Thursday, December 4, 2008
Self Assessment
According the the participation rubric, I feel that I have earned a B+. I completed all assignments on time and followed the directions carefully. I did all course readings and posted thoughtful comments on my colleagues blogs. My participation was inline with graduate level expectations. However, I do not feel that I went above and beyond to earn an A for participation. I know I could have contributed more, but I am satisfied with my accomplishment. I have learned the importance of curriculum revisions and assessments by taking this course. I especially found the UbD method of planning to be important and something I plan on using. The book Result's Now also opened my eyes to many issues I will be addressing as a future supervisor. I found the course to be a well planned mix of lecture, reflection, readings, as well as learning new technology. I personally thought the course was excellant and would not change anything. The information as well as projects were practical and realistic. Which is a refreshing change! Great class and Thank You!
Tuesday, December 2, 2008
Sample Unit Curriculum Revision Project
Curriculum Revision Proposal
Understanding By Design Sample Unit Plan: Geologic Time
9th Grade Integrated Science
Time Frame: 2-3 Weeks
Established Goals:
Understandings: Students will understand that…
· Fossils are the keys to understanding Earth’s past.
· Rock layers can identify major changes in climate and the atmosphere.
· Several mass extinctions occurred in Earth’s history.
Essential Questions:
· How do scientists organize major events of Earth’s past?
· How do the Precambrian and Paleozoic Era differ?
· What are the major events of the Mesozoic Era?
· Why did scientists create the geologic time scale? Why is it important today?
· Where do humans fit into the time scale?
Students will know…
· Key facts about each transition within the time scale
· Geologic time vocabulary
Students will be able to…
· Recognize, define, and use geologic time vocabulary in context.
· Use research skills to identify which period a set of fossils belongs
· Describe orally some physical and biological changes that have occurred on Earth in the Holocene epoch (today).
Performance Tasks:
· You are a geologist and have just uncovered a fossil bed. Identify which period the fossils originated and how they were deposited. What can that tell you about the climate in that region at the time? Prepare a news broadcast explaining your findings.
· Online Lab: How Has Life Changed Over Geologic Time? ES3002 www.classzone.com
Other Evidence:
· Oral and written responses to essential questions.
· Multiple choice test
Learning Activities:
· Geologic Time Sorting Activity
· Index Fossil Identification Lab Activity
· Fossil photo album: Students will use the web to create a mashup photo-album of the index fossils identified in the lab activity.
· Create a timeline of the North American Rock record.
Understanding By Design Sample Unit Plan: Geologic Time
9th Grade Integrated Science
Time Frame: 2-3 Weeks
Established Goals:
Understandings: Students will understand that…
· Fossils are the keys to understanding Earth’s past.
· Rock layers can identify major changes in climate and the atmosphere.
· Several mass extinctions occurred in Earth’s history.
Essential Questions:
· How do scientists organize major events of Earth’s past?
· How do the Precambrian and Paleozoic Era differ?
· What are the major events of the Mesozoic Era?
· Why did scientists create the geologic time scale? Why is it important today?
· Where do humans fit into the time scale?
Students will know…
· Key facts about each transition within the time scale
· Geologic time vocabulary
Students will be able to…
· Recognize, define, and use geologic time vocabulary in context.
· Use research skills to identify which period a set of fossils belongs
· Describe orally some physical and biological changes that have occurred on Earth in the Holocene epoch (today).
Performance Tasks:
· You are a geologist and have just uncovered a fossil bed. Identify which period the fossils originated and how they were deposited. What can that tell you about the climate in that region at the time? Prepare a news broadcast explaining your findings.
· Online Lab: How Has Life Changed Over Geologic Time? ES3002 www.classzone.com
Other Evidence:
· Oral and written responses to essential questions.
· Multiple choice test
Learning Activities:
· Geologic Time Sorting Activity
· Index Fossil Identification Lab Activity
· Fossil photo album: Students will use the web to create a mashup photo-album of the index fossils identified in the lab activity.
· Create a timeline of the North American Rock record.
Memo Curriculum Revision Project
Roy Wally Public Schools
Wallyworld High School
229 Cowan Ave, Camp Crystal Lake, NJ 90210
Marisa Sierchio & Michael Menditto Telephone-201-867-5309
Co-Supervisors-Science Department Fax 201-619-1984
November 25, 2008
To: Dr. Clark W. Griswald, Superintendent
From: Marisa Sierchio & Michael Menditto, Co-Supervisors-Science Department
Re: Curriculum Redesign/Lab Class
This curriculum redesign is intended to bring forth a more comprehensive Science Curriculum by following the Understanding by Design Model. Within the redesign effort we are proposing to change this current Integrated Science course to a lab course. Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. This current methodology does not provide the student with an opportunity to self-assess or reflect on the learning process.
