How has your definition of curriculum been shaped by the course readings and discussions? How and why has your definition of curriculum changed?
Voicethread:
Direct Link to this Voicethread:
http://voicethread.com/share/1763379/
References:
Glatthorn, A. A. (2004). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Jacobs, H.H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA.
Association for Supervision and Curriculum Development.
Oliva, P. (2003). Developing the Curriculum (6th ed.). New York, NY: Longman, pp. 28-41.
Partnership for 21st century schools (2004). Framework for 21st century learning. Retrieved
February 14, 2007 from, http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&It emid=120
Posner, George. (1999). Analyzing the Curriculum 3rd Ed.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development
Monday, February 21, 2011
Wednesday, February 9, 2011
Instructional Technology in the Curriculum for 21st Century Learners
o As a school administrator and instructional leader, what instructional technology would you expect to see in the written, taught, and tested curriculum of a school or school district striving to meet the needs of 21st century learners?
o What instructional technology would you promote to differentiate instruction for all learners?
o What instructional technology would you promote to differentiate instruction for all learners?
The ideal digital age school and classrooms have technology that is ubiquitous and transparent; it’s simply a means for getting to the destination and a medium for accessing, synthesizing, evaluating, creating or exchanging information. In the written curriculum, technology is not an “extra” or a separate subject; rather it is embedded in all subjects and a part of the environment. Standards and objectives describing information and technology literacy skills are interwoven into all curricular areas and habits of mind.
In the taught curriculum, 21st Century teachers and 21st Century learners should be able to select and use wikis, forums, Google Docs, virtual manipulatives, Flip videos, productivity applications, research databases, interactive whiteboards and student response devices or an online survey as tools as seamlessly as prior generations selected and used chalk, crayons, a protractor, an encyclopedia and composition books. In the tested curriculum, students should be able to show what they know and are able to do through more than paper and pencil tests. Multiple measures for formative and summative assessment can include digital portfolios and a variety of media and formats. Encouraging and supporting a variety of forms of expression can provide the widest range of students access to the curriculum and allow them to demonstrate their learning.
Some examples teaching and learning that address multiple modalities, help meet the needs of diverse learners and promote the development of 21st Century skills:
Sunday, January 16, 2011
Curriculum - Philosophical Beliefs
What are your philosophical beliefs about the purpose of school, about what subjects should be taught, and about how students learn? How does your work demonstrate your belief?
I believe the children and young adults of a society are its most valuable resource. Our wealth is held not so much in land and goods as in creativity and innovation, hard work and inspiration, individual and collective knowledge and skill. If we fail to invest in providing a high quality education to our youth, we neglect our own future prosperity.
Schools must be inclusive, serving all students and addressing the needs of learners throughout the entire continuum of needs and abilities. This means nurturing and lifting up our disadvantaged youth and also challenging our gifted and talented students so that all learners can reach their full potential. A high-quality education is a moral and ethical imperative; it should be the right of every child, not just the wealthy or elite. I believe very strongly in the value of the public education system and that we need to make that system work for all of our students.
What is the purpose of schooling and what does it mean to be an educated person? Today, it means more than simply becoming proficient in reading, writing and arithmetic. The skill set necessary to survive and prosper in our current (and future) society is quite different than what was required fifty, thirty, or even fifteen years ago. Since our knowledge base is constantly growing and evolving, we cannot possibly teach our children everything they need to know. We must help students achieve fundamental skills and conceptual understanding – and also prepare them to access and critically evaluate vast amounts of information; effectively communicate using multiple formats and technologies; and collaborate to solve problems that have an impact on local and global levels.
I am currently an instructional technolgist for Oakland Unified School District. I work with a small team to assist school sites with tech planning, integration and professional development. We try to help teachers incorporate information and technology literacy into all curricular areas and to use various technologies and multimedia as tools to enhance delivery of content, increase student engagement, support collaboration (among and between teachers, students and outside experts), and to allow students to access, evaluate and create information in ways they could not without the technology. Our instructional technology team is part of the larger district department of Leadership, Curriculum & Instruction, so I also collaborate with content area specialists and instructional coaches.
