Interns- Curriculum Development Process - Revision history

Williaas at 21:07, 13 January 2020

2020-01-13T21:07:15Z

Williaas: /* A Few Instructional Strategies for Designing Instruction: */

2017-11-28T16:30:55Z

‎A Few Instructional Strategies for Designing Instruction:

Williaas: /* A Few Instructional Strategies for Designing Instruction: */

2017-11-17T22:21:58Z

‎A Few Instructional Strategies for Designing Instruction:

Williaas: /* 6. How do I teach this? */

2017-11-17T22:19:15Z

‎6. How do I teach this?

Williaas: /* 5. Inserting Learning Objectives */

2017-11-17T17:39:30Z

‎5. Inserting Learning Objectives

Williaas: /* A Check on Content and Instruction */

2017-11-17T17:38:45Z

‎A Check on Content and Instruction

Williaas at 17:38, 17 November 2017

2017-11-17T17:38:07Z

Williaas: /* 5. Inserting Learning Objectives */

2017-11-17T16:47:27Z

‎5. Inserting Learning Objectives

Williaas at 01:34, 15 November 2017

2017-11-15T01:34:25Z

Williaas: /* Enduring Idea */

2017-11-15T01:14:41Z

‎Enduring Idea

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 * Are there opportunities for student-directed discussions?
 * Are their opportunities for student self-reflection?
-[[Category:2017-2018]]
+[[Category:2019-2020]]

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 How can we assist students in making meaningful artworks tied to the concept of the lesson?
-So if for the technical lectures in this group, if the educator produced original media content for their instruction, then this lesson I am giving now is receiving guidance from media content. To take it a step further, if the technical process, use of equipment etc, required learner to engage with a guided practice or hands-on portion of the workshop, then your lesson could also assist your intern cohort in the making of meaningful work. If the process is tied an enduring idea, that anchors that art making in meaning.
+So for the technical lectures in this group, if the educator produces original media content for their instruction, then the is directly receiving guidance from media content. To take it a step further, if the technical process, use of equipment, software, etc, requires the learner to engage with a guided practice or hands-on portion of the workshop, then the lesson assists your intern cohort in the making of meaningful work. If the process is tied an enduring idea, that anchors that art making in meaning.
 . Class Discussions

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 ==== A Few Instructional Strategies for Designing Instruction: ====
 # Selecting Content for Relevance and Diversity
-Sometimes it makes sense, early in the process of curriculum planning, to select artworks, histories, objects, or sites that, when considered carefully for their meaning, will assist in developing an understanding of the enduring ideas and key concepts. For example, if we were wanting to instruct on rotoscope technique, there are many example artists we could show. There are so many possible artworks, artists, objects, histories, and sites from which to select that educators can't possibly hope to introduce students to all that exists. We need to make a choice. Ask yourself about student interest and need, ask your about what is important about the process, and is the process acknowledging contemporary practices? Make sure that your have researched a range of artists, artworks, etc.
+Sometimes it makes sense, early in the process of curriculum planning, to select artworks, histories, objects, or sites that, when considered carefully for their meaning, will assist in developing an understanding of the enduring ideas and key concepts. For example, if we were wanting to instruct on rotoscope technique, there are many example artists we could show. There are so many possible artworks, artists, objects, histories, and sites from which to select that educators can't possibly hope to introduce students to all that exists. We need to make a choice. Ask yourself about student interest and need, ask yourself what is important about the process, and is the process acknowledging contemporary practices? Make sure that your have researched a range of artists, artworks, etc.
 . Guidance from the Media Content

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 Once the work of identifying enduring ideas, key concepts, and essential questions has been completed, objectives have been outlined, educators must ask "How will students demonstrate that they understand what it is that we wish them to understand?" We need tasks that provide evidence of student learning.
-Our lesson plans need to design and sequence strategies that that move students from where they are currently in terms of knowledge and understanding to a place where they will demonstrate an enriched understanding through the performance task.
+Our lesson plans need design and sequence strategies that that move students from where they are currently in terms of knowledge and understanding to a place where they will demonstrate an enriched understanding through the performance task.
 ==== A Few Instructional Strategies for Designing Instruction: ====

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 Examples:
+* Students will understand how media influences contemporary communication.
-Students will understand how media influences contemporary communication.
+* Students will understand how Skype or Zoom can be used as a tool of global communication.
+* Students will understand how to communicate a narrative through using only visual media.
-Students will understand how Skype or Zoom can be used as a tool of global communication.
+* Students will understand how to communicate a narrative through using only audio.
-−
 Students will understand how to communicate a narrative through using only visual media.
-−
 Students will understand how to communicate a narrative through using only audio.
 === 6. How do I teach this? ===

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 ==== A Check on Content and Instruction ====
-Does this lesson address knowledge and skills in a logical sequence?
+* Does this lesson address knowledge and skills in a logical sequence?
+* When the concepts/key terms are introduced, are they sufficiently developed?
-When the concepts/key terms are introduced, are they sufficiently developed?
+* Do the enduring ideas, key concepts, and essential questions provide focus for the instruction?
+* Are the necessary resources/background materials for teaching the lesson listed?
-Do the enduring ideas, key concepts, and essential questions provide focus for the instruction?
+* Do activities and questions provide substantive engagement for students?
+* Are connections to real-life situations provided?
-Are the necessary resources/background materials for teaching the lesson listed?
+* Are there opportunities provided for practice of new skills and concepts?
+* Are there opportunities for learners to ask questions?
-Do activities and questions provide substantive engagement for students?
+* Are there opportunities for student-directed discussions?
+* Are their opportunities for student self-reflection?
 Are connections to real-life situations provided?
-−
 Are there opportunities provided for practice of new skills and concepts?
-−
 Are there opportunities for learners to ask questions?
-−
 Are there opportunities for student-directed discussions?
-−
 Are their opportunities for student self-reflection?
-−
 [[Category:2017-2018]]

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 Learning objectives identify what students will understand or be able to do (skills) as a result of the lesson.
-What do you want your students to know and be able to do as a result of the lesson?
+What do you want your students to know and be able to do as a result of the lesson? These should be more specific than key concepts and enduring ideas.
 [[Category:2017-2018]]

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 * Humans and Nature
 * Change
 A enduring idea is very generate and unlimited. Often key concepts or questions can provide the impetus and focus for the development of the instruction. Enduring ideas help teachers to avoid activities that aren't connected to lifelong learning. It's a way to link academia subject matter to life-focused issues.
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 Explain why the enduring idea is important for the learning and for your students in particular. Rationales motivate you to examine whether or not the idea is worth teaching and if it is relevant to students.
 === 3. Unpacking the Enduring Idea: Key Concepts ===
 [[Category:2017-2018]]

← Older revision		Revision as of 01:14, 15 November 2017
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	=== 3. Unpacking the Enduring Idea: Key Concepts ===		=== 3. Unpacking the Enduring Idea: Key Concepts ===
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	[[Category:2017-2018]]		[[Category:2017-2018]]