This is one way to consider

1. Transformative
Teaching Methods &
Lesson Plans
Kurt Love, Ph.D.
Central Connecticut State University
Friday, October 7, 2011

2. What is a “Lesson”?
Friday, October 7, 2011

3. What is a “Lesson”?
It depends on your conceptual frame...
Friday, October 7, 2011

4. What is a “Lesson”?
It depends on your conceptual frame...
What are the traditional, liberal/
progressive, and transformative
definitions of lessons?
Friday, October 7, 2011

5. Community Involvement
Stage 1
Researching the Community
Friday, October 7, 2011

6. Community Involvement
Stage 1
Researching the Community
Inter views Ethnography
(family, friends, members of (cultural thick description)
organizations, leaders, veterans,
artists, scientists, lawyers) Participatory Research
(reporting on their experiences)
Observations
(the mall, school, sporting event, Demographic Research (census,
school dance, playground, on the state dept websites)
internet via social net work
sites, environment) Literature Research
(local newspapers, internet)
Case Study
(focus on one person, group, Field trips as sites for all of these
location, ecology)
Friday, October 7, 2011

7. Community Involvement
Stage 2
Action in the Community
Friday, October 7, 2011

8. Community Involvement
Stage 2
Action in the Community
Art Exhibits Theatre of the Oppressed
(Art show, public art, instillations, (Forum theater, rainbow of desire,
eco-art, murals, street art, image theater, legislative theater)
“guerrilla art”)
Reports & Publications
Poetry Slams (Writing to local newspaper,
having a journalist present, BOE
Critical Performances meetings, community groups,
(Plays, musicals, choir pieces that WWW)
rework and recontextualize texts
or existing pieces) Documentary Film
(Local issues, local attitudes, local
Video Game projects, film festival)
(Social or Eco-themed)
Habitat for Humanity House
Friday, October 7, 2011

9. Transformative Unit Plans
Friday, October 7, 2011

10. Transformative Unit Plans
Unit starts with connections to a contemporary, “real
world” issues. Use art, articles, videos, life experiences, etc.
(Lessons 1-2)
Friday, October 7, 2011

11. Transformative Unit Plans
Unit starts with connections to a contemporary, “real
world” issues. Use art, articles, videos, life experiences, etc.
(Lessons 1-2)
Those contemporary issues are threaded throughout
the rest of the unit in as many lessons as makes sense.
Friday, October 7, 2011

12. Transformative Unit Plans
Unit starts with connections to a contemporary, “real
world” issues. Use art, articles, videos, life experiences, etc.
(Lessons 1-2)
Those contemporary issues are threaded throughout
the rest of the unit in as many lessons as makes sense.
Skills and concepts (Lessons 2-6)
Friday, October 7, 2011

13. Transformative Unit Plans
Unit starts with connections to a contemporary, “real
world” issues. Use art, articles, videos, life experiences, etc.
(Lessons 1-2)
Those contemporary issues are threaded throughout
the rest of the unit in as many lessons as makes sense.
Skills and concepts (Lessons 2-6)
Community Involvement #1 - Communicating with
community members (Lessons 3-8)
Friday, October 7, 2011

14. Transformative Unit Plans
Unit starts with connections to a contemporary, “real
world” issues. Use art, articles, videos, life experiences, etc.
(Lessons 1-2)
Those contemporary issues are threaded throughout
the rest of the unit in as many lessons as makes sense.
Skills and concepts (Lessons 2-6)
Community Involvement #1 - Communicating with
community members (Lessons 3-8)
Community Involvement #2 - Action in the community
with the newly acquired knowledge (Lessons 8-10)
Friday, October 7, 2011

15. Unit Plan
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

16. Unit Plan
Lessons 1-2:
Raise
questions
about real
world
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

17. Unit Plan
Lessons 1-2:
Raise Lessons 2-6:
questions Work with
about real skills and
world concepts
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

18. Unit Plan
Lessons 1-2:
Raise Lessons 2-6: Lessons 2-6:
questions Work with Critically
about real skills and question skills
world concepts and concepts
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

19. Unit Plan
Lessons 1-2: Lessons 2-6:
Raise Lessons 2-6: Lessons 2-6:
Engage critical
questions Work with Critically
questions with
about real skills and question skills
skills in the
world concepts and concepts
community
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

20. Unit Plan
Lessons 1-2: Lessons 2-6:
Raise Lessons 2-6: Lessons 2-6:
Engage critical Lessons 3-8:
questions Work with Critically
questions with Community 1
about real skills and question skills
skills in the
world concepts and concepts
community
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

