Designing Curriculum

and Instruction for

Extended Periods
February 22, 2011
Deb Reed
dbjreed@aol.com

One of the greatest pains to

human nature is the pain of a new
idea. It...makes you think that after
all, your favorite notions may be
wrong, your firmest beliefs illfounded... Naturally, therefore,
common men hate a new idea, and
are disposed more or less to ill-treat
the original man who brings it.
Walter Bagehot Physics and Politics
1872

Its the Year Of

Block Scheduling
Rubrics
Technology
Assessments

Standards
Portfolios

Differentiated Instruction

The Landscape has changed

Curriculum
What is taught

What is learned

Instruction
Teacher centered

Learner centered

Assessment
Bell Curve
Criteria

Public, and Precise

Teaching in an extended period

block
+ opportunities

- concerns

Definition of Concern
The composite representation of the
feelings, preoccupation, thought, and
consideration given to a particular issue or
task is called concern.
Hall & Hord, p. 61

Concerns-Based Adoption
Model (CBAM) Components
1.

Stages of Concern

2.

Levels of Use

Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission.

Assumptions of the
Concerns-Based Adoption
Model (CBAM)
CHANGE IS

A PROCESS, not an event;

made by INDIVIDUALS first, then institutions;
a highly PERSONAL experience.

Change entails DEVELOPMENTAL growth in feelings

and skills.

INTERVENTION must be related to

Stages of Concern: Typical

Expressions of Concern About the
Innovation

Adapted from Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with
permission.

First Steps

The Curriculum
The Lesson Plan
Instruction

Andsoyoujustthreweverythingtogether?
Mathews,aposseissomethingyouhavetoorganize.

Read, Reflect, and Self-Assess

1. Please read the handout ..the first 13 basic planning
decisions, and assess your own planning, labeling the decisions...
S = strength

N = need to be strengthened

2. Circle no more than two that you want to focus on strengthening

with intentional effort.

15

Backward Design
means
purposeful task analysis:
starting with the end in mind
Source: Grant Wiggins. Understanding
by Design. Chapter 1

16

Backward Design
1
Identify
desired
results
Macro
level:
(unit/cours
e)
outcomes

2
Determine
acceptable
evidence

3
Plan learning
experiences
and
instruction
17

Curriculum Design and Review Process

Standards
Expectatio
ns

w
Re
ne

e
at
lu

Ev
a

pl
em
Im

ig
n
es
D

De
e te
rm

in

en
t

Learning outcomes are what students who

successfully complete a course, unit, or lesson
will know, understand, or be able to do as a result.

The World Future Society

THE KNOWLEDGE EXPLOSION*
1750 1900 Knowledge Doubles Once
1900 - 1950 Knowledge Doubles Again
1950 - 1960 Knowledge Doubles Again
1960 Present Knowledge Doubles About Every 5
Years
By 2020 Knowledge Will Double Every 73
Days (!)

*Courtesy of World Future Society, Bethesda, Maryland

Curriculum Design and Review

Process

Standards
Expectatio
Written
ns
Curriculu
m

Re
ne
w

t
ua
Ev
e al

ig
n
es
D

Im
nt ple
m

De

te
rm

in

Develop the content units guided by the

objectives and learning outcomes of the
respective units. Assessments must be
designed at this time.

TEMPLATES
Atlas Curriculum Management System
Curriculum Mapper
Curriculum Creator

COMPONENTS
The essential question
Content
Assessments

Time frame
Skills
Resources

Paired Verbal Fluency

Summarizing
Summarize what you
understand about
curriculum design, and the
planning decisions involved.

Curriculum Design and Review

Process

Standards
Effective
Expectatio
Written Teaching
ns
Curriculu
m

Re
w ne

at
lu
e

Ev
a

e
Im
nt ple
m

n esi
g

De

te
rm

in
e

Develop subject-specific instructional strategies

for each unit of study that would effectively
achieve desired learning results.

KEY CONCEPTS
Areas of Performance
Repertoire
Matching

Overarching
Objectives

Curriculum
Design
Objectives
Assessment

CURRICULUM
PLANNING

Learning
Experiences

Personal
Relationship
Building

Class Climate
MOTIVATION

Expectations
Clarity
Space

Principles of
Learning
Time

Models of
Teaching

INSTRUCTIONAL
STRATEGIES

Routines
MANAGEMENT

Attention

Momentum

Discipline

FOUNDATION OF ESSENTIAL BELIEFS

Read, Reflect, and Self-Assess

1. Please read the handout .. features of standards based
instruction for extended periods.
S = strength

N = need to be strengthened

2. Circle no more than two that you want to focus on strengthening

with intentional effort.