I believe that one’s philosophy of educational leadership should reflect and support his/her overall philosophy of education. Although this seems to be a simple and obvious statement, our beliefs and ideals are often tempered by daily realities and constraints. Educational leaders must strive to create and maintain a school culture in which the focus is on student learning and effective teaching and all staff engages in professional reflection and growth.
I believe the children and young adults of a society are its most valuable resource. Our wealth is held not so much in land and goods as in creativity and innovation, hard work and inspiration, individual and collective knowledge and skill. If we fail to invest in providing a high quality education to our youth, we neglect our own future prosperity.
Schools must be inclusive, serving all students and addressing the needs of learners throughout the entire continuum of needs and abilities. This means nurturing and lifting up our disadvantaged youth and also challenging our gifted and talented students so that all learners can reach their full potential. A high-quality education is a moral and ethical imperative; it should be the right of every child, not just the wealthy or elite. I believe very strongly in the value of the public education system and that we need to make that system work for all of our students.
What is the purpose of schooling and what does it mean to be an educated person? Today, it means more than simply becoming proficient in reading, writing and arithmetic. The skill set necessary to survive and prosper in our current (and future) society is quite different than what was required fifty, thirty, or even fifteen years ago. Since our knowledge base is constantly growing and evolving, we cannot possibly teach our children everything they need to know. We must help students achieve fundamental skills and conceptual understanding – and also prepare them to access and critically evaluate vast amounts of information; effectively communicate using multiple formats and technologies; and collaborate to solve problems that have an impact on local and global levels.
I am currently an instructional technolgist for Oakland Unified School District. I work with a small team to assist school sites with tech planning, integration and professional development. We try to help teachers incorporate information and technology literacy into all curricular areas and to use various technologies and multimedia as tools to enhance delivery of content, increase student engagement, support collaboration (among and between teachers, students and outside experts), and to allow students to access, evaluate and create information in ways they could not without the technology. Our instructional technology team is part of the larger district department of Leadership, Curriculum & Instruction, so I also collaborate with content area specialists and instructional coaches.
I believe that one’s philosophy of educational leadership should reflect and support his/her overall philosophy of education. Although this seems to be a simple and obvious statement, our beliefs and ideals are often tempered by daily realities and constraints. Educational leaders must strive to create and maintain a school culture in which the focus is on student learning and effective teaching and all staff engages in professional reflection and growth.
Monday, November 15, 2010
Reflection on Post-observation Conference
A requirement of the Supervision and Professional Development course is to conduct a full clinical observation cycle with a teacher. This included a pre-observation conference, a classroom observation, data analysis and interpretation, and a post-observation conference. We video taped the post-observation conference and then reviewed the video to analyze and critique the process and identify our strengths and areas for improvement as supervisors. The following are my reflections on the full clinical observation process and my skills.
What strengths and/or improvement areas did you notice about the environment and tone of the post-observation?
Ms. C and I originally planned to have our post-observation conference in the teacher’s lounge/workroom; however, there were two other teachers there and the copier was running so it was not conducive to confidential discussion and reflection. We found another room that was not in use and sat together at one of the tables. I set up the video camera and brought out a folder with my observation notes (scripted narrative and selected verbatim), analysis and the district observation forms. I sat to the left of Ms. C, around the corner of the table rather than across the table as this made it easier to go through the observation notes together. I felt this was a more personal, collaborative seating arrangement compared to sitting across from each other. This was an important consideration since the feedback session we had after I observed Ms. C in Practice Observation #2 had not started smoothly. There had been significant deficiencies that my supervisor and I had observed in the first lesson and these issues had not initially been apparent to Ms. C. It took a lot of delicate maneuvering to build trust and get to the point that Ms. C was able to accept the observations and actively participate in planning improvement. This lesson was a tremendous improvement over that first lesson and I wanted to move forward to a less directive and more collaborative approach.
