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Content Enhancement Planning, Teaching and Assessing with Integrated Sets of Content Enhancement Routines Janis Bulgren, Ph.D. The University of Kansas Center for Research on Learning Content: Facts, Concepts, Definitions, Propositions Unit ALL Content Manipulation Generalization & Problem Solving MOST SOME What are the PRINCIPLES of Content Enhancements? Teacher is expert mediator of learning. The integrity of the content must be maintained. Understandings are interactively coconstructed with all students. The needs of all students are met. The University of Kansas Center for Research on Learning PLANNING SMARTER Planning With a focus on INTEGRATION of CONTENT ENHANCEMENTS Compatible with other planning guidelines The University of Kansas Center for Research on Learning The University of Kansas Center for Research on Learning The University of Kansas Center for Research on Learning Backward Design and Essential Learning What is sufficient evidence of understanding of critical content? The University of Kansas Center for Research on Learning Start with the end in mind Start with unit/lesson questions and benchmarks. Design assessment procedures. Construct activities to meet assessment criteria. The University of Kansas Center for Research on Learning The University of Kansas Center for Research on Learning Universal Design What will you do to ensure that all students learn critical information and processes? • • • • Graphics Explicit instruction Technology Focus on the Big Picture The University of Kansas Center for Research on Learning Content Enhancement Teaching Routine Clusters Used in PLANNING ORGANIZATION Course Organizer Unit Organizer Lesson Organizer MANIPULATION Concept Comparison Routine Cause-and-Effect Routine Decision-Making Routine Argumentation & Evaluation* INTEGRATION & GENERALIZATION Question Exploration Routine FACTS & CONCEPTS Concept Mastery Routine Concept Anchoring Routine Recall Routine Content: Facts, Concepts, Definitions, Propositions Unit ALL MOST SOME Content: Facts, Concepts, Definitions, Propositions Unit ALL Content Manipulation MOST SOME The SMARTER Planning Process Shape the Critical Questions. Map the Critical Content. Analyze Difficulties Reach Enhancement Decisions. Teach Strategically Evaluate Mastery Reevaluate Critical Questions Shape the critical questions. “What would be three or four questions that represent the heart and soul of this unit? If students could answer these, you could say that they would do well on the test.” AND “What are the embedded demands and scaffolds that need to be integrated to help answer those questions?” Planning for What is Critical Learning for ALL Students 1) What is the structure of a typical cell? 2) Why is it important to understand the function of each cell part? 3) How do green plants get their food? 4) How is energy released from stored food? The University of Kansas Center for Research on Learning The University of Kansas Center for Research on Learning The Unit Organizer 4 NAME DATE BIGGER PICTURE Biology LAST UNIT/Experience 2 Molecular Form and Function 8 UNIT SCHEDULE 10/ 1 1 5 Meiosis and Mitosis The Flow of Energy Through UNIT MAP Systems Introduction organelle s which are carried out at the cellular level by NEXT UNIT/Experience 3 CURRENT CURRENT UNIT UNIT Life processes in organisms which are fueled by pp. 98-108 energy 10/5 Create cell project which are suspended in 10/8 Group project due 10/9 Vocabulary quiz cytoplas m that is surrounded by the 7 Test review Test released through the process of cellular respiration photosynthesis 1) What is the structure of a typical cell? 2) Why is it important to understand the function of each cell part? 3) How do green plants get their food? compare/contrast sequence description 4) How is energy released from stored food? Figure 2. Example Unit Organizer for the unit “The Flow of Energy Through Systems.” The University of Kansas Center for Research on Learning UNIT RELATIONSHIPS UNIT SELF-TEST QUESTIONS 10/1 1 10/1 2 plasma membrane & cell wall (in plants) from stored food made through the process of Analyze difficulties “What would make this unit hard for some, most, or all of my students?” “Do students need help with facts & concepts, manipulations, or generalization, e.g., what manipulations such as compare and contract, sequence, describe, causation were noted on the Unit Organizer?” C Communicate targeted concepts O Obtain the Overall Concept M Make lists of known characteristics P Pin down Like Characteristics A Assemble Like Categories R Record Unlike Characteristics I Identify Unlike Categories N Nail down a summary G Go beyond the basics Comparison Table 2 Overall Concept CELL STRUCTURE 1 Concept Animal cell structure 3 Plant cell structure Characteristics 3 Extensions Compare nerve cells and muscle cells in animals. Characteristics Has plasma membrane surrounding cytoplasm Has organelles suspended in cytoplasm Has cell wall Has