Facilitated by:Jennifer Borgioli

Learner-Centered Initiatives, Ltd. (LCI)516-502-4231www.lciltd.org

Core Outcome

• Participants will unpack, recognize, identify, and develop sufficient content understanding in order to facilitate professional development around the components of effective units/extended tasks (using LCI's elements of quality curriculum) and establishing connections to three priority areas, namely cognitive engagement, constructivist learning and 21st century skills

Concepts

• Cognitive Engagement• Constructivist Learning• 21st Century Skills• Quality Curriculum

Concepts

• Cognitive Engagement (p. 7-8)• Constructivist Learning (p. 9-10)• 21st Century Skills (p. 11-12)

Text Tagging

• ? – passages or phrases that raise a question for you

• Circle passage or phrases that connect to another idea or concept for you; be sure to label your circle with the connection you’ve made

• ! – passages or phrases that inspired an A-ha! connection or insight for you

Human Continuum

• Closest to door: “New to me.”• “I’m getting there.”• “I’ve got it.”• “I could teach.”

1. Place yourself on the line2. Fold the line3. Teach your new partner`

Welcome back, new experts in 21st Century Learning Skills and Cognitive Engagement!

Please take a moment to make any revisions to your definitions you feel you need to make.

Constructivist Learning

Cognitive Engagement

21st Century Skills

Task 5 – Revisiting quality curriculum. Review the list of attributes of quality curriculum you generated on page 5. Connect the definitions below to your own by doing the following:Circle the terms or phrases that are similar to ones you generated

Underline the terms or phrases that you did not include but you think are relevant

Put a star next to any terms or phrases that are new to you or have questions about*

Gallery

• When you're done– post your Venn on the wall just outside the rest

room using the tape around the room

• Don't worry - you'll get it back at the end of the day

• Everything on page 15 is also in the supplement packet

The teacher reads a variety of literature that reflects persuasive writing such as Fine, Fine School and Dear Mrs. La Rue- Letters from Dog Obedience School. Students read a variety of persuasive articles from student magazines and newspapers such as Time for Kids. They then take a poll and use a tally chart to identify an important school issue. They write a letter to the principal explaining their position.

QC Cog Eg Con Lrn 21st

Evidence students focused on a topic of interest

students stay with a concept for more than a day

Students develop an understanding of how text can persuade a reader

Students explore effective communication

Feedback After identifying their issue, the students identify who is the most relevant audience to contact with their issue

Students follow-up with the recipient of their letter one week, one month, or more if necessary. They re-survey the students to ascertain if the issue was resolved.

In their letter, students provide possible solutions to the identified issue; implement their solution with the key adult’s permission and guidance

Students provide supporting evidence for their letter that includes images, videos, or audio

We all know how to add, subtract, multiply and divide. During this unit we will be applying these operations to multi-step problems. As we work on these problems in school, you will be finding examples in the world around you. Keep track of real life math problems in you journal: explain the background of the math problem or take a picture; write the problem mathematically using a symbol for the unknown number; include the multiplicative comparison; solve the problem; and explain how you solved the problem and checked for the reasonableness of your answer.

QC Cog Eg Con Lrn 21st

Evidence Formative process and product assessments

Constantly returning to the same theme or learning target

Relating math to “real world” experiences

Documenting using technology

Feedback Connect to an essential question such as: Does math matter?

Students earn points for degree of difficulty of “real worldness”

Points awarded for “hidden math”

Presentation on parents’ night – math is all around us

"Trail of Tears"

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CL

CE

QC

Chemical Properties

Unknown chemicals

Submission to DuPont

creation of work

teams

Are laws always considered truths? This essential question was used by a HS science department. The chemistry students were assigned to workgroups and given an unknown substance. Their task: s through a series of science experiments, draw conclusions about their substance's properties. Students also conducted research to further support or revise their findings. Based on their experiences and research, the students designed a spacecraft that would be able to land on and take off from one of the substances they examined during the experiments. They presented their work group findings to the research lab at DuPont.

What is beauty?Over the course of the semester, an 8th grade class investigated the concept of beauty in a variety of ways (including fairy tales, popular culture, the Golden Ratio, and Fibonacci Sequence). They wrote letters to the marketing department of Unilever, who is responsible for both the Dove "Real Beauty" campaign and the Axe ads, about the mixed messages they send about beauty.

End of Session Details

• Consider bringing examples of units that currently occurring in your district

• Support Sessions (November 7th) – phone call– emails– video conferences

• Feedback up until November 9th• End of Day Reflection• Venn Diagram

End of Day Reflection