Baker College Curriculum Design Tier II. Curriculum Tier Professional Development Tier I –...
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- Slide 1
- Baker College Curriculum Design Tier II
- Slide 2
- Curriculum Tier Professional Development Tier I (required)
Professional development for curriculum development focused on UbD
Stage 1 and its applications. Tier II- (required) Professional
development for the use of curriculum design and development tools.
(you are here) Tier III (optional) Professional development for
Curriculum Tier Champions.
- Slide 3
- Curriculum Design Tier II Objectives Analyze instructional
activities using Blooms Taxonomy. Apply the Rigor & Relevance
Framework within the curriculum to maximize student learning.
Identify the purpose of a lesson plan. Explore different essential
components to a lesson plan. Apply UbD concepts in developing a
class lesson plan.
- Slide 4
- Curriculum Tier I Review Goal Big Ideas Essential Questions
Knows and Dos How we can use this information in the classroom
- Slide 5
- Brainstorm On a blank sheet of paper: Write down the
instructional activities that you do in your class.
- Slide 6
- Blooms Taxonomy Creating Evaluating Analyzing Applying
Understanding Remembering Levels of intellectual behavior important
in learning. Recall the information Explain ideas or concepts Use
information in a new way Distinguish between different parts
Justify a stand or position Create a new product or viewpoint
- Slide 7
- Goldilocks According to Bloom Remembering: Describe where
Goldilocks lived. Understanding: Summarize what the Goldilocks
story was about. Applying: Construct a theory as to why Goldilocks
went into the house. Analyzing: Differentiate between how
Goldilocks reacted and how you would react in each story event.
Evaluating: Assess whether or not you think this really happened to
Goldilocks. Creating: Compose a song, skit, poem, or rap to convey
the Goldilocks story in a new form. (Retrieved from
- Slide 8
- Your Turn to Bloom Using the list of classroom activities that
you brainstormed at the beginning of this PD, write down the
following next to each activity: Level of Blooms Taxonomy Verb used
to describe what students are doing.
- Slide 9
- Activity Reflection Take a moment to reflect on the list you
created. Answer the following questions: Do you move between
several Blooms levels or are you heavily concentrated at one or two
levels? Do your identified verbs appear in the broader Blooms level
you had identified? (i.e. Do your verbs and levels align?) Do most
of your activities fall at the lower levels? Why? Is this your
intention? How will this impact your instruction moving
- Slide 10
- Rigor and Relevance The Rigor and Relevance Framework is a tool
developed by the International Center for Leadership in Education.
The Framework is used to examine curriculum, instruction, and
assessment. Based on two dimensions: Six levels of Blooms taxonomy
for the cognitive domain. Application Model.
- Slide 11
- Activities are often complex and require students to often come
up with solutions that lead to deeper understanding of concepts and
knowledge Learning experiences are high in rigor and relevance and
require unique solutions to unpredictable problems Experiences
focus on recall or basic knowledge Activities provide definite
opportunities for students to apply knowledge, typically to a
- Slide 12
- Lets Plot Together Label road signs. Perform the safety checks
you should make before driving your vehicle. Analyze data on the
leading causes of traffic accidents. Debate the value of current
- Slide 13
- Now Its Your Turn
- Slide 14
- Rigor and Relevance Quadrant C Research Problem-based learning
Case Studies Quadrant A Constructed responses Multiple choice
questions Quadrant D Role plays Simulations Problem-based learning
Quadrant B Cases Papers Scenarios Demonstration
- Slide 15
- How Does All of This Impact You? Big Ideas Essential Questions
Knows & Dos Blooms Taxonomy Student Learning Outcomes Enabling
Objectives Assessments Rigor and Relevance
- Slide 16
- What is a Lesson Plan? A Plan of Action A Tool That Assists You
in Arriving at Your Destination To Meet Student Learning Outcomes
To Foster Student Success
- Slide 17
- Lesson Plan Guidelines An effective lesson plan offers enough
detail so that any instructor could teach from it as a guide. When
developing a lesson plan, you should always start with the end in
mind- what is it that you want your students to be able to know and
- Slide 18
- Components of a Lesson Plan Title of Lesson= big idea and week
Course= name of course Goals=knows and dos- these support SLOs
Blooms Taxonomy= appropriate levels Assessment= formative or
summative Procedures/Lesson Sequence= step by step Materials=
resources Technology= resources Adaptations= how will you meet
- Slide 19
- Activity For one of the classes you teach, develop a lesson
plan for a one-week period.
- Slide 20
- Review Analyzed instructional activities using Blooms Taxonomy.
Applied the Rigor & Relevance Framework within the curriculum
to maximize student learning. Explored different essential
components to a lesson plan. Identified the purpose of a lesson
plan. Applied UbD concepts to a class lesson plan.
- Slide 21
- What Now? What is one thing that you are going to take away and
use from this professional development?