large vacuole Has chloroplasts Has plasma membrane surrounding cytoplasm Has organelles suspended in cytoplasm Has no cell wall Has small vacuole Has no chloroplasts 9 Concept 1 4 Like Characteristics 5 Like Categories Has plasma membrane surrounding cytoplasm The layer around cytoplasm Has organelles in cytoplasm The location of organelles 6 Unlike Characteristics Has no cell wall Has small vacuole Has no chloroplasts Has cell wall Has large vacuole Has chloroplasts 8 7 Unlike Categories The cell boundaries The size of the vacuole The presence of chloroplasts Summary Both animal cells and plant cells have a plasma membrane that surrounds cytoplasm in which organelles are suspended. However, only plant cells have a cell wall and chloroplasts. Also, the vacuoles in plant cells are larger than the vacuoles in animal cells. The University of Kansas Center for Research on Learning Figure 5. Example Concept Comparison Table for the concepts “animal cell structure” and “plant cell structure.” Multiple-Concept Comparison Table, p. 1 2 1 3 Concept Characteristics 1 3 Concept Characteristics Overall Concept 1 3 Concept Characteristics 1 3 Concept Characteristics 1 3 Concept Characteristics Steps 1-3 of the Concept Comparison Routine Step 1: Communicate Targeted Concepts Step 2: Obtain the Overall Concept Step 3: Make lists of Known Characteristics The University of Kansas Center for Research on Learning Multiple-Concept Comparison Table, p. 2 Concept 4 6 Concept Like Characteristics Unlike Characteristics 4 6 Concept Like Characteristics Unlike Characteristics 8 4 6 Summary Concept Like Characteristics Unlike Characteristics 4 6 Concept Like Characteristics Unlike Characteristics Like Characteristics 5 Like Categories Unlike Characteristics 7 Unlike Categories 4 6 9 Extensions Steps 4 -9 of the Concept Comparison Routine Step 4: Pin down Like Characteristics Step 5: Assemble Like Categories Step 6: Record Unlike Characteristics Step 7: Identify Unlike Categories Step 8: Nail down a Summary Step 9: Go beyond the Basics The University of Kansas Center for Research on Learning This unit would be hard because: Some students have the background knowledge. Students are required to frequently compare, conclude, find causes, evaluate, etc. Many students have poor question exploration skills. Some students have difficulty identifying important from unimportant information. Major concepts are very abstract, and students need a concrete way to understand them. Anchoring Table Unit: 3 Known Information on Blackboard 2 Name: 1 Known Concept Work areas & machines within a fast food restaurant 4 Characteristics of Known Concept walls have special windows that regulate what goes in & out of the restaurant manager’s office runs the restaurant small ice cream machine makes special products to stay in restaurant or to send-out generator supplies the power for the whole restaurant and its machines workers’ table provides the work space for preparing and packaging the food counter server puts together the final order (ketchup w/ fries, dressing for salad, etc.) and gives to “eat in” or “to go” customers a container is used for recycling paper, plastic, aluminum, glass cabinet is used for storing supplies Date: New Concept Organelles within the plasma membrane of a cell 6 Characteristics Shared PASS THROUGHS CONTROL CENTER SMALL MACHINES TO MAKE PRODUCTS ENERGY PROVIDER ASSEMBLY LINE SERVER RECYCLING BIN STORAGE 5 Characteristics of New Concept plasma membrane regulates the transport of materials in & out of cell nucleus controls cell activities ribosomes are very small particles that make proteins for use in the cell or to send out of the cell mitochondria contain ATP, which is the main energy source for the work of the cell endoplasmic reticulum (ER system), a maze of membranes arranged as tubes & sacs, produces a variety of molecules & packages them for later use Golgi apparatus looks like a stack of flattened sacs, one side receives products that are modified and sent to other side to be distributed to parts of cell or to other places outside the are lysosomes cell small membrane-bound sacs filled with enzymes used to break down food (to be re-used by cell) vacuole stores materials such as water, salts, proteins, carbohydrates 7 Understanding of the New Concept: Within the plasma membrane of a typical cell are organelles: a nucleus, ribosomes, mitochondria, the Golgi apparatus, endoplasmic reticulum, lysosomes, and vacuoles. Fig. 3. Example Concept Anchoring Table the Concept Within Plasma Membrane of a Cell.” TheforUniversity of “Organelles Kansas Center forthe Research on Learning Reach enhancement decisions “How can I enhance the critical content and reduce the difficulty of learning the information in this unit?” AND “What are the few, critical pieces of information that ALL students must know?” Key Words boundary CONVEY CONCEPT OFFER OVERALL CONCEPT cell membrane CLASSIFY CHARACTERISTICS Sometimes Present Never Present 0contains cholesterol (animals only)0 is rigid Always Present is composed of phospholipid bilayer & proteins phospholipid bilayer 0 acts as a boundary and barrier + regulates transport of substances in and out of the cell 0 organelle cell component NOTE KEY WORDS is a thin, flexible covering barrier CONCEPT DIAGRAM is in plant and animal cells 0 is impassive + is non-restrictive 0 non-restrictive EXPLORE EXAMPLES Examples: Nonexamples: plasma membrane cell wall membranes around cell organelles small intestine heart valve PRACTICE WITH NEW EXAMPLE TIE DOWN A DEFINITION The cell membrane, a thin flexible covering composed of a phospholipid bilayer & proteins, is a cell component that acts as a boundary and barrier and regulates the transport of substances in and out of plant and animal cells. Figure 4. Example Concept Diagram for the concept “cell membrane.” The University of Kansas Center for Research on Learning Key Words EXPLORE EXAMPLES Examples: CONCEPT DIAGRAM Nonexamples: NOTE KEY WORDS Always Present Sometimes Present CLASSIFY CHARACTERISTICS CONVEY CONCEPT OFFER OVERALL CONCEPT TIE DOWN A DEFINITION PRACTICE WITH NEW EXAMPLE The University of Kansas Center for Research on Learning Never Present Teach Strategically How can I provide more informed and explicit instruction?” “ Question Exploration Guide Text Reference Course Unit Lesson Modern Warfare Critical Question #: 1 What is the Critical Question? Name: David Cole Title Date: 2-18-04 2 Why are biological weapons such a great danger? 2 What are the Key Terms and explanations? A living thing Harmful substance made from an organism or its poisons Organism Biological weapon 3 What are the Supporting Questions and answers? 1) What are some types of biological weapons?1) Some types of biological weapons are parasitic plants, submicroscopic organisms, bacteria, and ricin from the castor bean. 2) They can kill people and can also kill crops. 2) How do they affect people? 3) How can people stop the effects of biological weapons? 4 What is the main Idea answer? Biological 5 3) Treatments to stop the effects of biological weapons have not been adequately developed. weapons can kill people and crops, and treatments are inadequate. 6 How can we use the main idea? How would crop damage affect people’s lives? Is there an Overall Idea? Is there a real-world use? Why are vaccines effective only if they are given before people are exposed to biological weapons? Figure 2. Example Question Exploration Guide for the critical question, “Why are biological weapons such a great danger?” This is where the copyright will go © The University of Kansas Center for Research on Learning Teaching Routines Focus on helping a teacher inform, guide, and involve students in ways that will promote content learning through the use of POWERFUL Teaching Devices EXPLICIT Linking Steps STRUCTURED Cue-Do-Review Sequence Evaluate Mastery “Are my enhancements working?” Create tests around the critical questions. And….. If they fail to answer the questions…. Either reteach the content or revise your questions Question Exploration Guide Text Reference Course 6 Unit Lesson 1 Critical Question #: Title 3 Morgan Welles Name: The Flow of Energy Through Systems Date: 10/9 What is the Critical Question? How do green plants get their food? 2 What are the Key Terms and explanations? What are chloroplasts? Chloroplasts are structures in the cells of green plants. What is chlorophyll? Chlorophyll is the green pigment located in the chloroplasts. 3 What are the Supporting Questions and answers? 1) Where do plants get the food they need? 2) How do plants make sugar? 3) Where is sugar made in plants? 4) What is so special about a chloroplast? 5) What is the process of sugar-making in plants called? 6) Other than sugar, are there other products? 1) Plants make their own food (sugar). 2) Plants make sugar by taking energy from sunlight and combining it with water and carbon dioxide. 3) Sugar is made in small bodies in the plant cells called chloroplasts. 4) Chloroplasts contain the pigment chlorophyll. Chlorophyll helps the plant make sugar. 5) The process is called photosynthesis. 6) As part of the process, oxygen is released into the air. Green plants use a process called photosynthesis to make their food (sugar). 5 How can we use the main idea? 6 Explain what happens to sugar production during the winter when daylight is short and the weather is drier. Is there an Overall Idea? Is there a real-world use? Our atmosphere is, in many ways, a result of the process of photosynthesis. How are current human activities affecting our atmosphere? Figure 6. Example Question Exploration Guide for the Critical Question “How do green plants get their food?” The University of Kansas Center for Research on Learning Formative measures informal questioning quizzes assignments Summative measures tests projects Reevaluate Critical Questions “How well can the students answer the critical questions?” How would this look with Argumentation and Evaluation?