21. Unit Plan
Lessons 1-2: Lessons 2-6:
Raise Lessons 2-6: Lessons 2-6:
Engage critical Lessons 3-8: Lessons 8-10:
questions Work with Critically
questions with Community 1 Community 2
about real skills and question skills
skills in the
world concepts and concepts
community
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

22. Essential Questions
Focused on generating “thick
description” (i.e. relationships and
tensions) and/or community
involvement
Explicitly connected with theory (i.e.
critical, feminist, ecojustice, queer,
indigenous, etc.)
Friday, October 7, 2011

23. Essential Questions
“To what extent...” allows for students
to explore complex relationships and
tensions rather than binaries
These are the target or anchor
questions that you will teach towards
during the lesson.
Friday, October 7, 2011

24. Hierarchy of Questions
Unit Level
Lesson Level (questions that support
the unit level)
Supporting Level (questions that
support the lesson level)
Friday, October 7, 2011

25. Hierarchy of
Essential Questions
Friday, October 7, 2011

26. Hierarchy of
Essential Questions
Unit Level
Friday, October 7, 2011

27. Hierarchy of
Essential Questions
Unit Level
Friday, October 7, 2011

28. Hierarchy of
Essential Questions
Unit Level
Lesson Level Lesson Level Lesson Level
Friday, October 7, 2011

29. Hierarchy of
Essential Questions
Unit Level
Lesson Level Lesson Level Lesson Level
Friday, October 7, 2011

30. Hierarchy of
Essential Questions
Unit Level
Lesson Level Lesson Level Lesson Level
Supporting Supporting Supporting Supporting Supporting Supporting
Supporting Supporting Supporting
Friday, October 7, 2011

31. Hierarchy of
Essential Questions
Friday, October 7, 2011

32. Hierarchy of
Essential Questions
Unit level questions are the larger, more encompassing questions that
are threaded throughout the whole unit.
Friday, October 7, 2011

33. Hierarchy of
Essential Questions
Unit level questions are the larger, more encompassing questions that
are threaded throughout the whole unit.
These should focus on social, cultural, and/or ecological aspects that
explicitly lead students towards “thick description” and community
involvement.
Friday, October 7, 2011

34. Hierarchy of
Essential Questions
Unit level questions are the larger, more encompassing questions that
are threaded throughout the whole unit.
These should focus on social, cultural, and/or ecological aspects that
explicitly lead students towards “thick description” and community
involvement.
Students should be able to answer them by the end of the unit or major
subsection of the unit.
Friday, October 7, 2011

35. Hierarchy of
Essential Questions
Unit level questions are the larger, more encompassing questions that
are threaded throughout the whole unit.
These should focus on social, cultural, and/or ecological aspects that
explicitly lead students towards “thick description” and community
involvement.
Students should be able to answer them by the end of the unit or major
subsection of the unit.
Lesson level questions are the target questions that drive the whole
lesson. They should include aspects like history, place, and social groups.
They should also link directly to “thick description” and/or community
involvement. These are questions that the students should be able to
answer by the end of lesson.
Friday, October 7, 2011

36. Hierarchy of
Essential Questions
Friday, October 7, 2011

37. Hierarchy of
Essential Questions
Lesson level questions are the target questions that drive the whole
lesson.
Friday, October 7, 2011

38. Hierarchy of
Essential Questions
Lesson level questions are the target questions that drive the whole
lesson.
They should include specific contexts like history, place, and social
groups.
Friday, October 7, 2011

39. Hierarchy of
Essential Questions
Lesson level questions are the target questions that drive the whole
lesson.
They should include specific contexts like history, place, and social
groups.
They should also link directly to “thick description” and/or community
involvement.
Friday, October 7, 2011

40. Hierarchy of
Essential Questions
Lesson level questions are the target questions that drive the whole
lesson.
They should include specific contexts like history, place, and social
groups.
They should also link directly to “thick description” and/or community
involvement.
These are questions that the students should be able to answer by the
end of lesson.
Friday, October 7, 2011

41. Hierarchy of
Essential Questions
Friday, October 7, 2011

42. Hierarchy of
Essential Questions
Supporting questions are the questions that you and the
students ask during the lesson that scaffold and move us
towards the complex lesson level essential questions.
Friday, October 7, 2011

43. Hierarchy of
Essential Questions
Supporting questions are the questions that you and the
students ask during the lesson that scaffold and move us
towards the complex lesson level essential questions.
Grounded in frames of reference and context. In other words,
“who” matters because it is what builds the thick description.
Friday, October 7, 2011

