Architect for Learning

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Thoughtful Curriculum Design How is Curriculum a
Home for the Mind?
Architect for Learning Thoughtful Education and
Green River Educational Cooperative
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Building a Home for the Mind
Imagine a school curriculum that teachers want
to teach. and students want to learn.. What
would go into the design and delivery?
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Alignment
Standards Students

• Academic Expectations
• Program of Studies
• Core Content

• Learning Styles
• Interests
• Abilities
• Multiple Intelligences
• Background Knowledge

Research Based Strategies
Learning Styles Hidden Skills High Levels of
Thinking Varied
and Authentic Assessment
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Rigor Thought Diversity Authenticity
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Working Memory Multiple Exposure Variety of
Strategies Intensity of Thinking
Sensory Memory Is this important? Will I use
it? Is it worth the risk?
Long Term Memory
The Game of School is Played in the Working Memory
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What are the Design Elements?
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The Foundation Standards
Think about a time when you met someone that you
at first didnt like, but later came to know and
appreciate. What had to happen before you
became friends? How can we become friends and
shake hands with the standards?
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Identify a standard you want to work with. What
is in the standard?
Knowledge Habits/Attitudes
Understanding Skills
What are the facts and details students need know
and remember?
What behaviors, attitudes or habits are important
to develop?
What should students be able to do? What hidden
skills will the work focus on?
What is the life lesson students need to
understand?
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Thoughtful Questions
What questions are essential for framing the
understanding ?
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Higher Order Thinking
How can linear relationships help us to make
decisions?
What is linear relationship?
Essential Questions
What premium do we place on our natural resources?
How do people use natural resources?
What are the attributes?
How is language a tool for manipulation?
What are different forms of propaganda?
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Thoughtful Questions

• have no obvious right or wrong answer
• raise other important questions, often across
  content
• address the conceptual foundations of a
  discipline
• recur naturally, they are asked and reasked
  throughout ones learning
• provoke and sustain interests of students and
• frame a program of study and help students
  uncover the content.

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From Trivia Pursuit to Essential Questions

• Questioning is to thinking as yeast is to bread
  making. Unleavened bread is flat, hard and
  unyielding. Unleavened thinking is uninspired.
• Questioning is what converts the stuff of
  thinking into something of value, acting as
  leaven to transform matter into meaning.

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Essential Questions

• What is the role of heritage and culture in
  shaping a person's perspective?
• Which are the most essential survival skills a
  person needs to know in order to practice safe
  and responsible use of the Internet and other
  digital communication technologies?
• How can an individual shape his/her community?
• Who was William Shakespeare, and how did he
  become one of the most popular and influential
  authors of all time?
• How has modernization affected the survival of
  cultural values in modern society?
• What makes a person unforgettable?
• What life lessons can we learn from reading about
  the lives of others?
• How does facing challenges shape identity?
• How do gimmicks and hype  influence spending
  decisions?
• How does music relate to the values, beliefs, and
  daily lives of the Native American people?
• How does our use of natural resources impact the
  quality of the environment?
• What impact do humans have on the ecosystem?

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Essential or Not?
How do your choices affect your health and
wellness?
What is healthful living? What is wellness?
What makes for a balanced diet?
Personal Wellness
Who is responsible for your health and well being?
Why is diet important? Why is exercise important?
How healthy are you?
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Practice
Mastery
Interpersonal Understanding
Self Expressive
Choose a standard. Work with your table to
create four essential or thoughtful questions for
investigation.
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Perfect Union

• Examine the questions of Perfect Union.
• What are your observations about the essential
  and guiding questions?
• How well are essential questions being used in
  your school?
• How might learning look differently in classrooms
  if essential questions were used to frame
  learning in schools everyday?

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• Task Description and Criteria
• Develop an assessment that is aligned to
  standards and allows the students an opportunity
  to demonstrate what they have learned.
• Determine how you will assess learning
  throughout the unit. Align assessments to the
  essential questions and/or learning goals.

