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Unit 6: Planning For Student Success Learning Objectives

Unit 6: Planning For Student Success Learning Objectives. Plan for instruction by engaging in the following activities: Develop a conceptual flow for a unit of instruction Select a learning sequence within the conceptual flow and integrate literacy science content standards

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Unit 6: Planning For Student Success Learning Objectives

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  1. Unit 6: Planning For Student SuccessLearning Objectives • Plan for instruction by engaging in the following activities: • Develop a conceptual flow for a unit of instruction • Select a learning sequence within the conceptualflow and integrate literacy science contentstandards • Develop a 5-E lesson plan within the learningsequence that integrates literacy to increasestudent understanding of science content • Reflect on your learning from the previous units in this module

  2. How People Learn Prior Knowledge Conceptual Frameworks Metacognition How People Learn, The National Academies (2000)
http://www.nap.edu/catalog.php?record_id=9853

  3. Conceptual Flow Basics • Details the important concepts for student learning • Identifies an instructional sequence • Identifies important concepts for assessment of student understanding (DiRanna, Osmundson, Topps, Gerhardt, Barakos, Cerwin, Carnahan, Strang, 2008) K-12 Alliance/WestEd 2013

  4. Steps to Develop a Conceptual Flow • Conduct an individual pre-think of the important concepts students should understand about a big idea in a discipline. • Create a collaborative pre-think from the individual pre-thinks with the team.  • Match the collaborative pre-think to the concepts in the instructional materials. • Align concepts from the collaborative pre-think and instructional materials to content standards.  • Review the progression of concepts and place them in an instructional sequence that provides strong links for student understanding.

  5. Step 1: PreThink What should an exiting _____grader know about_____? • Write a paragraph to answer the question. • Write complete sentences. • Do not write behavior objectives. • Do not write questions.

  6. Sticky Notes • Review your paragraph. • Determine the large ideas/concepts, supporting ideas, and smaller facts. • Write the largest concept on a large sticky note. • Write the supporting ideas on a medium sticky note (one idea per sticky note). • Write the facts on a small sticky note (one idea per sticky note).

  7. Step 2: Collaborative PreThink • Share your sticky notes with your colleagues. • Negotiate the “size of an idea” and its placement on the conceptual flow. • Arrange the sticky notes in an instructional order.

  8. Conceptual Flow Format

  9. Short Cut for Planning If you have instructional materials: • Identify the flow of the concepts in the materials. • Compare the flow of the concepts in the instructional materials to your collaborative pre-think. • Create a flow for instruction, blending ideas from your collaborative pre-think and the concepts in the instructional materials. If you don’t have instructional materials: Review the collaborative pre-think conceptual flow, and adjust it to create the best order for instruction.

  10. Determine the Learning Sequence Goal To identify a sequence of instruction in which you would like to integrate science content with the CA CCSS for ELA/Literacy.

  11. Steps to Develop a Learning Sequence • Identify a section from the conceptual flow that would take five to ten days to teach. • Select the key concepts for each day. • Consider the activities students should experience to understand these key concepts. • Select the CA CCSS for ELA/Literacy that align to the activities students will engage in to learn science content.

  12. Developing a 5E Lesson Goal To select a concept from the learning sequence to use as the basis of an integrated (science and literacy) student-centered lesson.

  13. Steps to Develop a 5E Lesson • Select a concept from the learning sequence. • Use the 5E template. • Consider adding a "concept" column to each stage to help guide the science content you want students to experience. • Consider the number of explore/explain experiences necessary for student understanding of the lesson concept.

  14. Next Steps • Teach the lesson. • Gather and analyze student work using the process from Unit 3. • Adjust the lesson based on student work.

  15. Lesson Design and Its Impact on Student Learning • How was this type of planning (conceptual flow, learning sequence and 5E learning cycle) for student learning different from what you have done in the past? • How did thinking about literacy in science help you strengthen the instructional design? • To what extent does the student work indicate that your lesson design was effective for student learning?

  16. Module Summary • List three of the most important things you learned about integrating literacy strategies into your teaching of science content. • List two of the challenges you need to address for successful integration in your classroom. • List one action that you will take immediately to integrate literacy with science to increase student understanding of the content.

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