44. Hierarchy of
Essential Questions
Supporting questions are the questions that you and the
students ask during the lesson that scaffold and move us
towards the complex lesson level essential questions.
Grounded in frames of reference and context. In other words,
“who” matters because it is what builds the thick description.
All questions need to be directly or indirectly connected to at
least one transformative theory (i.e. critical, feminist,
ecojustice, queer, indigenous, aesthetic, peace, spiritual, etc.)
Friday, October 7, 2011

45. Let’s Try It...
Friday, October 7, 2011

46. Let’s Try It...
“What effects did the Industrial Revolution have on nature
in the U.S. during the early 20th century?”
What theory or theories is this question connecting with?
What relationships and/or tensions is the question
connecting with?
What level do you think that this question is at (unit,
lesson, or supporting)?
What are the other t wo levels of questions that connect
with this question?
Friday, October 7, 2011

47. Let’s have another try...
Friday, October 7, 2011

48. Let’s have another try...
“How have White women and women of diverse cultures
resisted patriarchal laws and daily practices in the U.S., and
how have they worked to overcome these forms of
institutional patriarchy?”
What theory or theories is this question connecting with?
What relationships and/or tensions is the question
connecting with?
What level do you think that this question is at (unit,
lesson, or supporting)?
What are the other t wo levels of questions that connect
with this question?
Friday, October 7, 2011

49. One more time...
Friday, October 7, 2011

50. One more time...
“How does the media in the U.S. perpetuate stereotypes of
people of color?”
What theory or theories is this question connecting with?
What relationships and/or tensions is the question
connecting with?
What level do you think that this question is at (unit,
lesson, or supporting)?
What are the other t wo levels of questions that connect
with this question?
Friday, October 7, 2011

51. Objectives
Friday, October 7, 2011

52. Objectives
These should mirror the essential
questions.
Friday, October 7, 2011

53. Objectives
These should mirror the essential
questions.
Describe what the students will be able to
do by the end of the lesson.
Friday, October 7, 2011

54. Objectives
These should mirror the essential
questions.
Describe what the students will be able to
do by the end of the lesson.
Not necessary to put a description of the
activity here, although sometimes it is
appropriate. Just stick to what the
students will be able to do...
Friday, October 7, 2011

55. “Students will be able to...”
Friday, October 7, 2011

56. “Students will be able to...”
Describe Emote
Engage Anticipate
Analyze Demonstrate
Relate Interpret
Produce Extrapolate
Reflect Design
Friday, October 7, 2011

57. “Students will be able to...”
Friday, October 7, 2011

58. “Students will be able to...”
Use qualitative data from their investigation to
identify patterns of racial microaggressions from
Disney films
Friday, October 7, 2011

59. “Students will be able to...”
Use qualitative data from their investigation to
identify patterns of racial microaggressions from
Disney films
Emote and interpret Picasso’s Guernica, Bansky’s
Street Art, and the Soggy Boots Gang’s Field Art
using feminist and critical lenses of analysis
Friday, October 7, 2011

60. “Students will be able to...”
Use qualitative data from their investigation to
identify patterns of racial microaggressions from
Disney films
Emote and interpret Picasso’s Guernica, Bansky’s
Street Art, and the Soggy Boots Gang’s Field Art
using feminist and critical lenses of analysis
Produce a documentary film investigating an
issue from their community which is currently
unresolved
Friday, October 7, 2011

61. Questions & Objectives
Lesson
Level
Question
Objective
Shared
Root
Friday, October 7, 2011

62. Questions & Objectives
Lesson To what extent does qualitative and
Level quantitative data identify patterns of racial
Question microaggressions from Disney films?
Objective
Shared
Root
Friday, October 7, 2011

63. Questions & Objectives
Lesson To what extent does qualitative and
Level quantitative data identify patterns of racial
Question microaggressions from Disney films?
Students will be able to analyze qualitative and
Objective quantitative data to identify patterns of racial
microaggressions from Disney films
Shared
Root
Friday, October 7, 2011

64. Questions & Objectives
Lesson To what extent does qualitative and
Level quantitative data identify patterns of racial
Question microaggressions from Disney films?
Students will be able to analyze qualitative and
Objective quantitative data to identify patterns of racial
microaggressions from Disney films
Shared qualitative and quantitative data
identify patterns of racial
Root microaggressions from Disney films
Friday, October 7, 2011

65. Questions, Objectives &
Assessment
Lesson To what extent does qualitative and
Level quantitative data identify patterns of racial
Question microaggressions from Disney films?
Students will be able to analyze qualitative and
Objective quantitative data to identify patterns of racial
microaggressions from Disney films
Friday, October 7, 2011

