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Post by rachelwarzala on Sept 7, 2012 7:16:07 GMT -5
Reading:
Technique 6: Begin with the End (p. 57-59)
Technique 7: 4 Ms (p. 60-63)
Technique 11: Draw the Map (p. 67-69)
Discussion Questions
1. Describe your process for breaking down your curriculum map into teachable, objective-driven lessons. When constructing these lessons, which of the 4 Ms (made first, most important, measurable, manageable) do you find most difficult to employ?
2. Briefly describe why you've chosen the current physical layout of your classroom or office. What are the potential advantages for students? The potential disadvantages?
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Post by jabbaleo on Sept 12, 2012 6:50:53 GMT -5
1. I believe creating a curriculum map or unit based planning is extremely beneficial to both the teacher and student. It gives everyone a broad scope of what needs to be accomplished during the school year and gives the teacher the ability to teach thematically rather than lesson to lesson. Of the 4 Ms, I believe "most important" is the most difficult to convey. Our students are not sure what their next step is in life and are only concerned with earning their high school diploma. I do not blame them, but the importance of an objective is to have the students realize what they are learning and how it is relevant to their life now and in the future.
2. I have set up my room with the desks facing the board and two chairs at each desk. It may seem obvious to the students that I want them facing the board because that is where I will be writing notes and explaining documents throughout the year. However, the true reason is because as the year progresses and I have a better understanding of our learners capability, they will be sitting together based of their levels without knowing it. I pair low-level learners with medium-level learners and medium-level learners, with high-level learners. The reason for this is it gives me another voice in the classroom. Sometimes students respond and understand their peers more clearly in certain situations than their teachers. These groups allow peer-to-peer instruction, but at the same time, do not allow certain learners to dominate the content or conversation. This is why I would never pair a low-level learner with a high-level learner, for the fear that the high level learner will complete all of the work and not allow the low-level learner to grow.
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Post by taheeda on Sept 12, 2012 10:15:17 GMT -5
When breaking down my curriculum map into teachable, objective-driven lessons I think about the following:
• When objectives and goals are aligned and clear I am able to teach more affectively. (so I try to state clear goals for students and at the same time make sure they are able to reach them)
• Objectives are important for student and teachers. (students must achieve these goals in order to accomplish learning, comprehending, and mastery of the content)
• Language used. (I try to use more understandable/student friendly language in order to give the students a chance to do what is intended and to reach understand of what is be asked to them)
• Structure. ( I try to make the objectives understandable in order to provide structure before the lesson begins, this structure will hopefully help the students assess and track their accomplishes from lesson to lesson)
When constructing these lessons I find it difficult to always utilize “manageable”. Some of my lessons (projects) are designed to have students address concepts over a period of a week and not just one day. So yes I would say it is a little (not all the time) difficult to make some (not all) lessons be of a size and scope that can be taught in a single lesson/day. I will work on this to better serve my students.
The reasons why I have chosen to arrange my classroom the way it is, is as followed:
• I tried to prepare the classroom for an effective workspace for staff and student.
• I made it colorful to add a positive climate that is work oriented/informational (those visual learner)
• Self-Disciplined (be responsible for getting the information missed)
• Climate of work (friendly but puts education first (class signs))
• Self-Motivated (I have blind spaces around the room so that students can later want to add they work/projects so other can see)
• Self-Responsible learner (give the student the opportunity to find some solutions on their own(consult the bulletin boards for information))
• Student tables are arranged so that no one student is looking at the back of an other students head
• Teacher’s desk is arranged so that I can see the monitor and all the students in all areas of the room.
• I have procedures/routines posted so that the students know what I expect form them in this space we call our class
Some of the potential advantages to the way my class is set up is as followed:
• Work spaces are work-oriented but relaxed and pleasant climate
• Students know what is expected of them and are generally successful because of it
• Helps with classroom management when things are arranged in this way (only my opinion)
• With the tables, students are cooperative and respectful of one another
Some of the disadvantages are as followed:
• Student has not had the opportunity to add to the classroom climate
• Students did not help make the class rules/procedures/routines this could be a small problem but fixable
• Students may want to work in small group or even alone, also fixable as we move from activity to activity
PLEASE STOP BY AND HELP ME IMPROVE ON THIS
Taheeda 316
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Post by rachelwarzala on Sept 12, 2012 12:26:13 GMT -5
1. When moving from curriculum map/unit plan into an individual lesson plan, I usually think about the best medium through which to deliver the objective I’m teaching. (Typically this means deciding what text I’m going to use.) Then I figure out the order in which students will need to learn the unit objectives and which objectives align with particular portions of the text. I use a calendar template to frame it all out, making sure I work backwards from my assessment timeline. Like Mrs. Street-Conaway, I also struggle with what is manageable, especially when I’m planning at the beginning of the year. I often estimate incorrectly for how long it will take students to master an objective or read a particular section of text. Additionally, attendance issues and other things outside my locus of control (testing, meetings, etc.) can get in the way of framing a manageable objective sequence.