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Diversity and Assessment
Graduated Difficulty
Task Rotation
Graduated Difficulty
Kudzu was a gift from the Japanese people to the
United States, but today many see it as a curse.
How can this small plant be both a gift and a
curse?
3 2 1
The introduction of new species to an ecosystem
needs to be well thought out. The introduction
of Kudzu to Kentuckys regions was a blunder in
human thinking. Explain why and describe the
impact of this error.
Kudzu is an invasive plant. Identify TWO ways
this plant has had negative impact upon
Kentuckys ecosystem. What problems has it
created?
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Mastery Understanding Self
Expressive Interpersonal
S C I E N C E
Summarize Read two articles on ecology.
Summarize the articles and bring them to school
to add to our class library. Pollution
Problem Make a visual organizer listing three
ecological problems and include the following
information What is the problem? What is the
cause of the problem? What can be done to
alleviate the problem? Do Something About
It Set up a recycling project for a month.
Collect aluminum, glass and paper. Keep a record
of the quantity and weight of what you have
collected. Convert your data into a chart
showing your progress for the month.
Extinction Gather data on an extinct or nearly
extinct animal. Use a chart or graph to explain
your data. Devise a solution for saving the
animal and prepare a presentation on your
findings. Technology Trap Ever since man began
to modify life by using technology, he has found
himself caught in a series of technological
traps, such as air pollution. What does the
author mean by technological trap? What are the
causes of these traps? What are the effects on
society? Environmental Activist Identify a local
pollution problem. Analyze its causes and
effects. Develop a campaign to make people aware
of the problem. Keep a log of your strategies
and your actions. Identify which strategies are
the most effective.
Scrapbook Create a scrapbook of photographs
depicting pollution problems in nature. Free
Lunch A famous ecologist once said, When it
comes to the environment, there are no free
lunches. What did she mean by this
metaphor? Create your own metaphor that describes
your attitude about the environment. Use your
metaphor to deliver a persuasive speech to the
class. Be a Teacher Plan a unit to teach a second
grade class about pollution, and what kids can do
to help reduce pollution. Teach your unit and
assess what your students have learned as well as
your own effectiveness as a planner and a teacher.
Poster Select an ecology issue. Make a poster or
a diagram that teaches people about the
problem. Editorial Select a pollution problem
you feel strongly about and write an editorial
expressing your views. Submit your editorial to
the local newspaper. Community Service Form a
team of people to clean up the school grounds, a
vacant lot, or roadside. Take a picture of the
area before and after your work or make a video
tape of the project that would influence others
to do community projects like yours.
1 2 3
Comprehensive Menu
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What is the value of Task Rotation?
REMEMBER RELATE REASON
RECREATE

• Deepen Comprehension/Understanding
• Depth of Knowledge
• Motivation
• Flexibility of Thinking and Working

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What could go wrong?
Purposeless Style-less Interest-less Clueless
Balance-less Thoughtless
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Motivation
What motivates you to learn? What do students
want?
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• Success
• Curiosity
• Originality
• Relevant
• Engagement

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Graduated Difficulty

• Determine the skill you want to practice.
• Establish levels of difficulty.
• Create an answer sheet so students can check
  their progress.
• Devise a management plan for the classroom.
• Create criteria to assess students progress and
  their ability to work independent.
• Develop questions or discussion material to
  encourage students progress to the next level.

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Graduated Difficulty
Readings Poem Directions
Level 1 William Carlos Williams Step1 Select one of the poems to read. Read through the poem once to get the gist. Read through the poem the second time recording key words and phrases. Organize your notes to find the theme.
Level 2 Jane Wagner Step 2 Look for connections between the themes you have identified. Choose one connection and explain it briefly. This is your primary interpretation.
Level 3 Shakespeare Step 3 Restate your interpretation so that it is clear. Collect evidence from the poem to support your interpretation. If you cant find enough support read the poem again and see if you can find another interpretation.
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Examine the assessments for the Perfect
Union. How does the unit allow for diversity in
assessment? How well does the unit SCORE?
Success Curiosity Orginality
Relevance Engaging
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Essential Vocabulary Important
Vocabulary Nice to Know Vocabulary
C ODE
V O C A B U L
A R Y
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Curriculum Academic Expectations
Program of Studies Core Content
Assessment Task Rotation Graduated
Difficulty Comprehensive Menu Open
Response On-Demand Writing Project
Based/Performance
Instruction Varied Research Based Strategies and
Tools Hidden Skills of Academic Literacy
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• Examine Perfect Union.
• How do the pieces fit together?

How well does the unit follow an organized
framework for learning?
How clear is the purpose?
How thoughtful and engaging are the essential
questions?
How well does the unit assess student progress
and learning?
How rigorous and relevant is the content?
How well does the unit integrate the Research
Based Strategies?
How well does the unit address a variety of
Learning Styles?
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A Home for the Mind
What did you learn about planning that will help
you back in your school? How is curriculum a
home for the mind?
What elements of design are important for
students success?
How are thoughtful units of study similar to the
way you plan now? How are they different?
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From Note-Taking to Note-Making
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Read the statement below

• Agree or Disagree
• Academic success requires various
  competencies, among them the ability to know and
  use a variety of tools and techniques to generate
  and organize information and ideas through
  note-making.