In reviewing the videotape, I noticed that I made a concerted effort to put Ms. C at ease and be positive and encouraging. A strength was my preparation; I had made two copies of my scripted notes, analysis and evaluation forms and had reviewed everything ahead of time. I was animated and clear in presenting and explaining, but I also “talk with my hands” a lot and use “ummm” a little too frequently.
What strengths and/or improvement areas did you notice in the conference about strategies to improve instruction?
In our pre-observation conference (the first half of which was also a feedback session from Practice Observation #2), we discussed student engagement and addressing the needs of all levels of readiness. In the prior lesson, both of these were areas of concern as was maintaining a tighter focus on the lesson objectives. I offered several suggestions for increasing student engagement and having students work with partners and groups. Ms. C stated that she did use some of those techniques in math but had not done them in ELA. We agreed that I would observe her teaching a math lesson and that she would implement strategies to increase student participation, do frequent checks for understanding and adjust content delivery accordingly. While observing the lesson, I did narrative scripting along with tallying both engagement strategies and off-task behaviors.
During the conference, I showed the scripting & data first and explained my shorthand & use of asterisks. We both made comments & clarifications as we went through the scripting together.
I commented that she put several items into place & gave praise for jumping in with trying new techniques (group work – new protocols to promote engagement, students collaborating & helping each other as a way to support students at all readiness levels.) Ms. C. commented, “You see me applying some of the things you suggested”
We then looked at my analysis of the notes/scripting and tallies. This was where the evidence was really confirmed. She was able to make the connection between the first lesson and the much improved second one– the difference being the greater student engagement.
I made specific comments on positives & improvements & changes in teacher activities and how they affected student engagement, ability to address different levels. Not only was the student engagement much higher and off-task behaviors reduced, Ms. C was also able to easily and quickly check for understanding.
About halfway through – Ms. C was coming up with additional ideas and was displaying confidence that they would be practical and would improve learning.
In the conference, which behavior did you seem to predominantly use? Do you think this was an appropriate approach given the developmental level of the teacher? Briefly explain.
I used a range of behaviors on the continuum but the overall conference was predominantly collaborative. During our previous feedback session, after practice observation # 2, I had taken a more directive informational approach, making several suggestions to Ms. C. I had been very pleased that she had incorporated a number of the engagement techniques we discussed, some which she had previously done and one completely new one. I knew before I left her room that she had realized how much of an improvement these strategies had made in the lesson. This created the right circumstances for moving to a collaborative approach. I was able to present my notes and data and let Ms. C do some clarifying and reflecting. During this post-observation conference, Ms. C was interested and involved in confirming the analysis and took an active role in planning next steps and coming up with further activities. Although I had an objective for further professional growth in mind and was ready to present it to Ms. C, we were actually able to arrive at the same objective together through the discussion and mutual planning. Together we reiterated bringing engagement & group protocols & techniques used in Math into ELA and other subject areas.
One of the biggest positives is that Ms. C is looking forward to my coming back to observe her after winter break and in the early spring and she has a plan for moving forward and incorporating the strategies for student engagement and addressing the needs of all levels of her students. She will gradually incorporate the strategies she is using (and increasing) in math into ELA and other areas of the curriculum.
The full clinical evaluation process was very useful to me as it not only helped me to hone my observation skills, but more importantly helped me to improve on my interpersonal skills I found that I was able to take a situation that started out a little rocky and contentious and turn it around and help to move a teacher forward in her practice. It also helped shed light on areas in which I will need to refine my skills and approach and walk that line between being personable and maintaining professionalism and being a leader.
What strengths and/or improvement areas did you notice about the environment and tone of the post-observation?
Ms. C and I originally planned to have our post-observation conference in the teacher’s lounge/workroom; however, there were two other teachers there and the copier was running so it was not conducive to confidential discussion and reflection. We found another room that was not in use and sat together at one of the tables. I set up the video camera and brought out a folder with my observation notes (scripted narrative and selected verbatim), analysis and the district observation forms. I sat to the left of Ms. C, around the corner of the table rather than across the table as this made it easier to go through the observation notes together. I felt this was a more personal, collaborative seating arrangement compared to sitting across from each other. This was an important consideration since the feedback session we had after I observed Ms. C in Practice Observation #2 had not started smoothly. There had been significant deficiencies that my supervisor and I had observed in the first lesson and these issues had not initially been apparent to Ms. C. It took a lot of delicate maneuvering to build trust and get to the point that Ms. C was able to accept the observations and actively participate in planning improvement. This lesson was a tremendous improvement over that first lesson and I wanted to move forward to a less directive and more collaborative approach.