2. I’m very big on making space enjoyable – if I have to spend all day in my classroom, I want it to be engaging, colorful, and well-organized. I like to have longer rows facing the board, so less students are looking at the backs of others’ heads. Additionally, I move the furniture for project-based learning, Socratic Seminars, and kinesthetic activities based on needs. I’ve also built a separate library nook, so students can start to embrace the idea that reading can be fun, self-driven, and recreational. Finally, I have a few student organizational systems (in-classroom folders and a physical in-box) so students can begin to emulate the habits of organization that will make them successful in the workplace or college.
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Post by agoodman on Sept 12, 2012 15:34:47 GMT -5
1. When the teacher is clear and understand the goals they would like for their students to achieve, understanding their students and how they learn, this gives the teacher a framework to be able to translate the lesson more effectively. It also helps the teacher to assess what the students have learned, understand what was taught and how they may utilize the lesson and/or skills in current life experiences. The student will be better equipped about making decisions.
2. Creating a space that is organized, conducive for learning and a safe environment is beneficial to student success. Many students have a difficult time colloborating about school projects and lessons. By grouping them based upon strengths and weaknesses, each student is able to learn different techniques from the other without feeling less inhibited.
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Post by ric on Sept 12, 2012 19:43:20 GMT -5
1. This year I was already focussed on a “begin with the end approach”, and am pleased to work together in our PLC on improving my lessons. In science there is so much that could be covered that I try to break out what I feel are the most important concepts that students should learn, and then look for the best sequence so student understanding builds on prior lessons— like constructing links in a chain. Because of the amount of background material that students need to understand the topics, I find the 2nd M, Manageable, the most difficult. However, I find this is also related to the 4th M, Most Important. To make the lessons manageable I need to make sure that each lesson consists of only the most important material and is broken out into small enough pieces to be manageable by the students.
2. The podium desk in my room has a major effect on the physical layout of my room. While the raised platform and large desk area are good for presentations, it also requires me to walk around it to get in among my students. Any student desk arrangement must accommodate easily moving among the students as soon as I’m out from behind this wide space. Last year, with smaller classes, I mostly utilized a U-shaped arrangement. This facilitated group discussions and working in small groups. This year I want students to be comfortable moving the desks between this U-shaped arrangement; rows of tables; and also placing two tables facing each other for larger group work. Another challenge of my classroom is the table space that runs along the windows. While these tables are useful for labs, I do have a problem with students that take seats here as a way to avoid working with other students. I am open to suggestions and insights!
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Post by smorant on Sept 12, 2012 22:04:22 GMT -5
1. All of your thoughts posted thus far are profound and important when designing a curriculum map/unit plan. What stood out most to me in the reading is the idea of developing the objective before designing the activity when unit planning. Too often do educators brainstorm great ideas or activities for lessons without considering purposefully will the lesson focus on the objectives or skills students mist master. during our Summer Institute we lightly touched on backward planning which the reading suggests is the most effective way to design unit plans/maps and and lesson plans.
Of the 4Ms, Measurable is the most difficult. Too often our lessons are lessons are designed too large and not constructed keeping a single period of time in mind. Measurable to me means that the teacher planned an effective lesson that can be evaluated an assessed at the end of the period. Today, Tiseo and I were discussing the importance of exit tickets in our one on one, which I am a fan of. Large Assessments should not be the single form of assessment, we must check for understanding daily, especially with the population we serve.
2. I found it interested that the author was in favor of rows as I have read so many text where authors opposed. I agreed with disbelief that students must be focused on the teacher and the teacher must be able to physically travel to every student without obstacles. However, socialization amongst students in the classroom is extremely important which he seemed not to value as much. What are others thoughts.