The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the new course curriculum. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Implementing a new lab and following the UBD Curriculum Redesign Model will best prepare our students to be productive 21st century learners. This will also help our teachers plan lessons through the usage of essential questions that will promote critical thinking and inquiry. With the adoption of this proposal, goals will have been clarified and designed before the actual classroom activities. Our proposed Lab class will provide the students with the real life experiences that are necessary to move forward in today’s competitive society. The lab will be more of a learning community which will allow our students to experience Mihaly’s “flow”.
Wallyworld High School
229 Cowan Ave, Camp Crystal Lake, NJ 90210
Marisa Sierchio & Michael Menditto Telephone-201-867-5309
Co-Supervisors-Science Department Fax 201-619-1984
November 25, 2008
To: Dr. Clark W. Griswald, Superintendent
From: Marisa Sierchio & Michael Menditto, Co-Supervisors-Science Department
Re: Curriculum Redesign/Lab Class
This curriculum redesign is intended to bring forth a more comprehensive Science Curriculum by following the Understanding by Design Model. Within the redesign effort we are proposing to change this current Integrated Science course to a lab course. Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. This current methodology does not provide the student with an opportunity to self-assess or reflect on the learning process.
The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the new course curriculum. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Implementing a new lab and following the UBD Curriculum Redesign Model will best prepare our students to be productive 21st century learners. This will also help our teachers plan lessons through the usage of essential questions that will promote critical thinking and inquiry. With the adoption of this proposal, goals will have been clarified and designed before the actual classroom activities. Our proposed Lab class will provide the students with the real life experiences that are necessary to move forward in today’s competitive society. The lab will be more of a learning community which will allow our students to experience Mihaly’s “flow”.
Handout Curriculum Revision Project
Integrated Science Curriculum Change Proposal
Proposed: Change the current curriculum to a Lab Course. Redesign Integrated Science Curriculum by using the Wiggins and McTighe “Understanding by Design Model.” The implementation of this model will upgrade our current curriculum and better prepare our students to move forward in the 21st century.
Facts: Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Discussion: The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the course.
Works Cited:
Schmoker, Mike (2006). Results now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD
Proposed: Change the current curriculum to a Lab Course. Redesign Integrated Science Curriculum by using the Wiggins and McTighe “Understanding by Design Model.” The implementation of this model will upgrade our current curriculum and better prepare our students to move forward in the 21st century.
Facts: Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Discussion: The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the course.
Works Cited:
Schmoker, Mike (2006). Results now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD
Wednesday, November 12, 2008
Results NOW!
Quote #1
G. The traditional school often functions as a collection of independent contractors united by a common parking lot. – Robert Eaker
This could not be more true! I feel this is the norm rather than the exception. As the book states most teachers operate in isolation. Isolation occurs in terms of lesson planning, activities, and assessment. In my five years of teaching have never planned a lesson collaboratively with a colleague. The underlying reason for this would be time, rather than a need or desire. The other Earth science teacher and I share a room, so we never have the same prep. My students start each year in Earth science with a different foundation of knowledge. That knowledge base is dependant on which team of teachers they had in the middle school.
As a science supervisor I would make use of in-service days and monthly department meetings to increase lesson planning time among subject area teachers. The first step I would take would be increasing face to face time within a department. Even if the staff works on creating one outstanding lesson per month, it will foster change, and provide modeling of my expectations. Our district also is implementing On-course online lesson planner. This program has the capability to allow teachers to share plans by entering in a code. As a supervisor I would encourage staff to view the lesson plans of their subject area colleagues.
Quote #2
"We continue to find programs, workshops, and improvement plans that don't acknowledge or address the need for better instruction and its supervision" (pg. 44)
In my experience, workshops that I have attended have been okay, and usually I can implement one new idea, but there is little if any follow through from the principal. For example, a few years ago writing across the curriculum was a coined phrase in our district. The concept was addressed at faculty meetings, and in a lengthy inservice, and it was implied that evidence of implementation would be required. Most teachers sat respectfully in the program, walked out the door of the MRC and never thought of it again. Perhaps they felt they already have enough writing in their lessons or they felt it was yet another passing educational fad. I feel that many improvement plans address the needs for better instruction, but I have yet to feel the implications on improving supervision. It is clear to me that without follow through, or a supervisior to lead staff to form discipline appropriate materials with those ideas...that workshops are pointless!
As a science supervisor I would work towards facilitation of lessons (with my science teachers) around a workshop topic. As a team we would take the ideas, and make them applicable practically. Perhaps allowing for reflection time after an in-service would be effective. I would have my staff design one lesson plan regarding the topic. This makes the task seem less daunting. Or as indicated in the book, get rid of workshops completely and have in-house staff design seminars based on a specific need identified by the staff themselves. I will then make it clear to my staff that I will be in to see evidence of implementation and then I will follow through with my promise.