Read and collect evidence to support or refute
the statement from Panel 1.
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Notes, Notes, Notes
Potpourri of Notes
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• What is the difference between note-taking and
  note-making?
• Why is making notes an important skill for
  learning?
• When and why do we make notes?
• How can note-making help your students?

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Principles of Success Why note-making?
Principle 1
Principle 2
Principle 3
Principle 4
Principle 5
Read the Principles and Phases of Effective
Note-making. Use Etch-a-Sketch to help you
remember and organize the information.
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What can note-making do for your students?

1. Build Study Skills
2. Deepen Comprehension
3. Enhance Planning and Decision Making
4. Improve Writing
5. Increase Ability to Summarize

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Principles of Success
Narrow the Focus Optimize the Process Take an
Active Approach Examine and Reflect Synthesize
Learning
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Learning About Yourself as a Note-maker
Examine the editorial cartoon. Make notes
about the editorial cartoon using Window
Notes. Compare your thinking and notes to a
partner after you are done.
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From Note-taking to Note-Making
Facts Feelings Questions
Associations
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Experience a Sample Lesson Identity
Phase I Think about yourself for a moment. What
are you like? How would you describe your
personality? What is unique about you?
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Phase II Optimizing the Process Read the poem
Identity and identify a note-making tool that
is best for the purpose.
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Identity Let them be as flowers always watered,
fed, guarded, admired but harnessed to a pot of
dirt. Id rather be a tall ugly, weed, clinging
on cliffs, like an eagle Wind-wavering above on
high, jagged rocks. To have broken through the
surface of stone, To live, to feel exposed to
the madness of the vast eternal sky, To be swayed
by the breezes of an ancient sea, carrying my
soul, my seed, beyond the mountains of time or
to the abyss of the bizarre. Id rather be
unseen, and if then shunned by everyone Than to
be a pleasant-smelling flower, Growing in
clusters in the fertile valley, Where theyre
praised, handled, and plucked by greedy human
hands. Id rather smell of musty, green
stench Than of sweet, fragrant lilac. If I could
stand alone, strong and free, I d rather be an
ugly weed.
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Identity Let them be as flowers always watered,
fed, guarded, admired but harnessed to a pot of
dirt. Id rather be a tall ugly, weed, clinging
on cliffs, like an eagle Wind-wavering above on
high, jagged rocks. To have broken through the
surface of stone, To live, to feel exposed to
the madness of the vast eternal sky, To be swayed
by the breezes of an ancient sea, carrying my
soul, my seed, beyond the mountains of time or
to the abyss of the bizarre. Id rather be
unseen, and if then shunned by everyone Than to
be a pleasant-smelling flower, Growing in
clusters in the fertile valley, Where theyre
praised, handled, and plucked by greedy human
hands. Id rather smell of musty, green
stench Than of sweet, fragrant lilac. If I could
stand alone, strong and free, I d rather be an
ugly weed.
Phase IV Examine and Reflect
Which metaphors that Julio used to describe his
identify did you find most powerful? What three
adjectives do you think Julio would use to
describe himself? What kinds of experiences do
you think Julio had that caused him to see
himself the way he does? How does one discover
his or her identity?
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Phase II Take an Active Approach to Note-making
Facts
Feelings
Questions
Ideas/Connections
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Identity Let them be as flowers always watered,
fed, guarded, admired but harnessed to a pot of
dirt. Id rather be a tall ugly, weed, clinging
on cliffs, like an eagle Wind-wavering above on
high, jagged rocks. To have broken through the
surface of stone, To live, to feel exposed to
the madness of the vast eternal sky, To be swayed
by the breezes of an ancient sea, carrying my
soul, my seed, beyond the mountains of time or
to the abyss of the bizarre. Id rather be
unseen, and if then shunned by everyone Than to
be a pleasant-smelling flower, Growing in
clusters in the fertile valley, Where theyre
praised, handled, and plucked by greedy human
hands. Id rather smell of musty, green
stench Than of sweet, fragrant lilac. If I could
stand alone, strong and free, I d rather be an
ugly weed.
Phase V Synthesis
Adjectives Poem
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Looking Back
How did Window Notes affect your reading of the
poem, your interpretation of the poem, and the
writing of your own poem? What might you do
differently the next time you use Window notes?
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Step II
Estimated Time 2-3 hours
Planning a Lesson

• Goals
• Discuss instances where you may have used
  Note-making.
• Learn from sample Note-making lessons designed
  by other teachers.
• Plan a complete lesson in your own content area
  using a Note-making strategy.