My office and previously my classroom must be neat and organized at all times. In terms of my classroom, students know where all items relevant to learning are and are directed to go to those areas immediately. What are others thoughts?
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Post by rwaithaka on Sept 13, 2012 4:10:50 GMT -5
1. When breaking down my curriculum into teachable and objective driven lessons, I look into the standards that need to be met and organize the topics in a way that they build on each other. In mind I have what the students will have learnt at the end and how that will be helpful after finishing a particular course. The objectives are aligned to the goals with a theme of answering some specific questions both with and outside mathematics.
One of the 4Ms that I find most difficult to employ is manageability. This is mainly because most of our students luck the necessary pre-requisite skills, a situation that necessitates veering of the main topic to gather momentum towards achieving the main objective.
2. I have set up my room in a U shape so that I can easily access every student without blocking any of them from the board. U shape also ensures that I don't show any student my back. When I want the students to discuss something in groups, I ask one side of the U to go "inside" the U so that I can have pairs of students facing each other. I have posters that carry some of the most commonly used formulas for students' reference. The disadvantage of having these posters is that they have to covered any time there is a major test.
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Post by leonor on Sept 13, 2012 6:22:22 GMT -5
1.When the teacher knows the goals the curriculum offers the ideas and strategies for assessing students progress. The students must meet certain academic requirements in order to go to the next level.Without the guidance of a curriculum teachers cannot be certain that they have supplied the necessary knowledge of the opportunity for students success at the next level,whether that level invilvesa high school, college or career.
The most difficult for me is manageable.
2. I choose the current physical layout of my clasroom because:
a. Monitor work bether for teacher.
b. Provide students and teacher easy access to learning material.
c. References materials, which are typically utilized more individually by students are located on rear of classroom as these are not frequently used during instruction.
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Post by tjtiseo on Sept 13, 2012 6:59:26 GMT -5
As I have been breaking down my map in to objective-driven lessons I have been referring back to the NCCER objectives. For each section of our student certifications there are very specific objectives. Turning these objectives into lessons hasn’t proven to be extremely difficult because of the project based learning I am planning. Making these lessons “manageable” is the part that is proving difficult. While most of these concepts, or objectives, are very specific they still involve a lot of information and detail. Therefore I am currently working on breaking down the objectives to make it easier to teach them one lesson at a time.
I chose the “U set-up” in my classroom. I like the fact that I am able to get to any point in the room and speak to a student without having to lean over another student. With my walls I have put a word wall, current events, and a board for pictures throughout the year. By keeping my boards brief and to the point I think it allows the students to receive the information without being distracted by any clutter. The desk set up allows student optimum space for individual work, but allows them to be close enough to each other for group activities.
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Post by rlwilm on Sept 13, 2012 7:12:24 GMT -5
1. As the special education teacher I am not responsible for creating a curriculum map. However, through assisting other teachers with theirs I have seen the benefits of a curriculum map. This map allows teachers to stay on pass in order to make sure all the necessary topics are covered throughout the school year. I think it is very important when planning to “Begin with the end” because we cannot create effective lessons if we do not know what we want our students to take away from them. Creating clear, definable, obtainable, and measurable objectives helps teachers formulate a plan to ensure that their students will walk away from every lesson having known information they did not know before.
2. I am currently using an inclusion model, and therefore, I will be co-teaching in several different classrooms. In my classroom last year I arranged the seating in a way that the students could sit in a whole group which promoted class discussion. The desks were in a U-shape which allowed all students to face the board when necessary, but face each other during class discussion. Last year my classroom had motivational poster on the wall, and was bright and cheery for the most part. I personally believe in making a classroom feel comfortable to all the students, but agree that it should not be over cluttered.
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Post by j1devoe on Sept 13, 2012 7:34:47 GMT -5
1. A curriculum map is important, but cannot be treated as a bible. I think OVER planning on a curriculum map makes it more of a pool of what you need to pick from which then makes it conducive to a "pick and choose" style of planning. I'm still hitting the SKILLS, just not locking myself into any given text. Out of the M's, I believe managable is the most important. Without that, and an ability to maintain a managable class, managable class goals, or just managing self and how to pace a classroom, plans and expectations.