Quote # 3
"But teachers and students suffer terribly when we protect-when we buffer-teaching from inspection and scrutiny" (pg. 28)
I personally work better under pressure and scrutiny. What motivation is it for me to change or improve if my observation lasts 5 minutes and happens once per year? What motivation is it for me when no one checks my lesson plans? The same theory works well on my students...wanting to achieve when you know someone is watching and rooting for you. I am not implying that this is a negative 'caught you' type of presence, but in general I think the frequent presence of a supervisor can be a positive experience. The result will me more reflective teachers who will be more willing to scrutinize their own lessons.
As a science supervisor I plan to work collaborativley with my teachers to oversee the learning in the classroom. I will have a dialogue with my teachers regarding the parts of their lessons and why they chose a certain approach. I will also foster communication amoung the science department teachers.
G. The traditional school often functions as a collection of independent contractors united by a common parking lot. – Robert Eaker
This could not be more true! I feel this is the norm rather than the exception. As the book states most teachers operate in isolation. Isolation occurs in terms of lesson planning, activities, and assessment. In my five years of teaching have never planned a lesson collaboratively with a colleague. The underlying reason for this would be time, rather than a need or desire. The other Earth science teacher and I share a room, so we never have the same prep. My students start each year in Earth science with a different foundation of knowledge. That knowledge base is dependant on which team of teachers they had in the middle school.
As a science supervisor I would make use of in-service days and monthly department meetings to increase lesson planning time among subject area teachers. The first step I would take would be increasing face to face time within a department. Even if the staff works on creating one outstanding lesson per month, it will foster change, and provide modeling of my expectations. Our district also is implementing On-course online lesson planner. This program has the capability to allow teachers to share plans by entering in a code. As a supervisor I would encourage staff to view the lesson plans of their subject area colleagues.
Quote #2
"We continue to find programs, workshops, and improvement plans that don't acknowledge or address the need for better instruction and its supervision" (pg. 44)
In my experience, workshops that I have attended have been okay, and usually I can implement one new idea, but there is little if any follow through from the principal. For example, a few years ago writing across the curriculum was a coined phrase in our district. The concept was addressed at faculty meetings, and in a lengthy inservice, and it was implied that evidence of implementation would be required. Most teachers sat respectfully in the program, walked out the door of the MRC and never thought of it again. Perhaps they felt they already have enough writing in their lessons or they felt it was yet another passing educational fad. I feel that many improvement plans address the needs for better instruction, but I have yet to feel the implications on improving supervision. It is clear to me that without follow through, or a supervisior to lead staff to form discipline appropriate materials with those ideas...that workshops are pointless!
As a science supervisor I would work towards facilitation of lessons (with my science teachers) around a workshop topic. As a team we would take the ideas, and make them applicable practically. Perhaps allowing for reflection time after an in-service would be effective. I would have my staff design one lesson plan regarding the topic. This makes the task seem less daunting. Or as indicated in the book, get rid of workshops completely and have in-house staff design seminars based on a specific need identified by the staff themselves. I will then make it clear to my staff that I will be in to see evidence of implementation and then I will follow through with my promise.
Quote # 3
"But teachers and students suffer terribly when we protect-when we buffer-teaching from inspection and scrutiny" (pg. 28)
I personally work better under pressure and scrutiny. What motivation is it for me to change or improve if my observation lasts 5 minutes and happens once per year? What motivation is it for me when no one checks my lesson plans? The same theory works well on my students...wanting to achieve when you know someone is watching and rooting for you. I am not implying that this is a negative 'caught you' type of presence, but in general I think the frequent presence of a supervisor can be a positive experience. The result will me more reflective teachers who will be more willing to scrutinize their own lessons.
As a science supervisor I plan to work collaborativley with my teachers to oversee the learning in the classroom. I will have a dialogue with my teachers regarding the parts of their lessons and why they chose a certain approach. I will also foster communication amoung the science department teachers.
Tuesday, October 28, 2008
Reflection
While completing this assignment I felt comfortable with the design. I think this is a logical way to plan lessons, and it is how I tend to design my units. It actually happened by accident! As a first year teacher, I was handed a binder (from the teacher I replaced, who retired, and was my former teacher) that contained EVERYTHING you could possibly need during your first year. Tests, quizzes, labs, worksheets, inquiry activities, and all the answer keys. Needless to say, while I worked hard to design my own style and lessons, I did take advantage of all the tests and answer keys. I worked 'backwards' to figure out how to teach my students what they needed to know to do well on these activities, and assessments I was handed. Being a science teacher I also like working towards having my students be able to demonstrate something practical, or an observable behavior.
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