In reviewing the videotape, I noticed that I made a concerted effort to put Ms. C at ease and be positive and encouraging. A strength was my preparation; I had made two copies of my scripted notes, analysis and evaluation forms and had reviewed everything ahead of time. I was animated and clear in presenting and explaining, but I also “talk with my hands” a lot and use “ummm” a little too frequently.
What strengths and/or improvement areas did you notice in the conference about strategies to improve instruction?
In our pre-observation conference (the first half of which was also a feedback session from Practice Observation #2), we discussed student engagement and addressing the needs of all levels of readiness. In the prior lesson, both of these were areas of concern as was maintaining a tighter focus on the lesson objectives. I offered several suggestions for increasing student engagement and having students work with partners and groups. Ms. C stated that she did use some of those techniques in math but had not done them in ELA. We agreed that I would observe her teaching a math lesson and that she would implement strategies to increase student participation, do frequent checks for understanding and adjust content delivery accordingly. While observing the lesson, I did narrative scripting along with tallying both engagement strategies and off-task behaviors.
During the conference, I showed the scripting & data first and explained my shorthand & use of asterisks. We both made comments & clarifications as we went through the scripting together.
I commented that she put several items into place & gave praise for jumping in with trying new techniques (group work – new protocols to promote engagement, students collaborating & helping each other as a way to support students at all readiness levels.) Ms. C. commented, “You see me applying some of the things you suggested”
We then looked at my analysis of the notes/scripting and tallies. This was where the evidence was really confirmed. She was able to make the connection between the first lesson and the much improved second one– the difference being the greater student engagement.
I made specific comments on positives & improvements & changes in teacher activities and how they affected student engagement, ability to address different levels. Not only was the student engagement much higher and off-task behaviors reduced, Ms. C was also able to easily and quickly check for understanding.
About halfway through – Ms. C was coming up with additional ideas and was displaying confidence that they would be practical and would improve learning.
In the conference, which behavior did you seem to predominantly use? Do you think this was an appropriate approach given the developmental level of the teacher? Briefly explain.
I used a range of behaviors on the continuum but the overall conference was predominantly collaborative. During our previous feedback session, after practice observation # 2, I had taken a more directive informational approach, making several suggestions to Ms. C. I had been very pleased that she had incorporated a number of the engagement techniques we discussed, some which she had previously done and one completely new one. I knew before I left her room that she had realized how much of an improvement these strategies had made in the lesson. This created the right circumstances for moving to a collaborative approach. I was able to present my notes and data and let Ms. C do some clarifying and reflecting. During this post-observation conference, Ms. C was interested and involved in confirming the analysis and took an active role in planning next steps and coming up with further activities. Although I had an objective for further professional growth in mind and was ready to present it to Ms. C, we were actually able to arrive at the same objective together through the discussion and mutual planning. Together we reiterated bringing engagement & group protocols & techniques used in Math into ELA and other subject areas.
One of the biggest positives is that Ms. C is looking forward to my coming back to observe her after winter break and in the early spring and she has a plan for moving forward and incorporating the strategies for student engagement and addressing the needs of all levels of her students. She will gradually incorporate the strategies she is using (and increasing) in math into ELA and other areas of the curriculum.
The full clinical evaluation process was very useful to me as it not only helped me to hone my observation skills, but more importantly helped me to improve on my interpersonal skills I found that I was able to take a situation that started out a little rocky and contentious and turn it around and help to move a teacher forward in her practice. It also helped shed light on areas in which I will need to refine my skills and approach and walk that line between being personable and maintaining professionalism and being a leader.
Subscribe to:
Posts (Atom)