EDPC605 Curriculum Design and Instruction

view my lesson plan here

view my screencast on learning activities here

Stage 3 Learning Activities Writing (older elementary): Give students an assignment to create a story about a character in their life in the first person including feelings. Provide graphic organizer to organize their thoughts. Provide guidelines to beginning, middle and end a story. Have students pair up and read each others stories to provide feedback regarding interest, clarity and language choice. Provide rubric with comments section for students to self evaluate and understand teachers expectation. Reading (older elementary): Before introducing a new story, use LEC to talk about topics that the story brings up and see students prior knowledge and experience. Allow students to read story quietly while filling in KWL. Have a class discussion about the story….their thoughts, ideas and opinions. Ensure that they back up their ideas. In an effort to rea...

   Multiple intelligence refers to the different ways our brains work. Intelligence does not only refer to linguistic and logical thinking. There are 8 ways: Musical- learning through songs and music Spatial- learning by creating in all sizes Bodily/kinesthetic- learning by using our bodies ie. dancing, skits, acting, sensory play Interpersonal- learning by interacting with others Intrapersonal- learning when spending time alone thinking Naturalistic- learning through experiencing nature visual- learning by viewing linguistic- learning via speaking and language logical/mathematical- thinking in a concrete structured way We as teachers need to take advantage of all the different types of "smarts". We can use these different ways as pathways to give over knowledge in a most effective way. If we can incorporate singing, drawing, acting, and using natural elements for experiences, we can go a long way in reaching all our students instead of frustrating them with only u...

I enjoyed reading the article all about the Stanford mobile inquiry based learning environment. I have actually tried it out before in my previous semester and found it interesting and thought provoking to create my own questions whether factual or opinion etc, and also to try to answer and rate my peer's questions. It got me to think " out of the box" a bit. I think this is a fun engaging way for older students to practice the use of technology, which they will use anyway, for the purpose of acquiring critical thinking skills. Being able to create, inquire, contemplate and transfer skills in a fun way with friends is so motivating and enables students to stop taking their teachers and the world around them for granted! I would be hesitant to introduce this to my preschool students since I'm not sure how it would serve them. In addition, I dont think I would want my own seven year old daughter to spend too much time with technology since it is distracting and she can ...

view my presentation on acceptable evidence   here .

I enjoyed working on the template for UBD for ELA reading and writing. My understanding of Desired results are that students will be able to answer questions phrased differently and transfer their knowledge to other aspects of learning. My essential questions are driven by what will guide my students to inquire and uncover new ideas. Questions that will promote thinking, not a correct answer. The understandings I would want my students to have are based on meaning, theory, figuring out the "why" and how to use their knowledge. The knowledge and skills refers to the techniques, approach and process to enable student to connect their skills to other disciplines and not in isolation. Some of my essential questions were: What prior information do we know? What can we tell about the characters emotions? what message did the author want to convey? These questions prod the students to think and make meaning instead of parroting facts. In the writing lesson plan, some of my questions...

View my Stage 1 here  and here