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Curricular Design

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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  1. Curricular Design Element # 3 Yamileth Shimojyo, MA Ed TOSA, LEUSD yamileth.shimojyo@leusd.k12.ca.us

  2. 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 ?

  3. 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

  4. 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)

  5. Class Structure Continuum K-5 Middle/High School COLLEGE Shimojyo-Shimojyo, 2010

  6. TIME is KEY • THERE IS NO TIME TO WASTE • STUDENTS SHOULD BE WORKING AT ALL TIMES …working at all times….

  7. 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

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

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

  10. The Lesson Plan (Elementary)(goal = proficiency)

  11. The Study Plan (week)(goal = proficiency)

  12. 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

  13. Lesson Planning Progression

  14. 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

  15. 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

  16. 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

  17. TIME is KEY • THERE IS NO TIME TO WASTE • STUDENTS SHOULD BE WORKING AT ALL TIMES …working at all times….

  18. 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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