Session 1

Curriculum and
Instruction
Christianne Cowie de Arroyo
November 2nd and 3rd 2012

Te ach er Tra in ing In st it u te

What will be our agenda for
this week?
Date Content
✤ Who are we and why are here?
★ Teacher Introduction and participants introduce themselves collectively
★ What are the aims of this course? Setting the scene:
★ Our Expectations
★ Course objectives and outline
★ course readings and assignments
★ Class WIKI, class website and DropBox
✤ Learning about Learning: Establishing personal connections with curriculum
★ Who we are as learners?
November ★Share “artefacts” and discuss
2nd and ★create a visual representation and share with whole group.
3rd ★Lina´s Letters
★1st learning Log Reflection
★The brain compatible classroom
✤ Where does curriculum fit in the bigger picture?
★ Exploring our own ideas about curriculum
★ Curriculum models and beliefs
★ Learning Log reflection
★ The modern perspective of curriculum
★ Standards and Benchmarks Ef f
Cla e c t i
v
s t r s s ro o e
a te m
gy

Who are we and why are
we here?
Le a rn ing is a so ci a l act iv it y. Much ca n be le a rn t
from th e ex pe rien ce s a n d pe rs pe ct ives of o th ers.

Who are we?
Christianne Cowie
M.A. Cum Laude in Education - Universidad de Los Andes

Deputy Head of Preschool, PYP and Curriculum Coordinator - Colegio Anglo Colombiano
CIS visiting team member

IB workshop leader and visiting team member for IB Americas and Asia Pacific
PYP Consultant

Online workshop facilitator

IB Curriculum Development team and workshop developer
Member of the Board of the IB Journal of teaching practice

TTI teacher

Who are we?
Your table is looking for a job; We need your
background, tell us (collectively)
Name

Current and previous held jobs

Number of years in education

Extra curricular activities

Any other pertinent info (languages, nationalities, etc)

Be ready to present to the whole group
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What are the aims of this
course?
Th e co urse w ill fo cus on un de rs ta nding ho w ch ildre n le ar n,
w ha t fa ct ors in fl ue nc e le ar ni ng an d ho w te ac he rs ca n
faci lit ate a de ep er un de rs ta nding of th ei r subjec t area .

What are our course Cou
rs e
S
p ag y l l a b

objectives?
e 1 us

Understand the basic principles of several different schools of thought and
how they have influenced education.

Plan and develop an academic unit using a variety of instructional models
among them Backwards Design.

Apply knowledge of Bloom´s taxonomy, Gardner´s multiple intelligences,
Maslow´s Hierarchy and differentiated instruction to prepare lesson plans.

Use research skills in order to complement the class readings and offer oral
presentations.

Describe the characteristics and steps involved in implementing a variety of
instructional models.

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Our expectations Pin Board

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Cou
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p ag s e S y
What is our course e 4 llab
a n d us
5

outline?
Date Content Required readings
• Who are we and why are we here? General introductions, Course
contents, overview and expectations. Lina´s letters
Session 1 • Learning about learning: Establishing personal connections with Towards a coherent
curriculum and instruction; learning about learning (What do we mean curriculum – James A
November 2nd by a brain compatible classroom? and Constructivism) Beane
and 3rd • Where does curriculum fit in the bigger picture? Exploring The Brain Compatible
classroom
curriculum models. Reflecting on the kind of teachers we are –
Standards and benchmarks.

• Oral presentations: Skinner, Piaget, Montessori, Freire, John Dewey, Understanding by design
Session 2 Vygotsky Chapters 1 and 2 –
Wiggins and Mc Tighe
• Understanding by design – Establishing curriculum priorities and
November 9th designing unit plans.
The Futility of trying to
teach everything of
and 10th • What do we mean by understanding? The six facets of importance – Grant
Understanding Wiggins

• Oral presentations: Brunner, Gardner, Johnson & Johnson, Carol Ann Integrating Differentiated
Session 3 Tomlinson, Marzano, Jane E Pollock.
instruction
Understanding by Design
and