25

First Steps
The Curriculum

The Lesson Plan

Instruction

In the beginning
During
Concluding

In the Beginning

Anchoring or FRAMING the Learning

Anchoring - Framing Prior to Instruction
Communicating Objectives/Outcomes of the Lesson
Sharing the Itinerary of the Day/Period
Activating Students Current Knowledge
Pre-Assessment
Communicating Criteria
Making Connections

Anchoring
COMMUNICATING OBJECTIVES
o What students will know or be able to do
o Why its important
o Reasons for activities

Sally and the

Gophers

The Brain & Learning

The human brain is designed to selectively
attend to stimuli, prioritizing on the basis of
perceived importance and screening out that
which seems to be less crucial to survival. The
level of attention we apply to a learning situation
is influenced or limited by our perception of its
value.
(Jensen, Brain-Based Learning)

Anchoring
Providing an ITINERARY
Sequence of Events or Activities
Today
Bell Work/HW Check
Exam Preview
Brad/Kieras Oral Presentations
US Goes to War
3-2-1 Wrap-up

Bernice McCarthys
Quadrants
IV

What if?

I
Why?
Communicating Objectives

III
How?

II
What?

Detailing the Itinerary

Sharing the Itinerary

KEY CONCEPTS
Areas of Performance
Repertoire
Matching

Overarching
Objectives

Curriculum
Design
Objectives
Assessment
Personal
Relationship
Building

Planning

CURRICULUM
PLANNING

Learning
Experiences
Class Climate
MOTIVATION

Expectations
Clarity
Space

Principles of
Learning
Time

Models of
Teaching

INSTRUCTIONAL
STRATEGIES

Routines
MANAGEMENT

Attention

Momentum

Discipline

FOUNDATION OF ESSENTIAL BELIEFS

Connecting Backward Design and Planning

Decisions

Identify
desired
results

Check in with the

curriculum, the
standards youre
working on, and
particularly the big
idea (enduring
understanding) thats
on the table to be
sure the lesson
youre planning
connects explicitly to
it.

2
Articulate the mastery
objective of this lesson
(or series of lessons) to
yourself fully. Say exactly
what the students will
know or be able to do, or
do better, at the end of
the lesson. Dig into the
content to examine its
nuances and central
ideas before arriving at
this statement.

Give careful
attention to the
evidence (data)
from yesterday (or
whenever else is
relevant) about who
has it and who
doesnt. Also look
carefully at those
who have it so well
theyre ready for an
extension or
deepening activity.
34

Mastery objectives are the control tower

for decisions about
Student learning targets
Instructional planning
How to gather formative data

35

Criteria for Mastery

Objectives
A mastery objective should be
appropriate
1. Linked to (aligned with) the agree-on
curricular standards (national, state, and
local)
2. Worthy (worth knowing)

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching,
p. 377.
36

Criteria for Mastery Objectives

A mastery objective should be
appropriate
3. Matched to the students, i.e.,
challenging and attainable
4. Able to be assessed; measurable

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching,
p. 377.
37

Criteria for Mastery Objectives

The language of a mastery objective

5. is specific in terms of curricular

knowledge:
declarative- statements of factual
knowledge/ content (rules, concepts,
ideas, facts)
procedural- processes or steps
strategies, processes, steps)
6. names an active performance

(observable
behavior) that demonstrates mastery

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching,
p. 377.
38

Criteria for Mastery Objectives

7. avoids using mental action words that do
not inform students about what they will have
to do to demonstrate mastery, such as

understand
know
see that
learn
recognize that
appreciate that
be familiar with
have a grasp of
recognize significance of

Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching,
A Source:
p. 377
.

39

Criteria for Mastery Objectives

8. begins with Students (or You) will be able

to indicating development of capacity vs.
completion of an activity
9. includes strong clues about assessment
10.may include a level of performance or can
be accompanied by criteria for success
11.Is student friendly

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching,
p. 377.

40

In the beginning
During
Concluding

In the beginning

During

ACTIVATING
Prior Knowledge

PROCESSING
New Information

MAKING
MEANING

SUMMARIZING
New Learning
Concluding

ACTIVATING
ACTIVATING STUDENTS
CURRENT KNOWLEDGE
Purposes:
1. Cognitive engagement & readiness
2. Formative assessment & surfacing misconceptions
3. Empowering the learner
4. Adapting the plan

Activating Structures
A Repertoire of Options

Anticipation Guide
Brainstorm and
Categorize
Brainstorm Flexibility
Style and Web
Carousel Brainstorming
Draw a Picture/Diagram
of
Given a Skeleton/Outline
of (Map of Area, Human
Body), Fill in Details
Graphic Organizers
Human Treasure Hunt
Know/Think/Want to Know

Line-Ups: Values,
Estimation, Experience
Medium-Size Circle
Mental Imagery
Mindmap
Paired Verbal Fluency
Sort Cards or Pictures
Walking Tour
Word or Picture Splash
Write 5 Words That
Occur to You When You
Think of

Maximizing Student
Concentration DURING

Instruction

Using a Variety of Explanatory Devices

Auditory (vocal variety, modeling thinking aloud, etc.)

Visual (charts, graphic organizers, mental imagery, etc.
Kinesthetic (manipulatives, recording sheets, etc.)