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• Planning a Lesson
• 1. Narrow the focus
• What is the purpose for making notes?
• What sources of information will students use to
  make notes about?
• Optimize the Effectiveness of the Note-making
  Process
• What note-making tools are appropriate?
• How will you model or review the note-making tool?

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• Planning a Lesson
• 3. Take an Active Approach to Note-making
• How will you encourage and help students to
  identify the big ideas and important details,
  describe personal feelings, ask questions and
  connect to prior knowledge?
• Examine the Initial Notes and Reflect
• How will you help students assess the
  effectiveness of their notes?
• 5. Synthesize Learning
• How will students use their notes to enhance
  their learning?
• How will students reflect upon the Note-making
  process?

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Planning Templates
pages 48-49 in your training packet
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Part III Evaluating the Lesson Reflection
Goals of Learning Club Session Share your
experiences in implementing and observing
Note-making in the classroom. Reflect more
deeply on your own lesson by exploring specific
questions related to each of the note-making
phases.
Estimated Time 1.5 to 3 hours
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Learning Clubs
N
What was the purpose for making notes? How did
students respond to the sources of
information? Did the teacher model the
process? Did the students know how to use the
note-making tool? How did the teacher encourage
students to identify big ideas, ask questions,
note feelings, and make connections? How did the
teacher help students assess and refine their
notes? How effectively did students apply the
information from their notes to the synthesis
task? How was student reflection on the
Note-making process built into the lesson?
O
T
E
S
Part III Reflection
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Part IV Learning From Student Work
Estimated Time 2 hours

• Goals of Learning Club Session
• Share and discuss the work you collected from the
  last session.
• Use a matrix for assessing student work based on
  your discussion and work samples.

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Part IV Learning From Student Work
What do the notes suggest about the information
my students understand? What are they struggling
with? How well were students able to pick out the
important ideas and details? What does the work
suggest about how well student think when making
notes? What are examples of good thinking? What
seems to be the problem when students are not
thinking well? What do I think about the overall
quality of the notes my students have
created? How well did they use their notes to
complete the synthesis task?
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Self Assessment
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Tools for Schools What can schools learn from
a Learning SWEEP?
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• I might have stood there always if you had
  not come along..

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What lessons do you think The Wizard of Oz
carries in it for school reform efforts?
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Dont get stuck on the yellow brick road.
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Dont blame others for your circumstances.
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Dont wait for the wizard to wave his magic
wand---
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and NEVER expect all your problems to disappear!
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Continuous Improvement
Collaborative Reflective Analytical and
Adaptive Focused Thoughtful
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How do you presently help the people in your
organization see how their daily work contributes
to the success of the organization?
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The voyage of discovery is not in seeking new
landscapes, but in having new eyes.
Marcel
Proust
What does the work in your school look like
through the lens of students? What can the work
within your school tell you about expectations of
students? What can the work tell you about
classroom practice? What can the work help you
to see?
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Kaizen
Select a focus and collect three consecutive days
of work from classrooms. Work on the Work
analyze the work using the Sweep Tally
Sheet. Examine the Teaching Practices and
Learning. Evaluate and assess what is working,
what is missing. Plan Next Steps Where do we
go from here?
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Examine the SWEEP Tally

• What can the SWEEP data inform your work in
• use of research based strategies?
• integration of hidden skills?
• progress on schools focus?
• school patterns of Reality?
• implications for Teaching? Learning?
• improvement path?

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Analysis Investigation and Inquiry Analyze
Strengths/Weaknesses Seek Causes and
Solutions Know Yourself (Tools for Schools)
Reflection Seek Improvement Examine where you are
(Tools for Schools) Evaluate next steps
Focus Communicate Goals Look and Monitor (5 x
10s, Learning Walks) Expectations Held
High Accountability for All Reality Checks-Know
the Truth
Goals
School Needs
Collaborative Action Develop Goals Establish
a Plan Act and Implement Look and Lean from
the Work
Thoughtful Schools Teachers Talking to Teachers
for Continuous Improvement