November 16th • How can we differentiate instruction? Meeting learner needs and Chapters 3 and 4 – Carol
differentiation strategies Ann Tomlinson and Mc Tighe
Improving student learning
and 17th • Instructional Planning and Delivery – looking at different planning One teacher at a time
models, Using the GANAG planning scheme Chapter 3 – Jane E Pollock

Cou
r
p ag s e S y
What is our course e 4 llab
a n d us
5

outline?
Date Content Required readings

• Oral presentations: Maslow, Lynn Erickson (Concept based Making thinking visible –
curriculum), Making thinking visible (David Perkins and Ron Ritchhart)
Session 4 • Curriculum and Instruction for the Thinking classroom – Concept
Perkins & Richhart
Designing & Assessing

November 30th based instruction and Making thinking visible strategies, collaborative Educational Objectives –
Marzano Chapter 1
thinking strategies Curriculum and instruction for
and Dec 1st • Using Bloom´s taxonomy to plan instruction – The new taxonomy the thinking classroom –
Chapter 2
revised, strategies and digital tools to use with the taxonomy

Why are school buses always
yellow? Chapter 2 – John
Barell
According to selection, to
be decided in class: Joy in
• Oral presentations:, Inquiry based curriculum (Kathy Short, Kath School – Steven Wolk - Help
Session 5 Murdoch, etc.), Peter Senge, DoFour & DoFour
Learning Communities)
(Professional us care enough to learn –
Kathleen Cushman -

December 14th • Inquiry based teaching: What do we mean by Inquiry? Designing
Insufficient questioning, Ivan
Hannel – The Joys of
strategies for Inquiry classrooms across the curriculum teaching the upper
and 15th • Final Reflections: Developing a positive learning environment, Course elementary years – Talk in
the classroom, Brenda Power
feedback and final reflections – I Got Grouped Cris Tovani -
Hallmarks of good homework
– Cathy Vatterot – Book
discussion on classroom
instruction, Marzano

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Course requirements 2

Attendance and
preparedness

Oral presentation

Learning Journal

UdB unit Plan and 2
Lesson plans

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e 2 llab
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Oral Presentation 3

TASK:

Research several different educational theories
and/or theorists as to their philosophy of
education and present your findings to the class
using either a Power Point, Prezzi, video or any
other visual form.

What are your theorist or theory main points?

What are aspects you personally see positive
and challenging about his/ her proposal?

How could this particular proposal enrich your
personal or your school´s practice? Rubric for
pre sen tat ion

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Oral Presentation 3

Participants will answer questions and receive
feedback on their presentation from colleagues using
the

I wonder, I value, I worry and I suggest strategy

Student presenting will be asked to place the
presentation in our class WIKI

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Oral Presentation 5

Each one will choose the author or theory
according to preference ...
Skinner Tim
Piaget Vygotsky Diana -
Montessori Patricia
Freire Liliana
John Dewey
Vygotsky Ma Clara H
Brunner Mara
Gardner Ma Alejandra
Johnson & Johnson Clemencia

Cou
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p ag s e S y
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Oral Presentation 5

Each one will choose the author or theory
according to preference ...
Carol Ann Tomlinson Patricia
Marzano Erika
Jane E Pollock
Maslow Luisa
Lynn Erickson (Concept based curriculum) Ma Clara R
Making Thinking Visible Maureen - Yobana
Inquiry based curriculum Catalina
Reggio Lina Quintero
Professional Learning communities Juan Barrero

Cou
r
p ag s e S y
e 4 llab
a n d us
Journal or Learning Log 5

Weekly assignment
Reflective practice
Explore individual tensions regarding
curriculum and instruction
Provide room for differentiation
Engage you as a teacher researcher

You can choose the format of this Log, it could be
a Blog, e-journal, paper and pencil, etc

When teachers engage in reflective practice,
collegiality, and shared leadership, they come to
understand themselves and their work differently. This
new understanding causes a shift in their beliefs and
norms. This shift in turn creates new opportunities,
new visions of what can be done. The new
professional development is a cultural, not a delivery,
concept.
Linda Lambert,Educational Leadership, September 1988

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Unit Plans 5

One unit plan using the UdB model that can
be used in your school

Two lesson plans using the GANAG scheme
(Criteria will be discussed when we discuss each framework)

Ou r cl as s W IK I

http://
tticurriculumandinstructi
on.wikispaces.com/home

Who are we as learners?

