Please check, just in case…
APA Tip of the Day: Paragraph and
page formatting
• Your page margins should be 1” all around.
• You should NOT have any extra spaces before
or after each paragraph.
• You should indent the first line of each
paragraph ½”.
• Justify the left margin of your text, but leave
the right ragged (see following example).
Example of text justification
Correct: You want to make sure the text lines
up on the left hand margin, this is called left
justified. You do not, however, want the text to
also line up on the right hand margin – you want
it to be left “ragged.”
Incorrect: You want to make sure the text
lines up on the left hand margin, this is called left
justified. You do not, however, want the text to
also line up on the right hand margin – you want
it to be left “ragged.”
Announcements
1. Reading review and plagiarism certificate due
now.
2. Language resources inventory due soon – don’t
wait to get started. Please note that you will
need to go through Field Services and have a
current background check on file.
Questions,
quandaries,
concerns or
complaints?
CURRICULUM DESIGN– BACKWARD
DESIGN AND DIFFERENTIATION/UDL
June 13, 2017
Today’s Readings: Wiggins & McTighe (2005)
and CAST (2011)
Relationship of calendar components:
Years
Months
Weeks
Days
Relationship of curricular components:
1. Curriculum development models and principles
2. Program models
3. Instructional methods and
models
4. Instructional
strategies
1. Curriculum Development Models
and Principles
Overarching ways to think about and
plan your curriculum:
• Universal design (UD)
• Universal design for leaning (UDL)
• Backwards planning
• Differentiated instruction
2. Program Models
Predetermined ways of delivering
instruction in general (regardless of
content area):
• Dual Language immersion
• Transition bilingual education
• Inclusion
• Resource room
3. Instructional Methods and Models
Specific methods (programs) of delivering
certain types of instruction – this tells you
HOW to teach a specific content within a
program model:
• Sheltered English/SDAIE
• Optimal Learning Environment (OLE)
• Wilson reading program
Note: Think of “packaged programs”
4. Instructional Strategies
These are smaller teaching and assessment
techniques that can be used within a multitude of
instructional methods and models and across
program models. All teachers need to have a very
large number of instructional strategies that they
can implement to teach a particular topic or lesson:
• Preview-review
• Backwards chaining
• Direct instruction (5-step modeling to
independent practice instruction)
• Graphic organizers
Stop and Smell the Roses…
5 minutes
Small Group Discussion
Considering the CAST materials, provide
examples of how you can provide multiple
means of representation, expression, and
engagement to provide access to culturally
and linguistically diverse students in the
classroom.
Prepare to share a few
examples with the class
after the quick write.
Quick Write:
Neither UD/UDL nor backward design
explicitly address the unique needs of CLD
students, although many authors provide
examples of how they could used to do so.
What do you think would be necessary to
make sure that these curriculum design
models are implemented in a way that
specifically addresses these needs.
Report
Out from
Groups
Backward Design
1. What do you want students to
understand, know, and be able to do?
(curriculum)
2. How will you know they have
accomplished this? (assessment)
3. Develop a plan to get there (content,
activities, teaching strategies).
(instruction)
Step 1: Planning the Curriculum
• What are big ideas and important understandings
participants should retain? These choices are the
“enduring understandings” that you want students to
remember after they’ve forgotten the details of the
course.
• What knowledge and skills should participants
master? Sharpen your choices by considering what is
“important to know and do” for your students. What
facts, concepts and principles should they know? What
processes, strategies and methods should they learn to
use?
• What should participants hear, read, view, explore or
otherwise encounter? This knowledge is “worth being
familiar with.”
At which steps should we
consider CLD students?
1. What do you want students to
understand, know, and be able to do?
(curriculum)
2. How will you know they have
accomplished this? (assessment)
3. Develop a plan to get there (content,
activities, teaching strategies).
(instruction)
Small Group Discussion
Consider Julia’s manifesto for working with CLD
families. What parts make sense to you and
which don’t. How does the language that I used
(e.g. CLD) frame the argument? How would
adopting a standpoint like this impact how you
used both UD/UDL and backward design as the
starting place for developing your curriculum?
Prepare to report out, time permitting.
Big Difference!
• You must explicitly plan for the development of
English as a second language for English language
learners.
• This may be an entirely new language for some
students.
• These student may have limited exposure to
English outside of the classroom.
• You need to consider how to support continued
development of L1, regardless of whether or not
they will be receiving native language instruction.
Big Difference!
• Your assessments must match your
curriculum.
• Grading criteria must explicitly address your
learning objectives.
• Your assessments of areas other than ELD
must ensure you are assessing the
skill/knowledge you are targeting, not
students’ limited knowledge of English.
• You might need to assess some skills in
students’ more proficient language.
Big Difference!
• Your learning plan should be culturally
relevant and take into account historical and
current patterns of discrimination and the
frequent devaluing of students’ home
language varieties.
Looking ahead…
Topic: Power and Privilege in Schooling
Read:
• Nieto & Bode, 2012, ch 1 & 3
• Anzaldua, 1999 (559 only)
Please take a
minute for the
minute paper.
And don’t forget to turn
your phone back on.