66. Questions, Objectives &
Assessment
Lesson To what extent does qualitative and
Level quantitative data identify patterns of racial
Question microaggressions from Disney films?
Students will be able to analyze qualitative and
Objective quantitative data to identify patterns of racial
microaggressions from Disney films
Assessment
Friday, October 7, 2011

67. Questions, Objectives &
Assessment
Lesson To what extent does qualitative and
Level quantitative data identify patterns of racial
Question microaggressions from Disney films?
Students will be able to analyze qualitative and
Objective quantitative data to identify patterns of racial
microaggressions from Disney films
Students provide a critical discourse
Assessment analysis (qualitative) and survey
(quantitative) identifying patterns of
racial microaggressions from Disney films
Friday, October 7, 2011

68. Assessment
Truth
Thought
Friday, October 7, 2011

69. Assessment
Traditional
Truth
Thought
Friday, October 7, 2011

70. Assessment
Traditional
Truth
Informal:
Formal: Exam,
Check Thought Performance
knowledge
Friday, October 7, 2011

71. Assessment
Thought scaf
fold
New
Truth
Thought
scaffold
Thought
Friday, October 7, 2011

72. Assessment
Liberal/Progressive
Thought scaf
fold
New
Truth
Thought
scaffold
Thought
Friday, October 7, 2011

73. Assessment
Liberal/Progressive
Informal:
Check prior
knowledge
Thought scaf
fold
New
Truth
Thought
scaffold
Thought
Friday, October 7, 2011

74. Assessment
Liberal/Progressive
Informal:
Check prior
knowledge
Informal:
Check
knowledge
Thought scaf
fold
New
Truth
Thought
scaffold
Thought
Friday, October 7, 2011

75. Assessment
Liberal/Progressive
Informal:
Check prior
knowledge
Informal: Formal: Exam,
Check Performance
knowledge
Thought scaf
fold
New
Truth
Thought
scaffold
Thought
Friday, October 7, 2011

76. Assessment
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

77. Assessment
Transformative
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

78. Assessment
Transformative
Informal:
Check prior
knowledge
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

79. Assessment
Transformative
Informal: Informal:
Check prior Connections
knowledge to personal
experiences
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

80. Assessment
Transformative
Informal: Informal:
Check prior Connections Formal: Exam,
knowledge to personal performance
experiences
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

81. Assessment
Transformative
Informal: Informal:
Check prior Connections Formal: Exam,
knowledge to personal performance
experiences
Informal:
Connections
to the real
world
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

82. Assessment
Transformative
Informal: Informal:
Formal:
Check prior Connections Formal: Exam,
Performance,
knowledge to personal performance
written
experiences
Informal:
Connections
to the real
world
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

83. Assessment
Transformative
Informal: Informal: Formal:
Formal:
Check prior Connections Formal: Exam, Prepare for
Performance,
knowledge to personal performance Community 1
written
experiences
Informal:
Connections
to the real
world
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

84. Assessment
Transformative
Informal: Informal: Formal:
Formal:
Check prior Connections Formal: Exam, Prepare for Formal:
Performance,
knowledge to personal performance Community 1 Community 2
written
experiences
Informal:
Connections
to the real
world
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

85. Assessment
Transformative
Informal: Informal: Formal:
Formal:
Check prior Connections Formal: Exam, Prepare for Formal:
Performance,
knowledge to personal performance Community 1 Community 2
written
experiences
Informal:
Connections Formal:
to the real “Thick
world Description”
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
Friday, October 7, 2011

86. Rubric Format #1
Requirement Level 1 Level 2 Level 3
Many spelling Some spelling
Spelling errors errors
Accurate spelling
Argument Bad argument Okay argument Perfect argument
Friday, October 7, 2011

87. Rubric Format #1
Unsatisfactory Satisfactory
Perfection
Requirement Level 1 Level 2 Level 3
Many
Some spelling Accurate
Spelling spelling
errors spelling
errors
Bad Okay Perfect
Argument
argument argument argument
Friday, October 7, 2011

88. Rubric Format #1
Unsatisfactory Satisfactory
Perfection
Requirement Level 1 Level 2 Level 3
Many
Some spelling Accurate
Spelling spelling
errors spelling
errors
Bad Okay Perfect
Argument
argument argument argument
Satisfactory?
Friday, October 7, 2011

89. Rubric Format #1
Unsatisfactory Satisfactory
Perfection
Requirement Level 1 Level 2 Level 3
Quite a
Many
Spelling spelling
Some spelling Accurate distance
errors spelling
errors
between
Bad Okay Perfect Level 2 &
Argument
argument argument argument Level 3
Friday, October 7, 2011