Bel ie ve w h at lie s be h in d us a n d w h at lie s ah ead of us
a re in sign if ic a n t com p a re d to w h at lie s w it h in us .

Who are we as Learners?

If I walked into your
home, how would I
know you as a
learner?

Ef fe
C l a s c t i ve
s
s t ra ro om
te g y


What do you enjoy learning about?

How do you go about learning?

What do you plan to personally learn this year?

Are you ready for a shuffle?
Take one coloured stick from your table, get all your
belongings and move to a table with all the other
people having the same colour.


Write your name on the
name plate.

On that same name plate,
create a symbol of yourself
as a learner to share with
the whole group.

What type of education did
I have?
Share with your table your “artefacts”
No more than 2 minutes per person
What did they tell about the curriculum and
instruction in your school? (as a student)

Connecting with the previous exercise... do
you think this type of education matched with
your own learning needs? Why? Why not?

In light of what you have discussed so far in
the TTI... What would you change?
Maintain ?
e
ecti v
Ef f o om
r
C l a s s te g y
s t ra

How can we show our
thinking visually?

Using the paper provided,
your group might want to
make a mind map, list, visual
representation, etc. to
show your discussion.

Use only BLACK markers

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Lina´s Letters

What connections do
you find between our
discussions so far and
what you have read in
“Lina´s letters”?

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e c t i om
Ef f s s ro y
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Log
i ng n
ar n c t io
Le f le
Re
In which ways do you think
your own experience as a
learner shape your identity
as an educator?

What do we know about
learning?
The brain compatible classroom

As we lea rn more ab ou t th e brai n, te ache rs w ill be ex pe cted to ga in a th orough
hi ng
un de rs ta nding of th e lea rn ing proc es s an d, co ns eq ue nt ly, im prove te ac
s be st.
prac tic es in ac co rd an ce w ith ho w th e brai n lea rn

What are our course Cou
rs e
S
p ag y l l a b

objectives?
e 1 us

Understand the basic principles of several different schools of
thought and how they have influenced education.

Plan and develop an academic unit using a variety of instructional models
among them Backwards Design.

Apply knowledge of Bloom´s taxonomy, Gardner´s multiple intelligences,
Maslow´s Hierarchy and differentiated instruction to prepare lesson plans.

Use research skills in order to complement the class readings
and offer oral presentations.

Describe the characteristics and steps involved in implementing a variety of
instructional models.

ve
Ef f e c t i
om
C l a s s ro y
s t r a te g

Thinking about the brain...

Read the article on the Brain Compatible classroom (pages 7
to 11)

As you read, use the paper in front of you as a Graffiti
Board

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Graffiti Board

At various points during the reading, stop and write your
observations and reflections on the paper in the form of
graffiti.

Each person takes his or her own corner of the paper and
works alone, sketching and writing images, words, and
phrases that come to mind. There is no particular
organisation to those images and words. They are simply
written randomly on the graffiti board.

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Thinking about the brain...
Once you finish reading, use the Graffiti Board to share your thoughts

Each group takes one discussion question and prepare to present
their answer to the class.

Compare and contrast the reptilian portion of the brain, the limbic system, and the
neocortex

Review the names and functions of the four lobes in the cortex part of the brain, How
can you activate all four lobes in your students´ brains?

Why does an infant´s brain have so many more neurones than the brain of an adult?
What impact does this have in your teaching?

Is the growth of dendrites, connecting neurones together, a good occurrence or a bad
occurrence? Why? How could this impact you as a teacher
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Learning and the brain...

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g Log
ar nin on
Le
Re f le c t i

Which strategies do you think could be
incorporated into your classroom in
order to create a Brain compatible
environment for your students?

