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The Thoughtful Classroom:Curriculum as a Home for the
Mind
Research-Based
Instructional
Practices
Classroom
Curriculum Unit
Design
Instructional
Learning Teams
The Hidden
Skills of
Academic
Literacy
A Diversity That
Works
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Our Concept:Framework
Our Thoughtful Question:Our Thoughtful Question:
How is a Unit of Instruction like a Home for the Mind?
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Learning Goals:Participants will learn:Participants will learn:
about the learning goals of the about the learning goals of the House Plan Blueprint and the five House Plan Blueprint and the five “rooms” of the House model Floor “rooms” of the House model Floor planplan
How to use these ideas to plan How to use these ideas to plan thoughtful lessons and assignmentsthoughtful lessons and assignments
how to design a thoughtful lessonhow to design a thoughtful lesson how to design instructional units to how to design instructional units to address national, state, and local address national, state, and local mathematics standardsmathematics standards
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Now…..What are YOUR personal Learning Goals for What are YOUR personal Learning Goals for
this workshop?this workshop?
Review the Thoughtful Questions and Goals Review the Thoughtful Questions and Goals for the workshop.for the workshop.
Reflect upon your own practice.Reflect upon your own practice.
Record one or two important things you want Record one or two important things you want to take with you as a result of your to take with you as a result of your participation in this workshop.participation in this workshop.
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Goal SettingGoal Setting
What are goals?
Why do they matter?
How do you formulate goals and share them with your students?
What are goals?
Why do they matter?
How do you formulate goals and share them with your students?
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Research and Theory on Goal Setting
Research and Theory on Goal Setting
1. Narrow what students focus on
2. Should not be too specific
3. Students should be encouraged to personalize the goals
1. Narrow what students focus on
2. Should not be too specific
3. Students should be encouraged to personalize the goals
Taking my work HOME…
How is a Unit of Instruction Like a Home for the Mind?
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How are they similar?
What do you know about Houses or
Homes?
What do you know about Curriculum
Units?
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Building a Home for the Mind
1. What are the essential parts of a Thoughtful Curriculum Unit?
2. What standards do we use to evaluate classroom curriculum units?
3. How do Thoughtful Curriculum Units maintain high standards for all, while still providing for student diversity?
Every good lesson should have:
A Foyer: introduce, establish goals, engage and motivate, connect to personal experience
A Library: acquire new information, readings, lectures, demonstrations, videos
A Workshop: practice and rehearse new knowledge and skills
A Kitchen: cook up an assessment, demonstrate what has been learned and how it applies
A Porch: sit back and reflect on learning and how it applies to themselves and future learning
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The Turning Point: A Lesson in Perspective and Prejudice
The Turning Point: A Lesson in Perspective and Prejudice
Sample House Plan
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Use the “Slide Structure” to analyze your personal incidents.
Think of a Time, a personal incident that changed the way you look at things.
What happened BEFORE, DURING and AFTER?
Share your notes with a friend. What are some of the common characteristics of such incidents?
Phase 1:
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Listen to, then read, the poem Incident. Think about what happened BEFORE, DURING, and AFTER the incident in the poem.
Listen to, then read, the poem Incident. Think about what happened BEFORE, DURING, and AFTER the incident in the poem.
Incident: A Lesson in Perspective and Prejudice
Incident: A Lesson in Perspective and Prejudice
Phase 2:
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Make some notes to capture what happened BEFORE the incident, DURING the incident, and AFTER the incident.
Make some notes to capture what happened BEFORE the incident, DURING the incident, and AFTER the incident.
Use the Slide Structure to check for understanding on a literal level:Use the Slide Structure to check for understanding on a literal level:
Phase 2:
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Phase 3:Phase 3:
Statement One: __Agree The boy saw all of old Baltimore. __Disagree Evidence for: Evidence against:
Statement Two:
__Agree The language in the poem is too simple.__Disagree Evidence for: Evidence against:
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Phase 3:Phase 3:
Statement Three: __Agree The incident was completely destructive. __Disagree Evidence for: Evidence against:
Statement Four:
__Agree Confronting prejudice made the boy stronger.
__Disagree Evidence for: Evidence against:
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Phase 3:Phase 3:
“…When you have made your decisions and backed them up, meet in a learning group of four…”
--------------“…Survey everybody, and find out where each of you stand on the four statements. Next, compare evidence and see if you can reach agreement.
--------------“…If you can’t agree, rewrite the statement so it says something you all can agree on.”
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Phase 4:Phase 4:
Choose an object for a simile.
Fill in the comparative chart.
Use the prompts for your planning and writing your Thesis Essay.
Prejudice is like…
How is How is CurriculumCurriculum like a like a Home for the MindHome for the Mind??
Every good unit should have:
A Foyer: introduce, establish goals, engage and motivate, connect to personal experience
A Library: acquire new information, readings, lectures, demonstrations, videos
A Workshop: practice and rehearse new knowledge and skills
A Kitchen: cook up an assessment, demonstrate what has been learned and how it applies
A Porch: sit back and reflect on learning and how it applies to themselves and future learning
Your Unit Floor Plan…
Think of a unit (10 hours or more) you teach
Use the form in your booklet to show how you designed your lesson.
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Unit Planning: A Home for the Mind
My Foyer:
How do I introduce
the lesson?
My Library:
How do students acquire new
information?
My Workshop:
How students practice what they
learn?
My Porch:
How do I help students reflect
on their learning?
My Kitchen:
What kinds of tasks do I use to assess students’
learning?
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Classroom Curriculum Design
Unit Blueprint:Unit Blueprint:What Standards will be addressed?What Standards will be addressed?
Library(Knowledge Acquisition)
What texts or other sources will the students
use to acquire new information?
Foyer(Knowledge Anticipation)
How does the unit begin? What activities do teachers
use at the beginning? What resources do they
supply?
Workshop(Practice)
What particular skills will be modeled and practiced
during this unit?
Porch(Reflection)
What activities or strategies will be used to help students reflect on what they are learning or
have learned?
Kitchen(Assessment)
What assessment tasks will the students work on throughout the unit and at
its close?
What
FACTS a
nd
Proce
dures
do you w
ant
studen
ts to
know?
(VOCABULARY)
What do you want students
to be like?
(HABITS OF MIND &
ATTITUDES)
What BIG IDEAS do you
want students to
understand?W
hat d
o you w
ant s
tuden
ts
to d
o?
(SKIL
LS)
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KNOWLEDGE: What specific facts, details, or vocabulary would the unit need to address?
ATTITUDES: What habits of mind or attitudes would the unit instill in students?
UNDERSTANDING: What big ideas and themes would it need to cover?
SKILLS: What skills would it need to help students develop?
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How Do You Find Your Purpose?
How Do You Find Your Purpose?
What do I want students to know? (Facts, Definitions, Events, Sequences, Algorithms, and Procedures)
What do I want students to be like? (Habits, Attitudes, Appreciations, Groups, Social Skills)
What do I want students to understand? (Concepts, Generalizations, Principles)
What skills do I want students to apply or use? (The Hidden Skills of Academic Literacy)
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Five Steps to a Thoughtful CurriculumFive Steps to a Thoughtful Curriculum
dentify Your Purposedentify Your Purpose
etermine Your Assessmentsetermine Your Assessments
stablish Your Lesson/Unit Floor Planstablish Your Lesson/Unit Floor Plan
lign Your Activities/Strategies to Studentslign Your Activities/Strategies to Students
equence Your Learning Episodes to Achieve your equence Your Learning Episodes to Achieve your
PurposesPurposes
II
DD
EE
AA
SS