2. I always thing about the advantages/disadvantages of setting up a classroom and unfortunately cannot please everyone 100% of the time. I understand the complaint that the book makes about how in a U students may not have to socialize that day and that sets up an interactive type scene, but I think when students are engaged that won't be an issue. I like either a "U" or fanned rows (two rows of 8-10 desks) to imitate a more college style lecture seating setting.
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Post by fabriano on Sept 13, 2012 7:55:23 GMT -5
1. I find it necessary to break down my curriculum several times into manageable chunks. My content often assumes my students already have a certain amount of background knowledge before they enter the classroom. I have learned to assume the opposite, so I need to chunk missing information into sizes that my my students can consume quickly.
I find Understanding by Design/Backwards planning helps with the planning of such units. By starting with the end point in mind first, I can create manageable objectives that can guide students to the final product of the unit. It also helps me focus on eliminating a lot of unnecessary or distracting information that may exist in my source material. This also helps me focus on creating content that has both authentic and measurable results.
I do find "most important" to be the hardest measure to quantify. Often, my subject is too focused on facts and detailed information. Its loaded with things that may be important to some people and unimportant to others. I find it necessary to make sure that literacy and analytical skills play a more prominent role than memorization or other skills. Finding out what material really isn't that important for college readiness is the hardest skill.
2. The layout I created in my classroom is very similar to the one in the book. I have three rows facing my horizontal board that go two tables deep. I believe this will keep most of my students closest to the information board I will use and it will always keep me in a position to reach any student's seat with no more 4-5 steps.
For my students, this layout ensures that they are close to the "action." No one is too far from the white board or projector to not be able to see the information clearly. It reduces the amount of time to dispense with material because of the compactness of the space. It allows for better flow for discussions because everyone is close to one another. Through the year I will mix the arrangement up a little, but usually reserve this setup as my default.
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Post by kristaposada on Sept 13, 2012 9:39:03 GMT -5
1. As the School Counselor, I have not yet created a curriculum map but I do see the benefits for of the 4’ms and “beginning with the end” when doing so. In thinking about a social services curriculum, I would think the Measurable “M” would be the most difficult to employ because many of the outcomes we would like students to have are not entirely tangible. However, we could do things such as pre and post surveys in order to somewhat measure these outcomes we are hoping to have.
2. Since there are now 4 social services staff members in our office, we have chosen to separate each person’s workspace with large file cabinets to increase the privacy when having conversations with students. Additionally, we have chosen to decorate our bulletin boards with college and career information as well as inspirational quotes. I believe that the motivational nature room and inviting décor (couches, desks facing outward to greet students) will provide a space for students to feel comfortable and at ease. The main disadvantage I see for the office, is a lack of privacy due to the shared space. Although it is not ideal for confidentiality, I think the separation with cabinets is a good compromise for working with what we have.
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Post by mike on Sept 13, 2012 17:32:44 GMT -5
1. Describe your process for breaking down your curriculum map into teachable, objective-driven lessons. When constructing these lessons, which of the 4 Ms (made first, most important, measurable, manageable) do you find most difficult to employ?
It’s kind of funny, but when I was applying for teaching jobs I wrote a cover letter talking about reverse engineering my lesson plans. I sent it to a principal I know and he said,”What the hell is reverse engineering(It’s kind of like an enemy finding one of our planes and figuring out how to make one by taking it apart). Once he understood what I meant he gave me another term for it which eludes me now, but it was teacher jargon. I believe the Most Important M is the most difficult.
Getting students ready for college can mean so many different things. When I think about our population teaching maturity, self-esteem, and responsibility are perhaps more vital than how to write and read at the college level. Of course the latter elements are just as important. That makes the umbrella rather large for “Most Important”. I’m not a believer that everyone should go to college. The student loans can be onerous and many times the education received doesn’t prepare one for work life after.
2. Briefly describe why you've chosen the current physical layout of your classroom or office. What are the potential advantages for students? The potential disadvantages?
I set up my room in clusters because I plan on having the students competing for points every day. They will have to work closely and hide their answers from other groups. In addition, group projects will be the norm. I do, however, prefer the semi-circle layout as a means to keep everyone focused and accountable. The cluster seating will lead to unwanted discussions and distractions. I’m going to have to think about whether or not to move the seats during class to accommodate different situations. Maybe I’ll have students do group work in designated spots outside the regular classroom seatin(semi-circle).
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