Where does curriculum
fit in the bigger picture?
ct ic e.
to p u t a se t of be lie fs in to praKathy Short
C ur ricu lum is

Are you ready for a shuffle?
On top of your table you have cards... Each card has the title of a song
written on it, you have to sing this song until you find the people with
the same song you have.
Group yourself accordingly

Exploring our beliefs about
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Exploring curriculum models
and beliefs

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and beliefs

Teacher
centred

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and beliefs

Teacher
centred Student
centred
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and beliefs

Teacher
centred Student
centred Learning
Ef f e c t i
ve centred
om
C l a s s ro y
s t r a te g

and beliefs
Socioculturalism
Progressivism
Behaviourism Co-
Cognitivsm
constructivism
Autho rs

Piaget, Chomsky, Geselle, Vygotsky, Rogoff, Bruner,
Skinner, Pavlov, Thorndike
Rousseau Hillocks, Dewey

All knowledge is socially and
culturally constructed. What and
for instruction

Both teacher and student are Students have biological limits how the student learns depends on
Implications

passive; curriculum determines that affect when and how they can what opportunities the teacher/
the sequence of timing of learn; Knowledge is a ‘natural’ parent provides. Learning is not
instruction. product of development. ‘natural’ but depends on
interactions with more expert
others.

Observe learners closely, as
Role of the

Create the environment in which individuals and groups. Scaffold
teache r

individual learner can develop in learning within the zone of proximal
Transmit the curriculum
set stages-implies single and development, match individual and
natural course collective curricula to learners’
needs. Create inquiry environment.

What instructional
strategies are used?
Socioculturalism
Progressivism
Behaviourism Co-
Cognitivsm
constructivism

Teacher-guided participation in both
small-and large-group work;
Teacher lectures; students Student-selected reading, student-
recording and analysing individual
memorise material for tests selected projects, discovery learning student progress; explicit assistance
to reach higher levels of competence

Who is responsible if the
student does not progress?
Socioculturalism
Progressivism
Behaviourism Co-
Cognitivsm
constructivism

The student: He has a The more capable others: They have
The student: He can’t keep up with not observed the learner closely,
‘developmental delay’, a disability,
the curriculum sequence and pace of problem-solved the learner’s
or is not ‘ready’ for the school’s
lessons or meet the demands of difficulty, matched instruction to the
program. Often, family or social learner, made ‘informed’ decisions,
prescriptive school program
conditions are at fault. or helped the learner ‘get ready’.

The “traditional”
perspective of Curriculum

The “modern” perspective of
Curriculum

Learners
constructing
meaning

Curriculum
Written
Curriculum

Learners
constructing
meaning

Curriculum
Written
Curriculum

Learners
constructing
meaning

Taught
Curriculum

Curriculum
Written
Curriculum

Assessed
Curriculum Learners
constructing
meaning

Taught
Curriculum

The big curriculum picture
Government - Local - State laws - Accreditation Agencies
Why?
School´s Philosophy - School´s essential understandings

School´s Standards and Benchmarks
What? Scope and Sequence documentation (Knowledge, Understandings,
Skills, Dispositions)

How? Unit Plans - Essential teaching strategies

Whether? Assessment guidelines - Tasks

Resources

What connections do you
see between what we have just
discussed and Beane´s text?

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What is a coherent
curriculum?
A "coherent" curriculum is one that holds
together, that makes sense as a whole; and
its parts, whatever they are, are unified and
connected by that sense of the whole. The idea
of coherence begins with a view of the
curriculum as a broadly conceived concept—
as THE curriculum—that is about "something." It
is not simply a collection of disparate parts or
pieces that accumulate in student experiences
and on transcripts.

g Log
ar nin on
Le
Re f le c t i

What tensions do you have regarding
curriculum at this point, after our initial
discussion? What aspects or issues would
you like to continue exploring
throughout the course?

Assignments and readings
for next session:
Oral presentations: Skinner, Piaget,
Montessori, Freire, John Dewey, Vygotsky

Learning Log due (Blog, electronic, paper, etc)

Readings:
Understanding by design Chapters 1 and 2 – Wiggins and Mc Tighe

The Futility of trying to teach everything of importance – Grant Wiggins

Bring: examples of curriculum documents from your school, we will use
them to start working on our unit.

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Exit card

Two stars and a wish
Two positive aspects of our first
session (yesterday and Today)

One wish for next week

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Session 1

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