Providing Processing Time

Chunking input and student processing time

10-2 or age +2 (pulsed learning)
37-90 physical stretch

Structuring the Processing

Cooperative learning structures

Alone or in small groups (pairs, trios)
Graphic organizers

Checking for Understanding

Frequently, during instruction, with all students

(dipsticking)
Recall and comprehension

Maximizing Student
Concentration DURING

Instruction
Using a Variety of Explanatory
Devices
Providing Processing Time
Structuring the Processing
Checking for Understanding

Explanatory Devices

Smart boards
Charts/Whiteboards
Analogies
Media/Technology
Modeling Thinking Aloud* 160-161
Translation Into Simpler Language
Physical Models
Simple Cues
Progressive Minimal Cues
Highlighting Important Information
Mental Imagery
Diagrams
Graphic Organizers* 162-175

electron
electron

neutron
neutron

proton
proton

AUDITORY

KINESTHETIC

EXPLANATORY
DEVICES &
MODALITIES

VISUAL

Maximizing Student
Concentration DURING

Instruction
Using a Variety of Explanatory Devices
AUDITORY (vocal variety, modeling thinking aloud, etc.)

VISUAL (charts, graphic organizers, mental imagery, etc.

KINESTHETIC (manipulatives, recording sheets, etc.)

Say-Do Principle of Learning

How we take in new information
What we do immediately with the information
Effect on retention

Read it
Hear it
See it

10%
______

Hear & See

Say it: Talk or Write

50%
______

Say & Do: Talk/Write & Apply

20%
______
30%
______
70%
______
90%

______

Say/Do Principle of Learning

Perceptual Mode

Read

Hear
See

Hear and See

Read and Say
Read, Say, and Do

0%

20%

40%

60%

80%

100%

The Brain & Learning

You can either have your learners attention or they can
be making meaning, but never both at the same time.
Humans are natural meaning seeking organisms but
excessive input can conflict with that process. The brain
needs time to go inside and link the present with the past
and future. Without this, learning drops dramatically. We
absorb so much information non-consciously that
downtime is absolutely necessary to process it all. The
brain has an automatic mechanism for shifting (internal
and external) and for shutting down input when it needs
to.

Maximizing Student
Concentration DURING

Instruction
Using a Variety of Explanatory
Devices
Providing Processing Time
Structuring the Processing
Checking for Understanding

Maximizing Student
Concentration DURING

Instruction
Providing Processing Time
Chunking input and student processing time
10-2 or age +2 (pulsed learning)
37-90 physical stretch

Processing Time
10 min. : 2 min.

TIME

Providing Processing Time p.22

Chunking

INFORMATION
INPUT

PROCESSING
TIME

10

minutes
Lecture
Video
Discussion

minutes
Speak
Write
Draw

The Brain & Learning

When the brain is fully
engaged it is more efficient and
effective. Vigorous physical
activity is believed to increase
blood flow to the brain and can
have dramatic effects on
learning.

Processing Time
10 min. : 2 min.

TIME

Physical Movement
37 min. : 90 sec.

Beginnings & Endings

Processing Time

first 5 - last 5

10 min. : 2 min.

TIME

Silence/wait time
3-5 sec. min.

Physical Movement
37 min. : 90 sec.

Reflect & Share

Which of these time guidelines has most
significance for you?
What are some ways you might apply it in
your teaching?

Maximizing Student
Concentration DURING

Instruction
Structuring the Processing
Cooperative learning structures
Alone or in small groups (pairs, trios)
Graphic organizers

Processing Structures
Cooperative Learning Structures
10:2 TTYPARYN

Kagan et al

Give One, Get One, Move On

Think-Pair-Share

Teammates Consult

Learning Partners

Pairs Check

Numbered Heads

Line-Ups

Together

Corners

Round Table Review

Inside-Outside Circle

3 Step Interview

Jigsaw

Maximizing Student
Concentration DURING

Instruction
Checking for Understanding
Frequently, during instruction, with all

students

Think, Pair
Share
Wait Time

Teammates
Consult

QUESTIONING

Numbered
Heads
Together

Dipsticking
QUEST

Maximizing Student Retention

FOLLOWING Instruction
Summarizing by the Instructor

Key ideas, concepts, etc. at the conclusion of a lesson

Using visuals to accompany words

Structuring Student Summarization

Assigning Meaningful Practice or
Application Tasks

To bridge between this learning experience and next one

Lesson Plan Samples

Take a few minutes and review
sample lesson plans for extended
time periods.
Insights
Questions

Helpful thing to remember

about Curriculum work

Collaboration doesnt
always come
naturally.

Seven Norms of Collaborative

Work

Pausing
Paraphrasing
Probing
Putting ideas on the table
Paying attention to self and others
Presuming positive intentions
Pursuing a balance between advocacy and
inquiry

From the Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman, 1999, Christopher-Gordon
Publishers, Inc.

Stopaskingmeifwerealmostthere!
Werenomads,forcryingoutloud!