  10. LEVEL THREE: SO WHAT? Refine: ask 'who cares?' or ‘so what?’. Example, "Cultural traditions shape how people think and how they interpret the world." Can you imagine building a learning progression around this big idea? Example: Students read World Lit anthology selections and compare and contrast how the western concept of 'love' is viewed in India, China, or South America.

  11. Kinds of Big Ideas? • 1) Ideas explored in texts [COMPREHENSION] • theme • 2) Ideas about how texts and language work [COMMUNICATION] • variables such as form, purpose, audience, and context • Knowledge of narrative and expository forms (spoken or written) and their structures • Genre knowledge – tragedy, comedy, mystery, sci fi… • author's craft • language conventions (for standard English and more informal usage) •  3) Ideas about big ideas [CRITICAL THINKING] • Multiple perspectives, epistemology • Managing ideas and information

  12. Basic Grid

  13. Sask Learning - Contexts • Personal and philosophic (inward focus) • Social, cultural and historical (outward focus on relationships with others) • Imaginative and literary (imaginary worlds and possibilities) • Communicative (role of communication) • Environmental and technological (nature, technology and society)(Saskatchewan Learning, 2006, p. 278)

  14. Designing Throughlines

  15. Social Constructivist Instruction • Inquiry • Literature circles • Writer’s workshop • Socratic seminar • Debate

  16. Assessment for learning Success! Assessment of Learning Planning with the End in Mind Source: Ontario Curriculum Unit Planner (OCUP) http://www.edu.gov.on.ca/eng/policyfunding/ocup/

  17. Comprehension Assessment and Reflection Inquiry Composition Plan Learning Experiences Concept Map: Prior knowledge Reflection: Significant Issues Presentation Feedback / self-reflection: Research notes Peer Assessment: Analysis of written speech samples Self Assessment: Review recorded speech Feedback/Peer Assessment: Oral delivery sample speech Feedback: Draft Written Text and Speaker notes Evaluation Adapted from Ontario Curriculum Unit Planner (OCUP) http://www.edu.gov.on.ca/eng/policyfunding/ocup/

  18. Comprehension Learning Behaviors Critical Thinking Communication Final Evaluation Evaluation

  19. Scaffold success through for formative andsummative • Provide models • Co-construct the criteria for novice, proficient, and excellent work for each assignment • Weakest writers gain most • Give descriptive feedback that is honest, specific, and positive, rather than evaluative feedback that is vague and negative • Give feedback in a timely manner

  20. TRANSACTIONAL INQUIRY

  21. INQUIRY INTO LITERATURE

  22. CREATIVE INQUIRY

  23. The SOLO taxonomy Structure ofObservedLearningOutcomes • Atherton J S (2011) Learning and Teaching; SOLO taxonomy [On-line: UK] retrieved 4 May 2012 from http://www.learningandteaching.info/learning/solo.htm

  24. 1 Pre-structural 1. Students simply acquire bits of unconnected information, which have no organization and make no sense.

  25. 2 Unistructural 2. Simple and obvious connections are made, but their significance is not grasped.

  26. 3 Multistructural • 3. A number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.

  27. 4 Relational 4. Student appreciates the significance of the parts in relation to the whole.

  28. 5 extended abstract • 5 At the extended abstract level, the student is making connections not only within the given subject area, but also beyond it, able to generalize and transfer the principles and ideas underlying the specific instance.

  29. Culminating Task Planner [What]Investigate [topic].... [Why]…in order to understand that [generalization]… [How] Engaging Scenario…[performance]

  30. Essential Questions

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