90. Rubric Format #1
Unsatisfactory Satisfactory
Perfection
Requirement Level 1 Level 2 Level 3
Quite a
Many
Spelling spelling
Some spelling Accurate distance
errors spelling
errors
between
Bad Okay Perfect Level 2 &
Argument
argument argument argument Level 3
Friday, October 7, 2011

91. Rubric Format #1
Unsatisfactory Satisfactory
Perfection
Requirement Level 1 Level 2 Level 3
Many
Some spelling Accurate
Spelling spelling
errors spelling
errors
Bad Okay Perfect
Argument
argument argument argument
Friday, October 7, 2011

92. Rubric Format #1
Requirement Level 1 Level 2 Level 3
Many
Some spelling No spelling
Spelling spelling
errors errors
errors
Bad Okay Perfect
Argument
argument argument argument
Friday, October 7, 2011

93. Rubric Format #1
Point Values?
Grades?
Requirement Level 1 Level 2 Level 3
Many
Some spelling No spelling
Spelling spelling
errors errors
errors
Bad Okay Perfect
Argument
argument argument argument
Friday, October 7, 2011

94. Rubric Format #1
Point Values? Can I give 0
Grades? points?
Requirement Level 1 Level 2 Level 3
Many
Some spelling No spelling
Spelling spelling
errors errors
errors
Bad Okay Perfect
Argument
argument argument argument
Friday, October 7, 2011

95. Rubric Format #1
Point Values? Can I give 0
Grades? points?
Requirement Level 1 Level 2 Level 3 2 points
for both
Spelling
Many
spelling
Some spelling No spelling some
errors errors
errors spelling
Bad Okay Perfect
errors
Argument
argument argument argument AND okay
argument?
Friday, October 7, 2011

96. Rubric Format #2
Point
Category Requirement Points Earned Comments
Value
Accurate
Spelling 5 5
spelling
•Logical
development
of points
Argument 20 16
•Well
supported
reasoning
Total 25 21
Friday, October 7, 2011

97. Rubric Format #2
Point
Category Requirement Points Earned Comments
Value
Accurate One misspelled
Spelling 5 5
spelling word
•Logical
development
of points
Argument 20 16
•Well
supported
reasoning
Total 25 21
Friday, October 7, 2011

98. Rubric Format #2
Point
Category Requirement Points Earned Comments
Value
Accurate One misspelled
Spelling 5 5
spelling word
•Logical Two areas need
development
more support to
of points
strengthen your
Argument 20 16
argument.
•Well See comments in
supported
text.
reasoning
Total 25 21
Friday, October 7, 2011

99. Rubric Format #2
Point
Category Requirement Points Earned Comments
Value
Accurate One misspelled
Spelling 5 5
spelling word
•Logical Two areas need
development
more support to
of points
strengthen your
Argument 20 16
argument.
•Well See comments in
supported
text.
reasoning
Total 25 21
Friday, October 7, 2011

100. Rubric Format #2
Point
Category Requirement Points Earned Comments
Value
Accurate One misspelled
Spelling 5 5
spelling word
•Logical Two areas need
development
more support to
of points
strengthen your
Argument 20 16
argument.
•Well See comments in
supported
text.
reasoning
Total 25 21 Resubmit
Friday, October 7, 2011

101. Rubric Format #2
Point
Category Requirement Points Earned Comments
Value
Accurate One misspelled
Spelling 5 5
spelling word
•Logical Two areas need
development
more support to
of points
strengthen your
Argument 20 16
argument.
•Well See comments in
supported
text.
reasoning
Total 25 21 Resubmit
One more benefit:
Students can generate this rubric
Friday, October 7, 2011

102. Response
To
Intervention
Friday, October 7, 2011

103. Response
To
Intervention
Friday, October 7, 2011

104. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Effective Teaching Strategies
Common Formative Assessments
Friday, October 7, 2011

105. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Friday, October 7, 2011

106. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Re-Teaching Enrichment
Re-Assessing
Friday, October 7, 2011

107. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Tier 2 Re-Teaching Enrichment
15%
Re-Assessing
Friday, October 7, 2011

108. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Tier 2 Re-Teaching Enrichment
15%
Re-Assessing
Re-Teaching
Re-Assessing
Friday, October 7, 2011

109. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Tier 2 Re-Teaching Enrichment
15%
Re-Assessing
Tier 3 Re-Teaching
5%
Re-Assessing
Friday, October 7, 2011

110. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Tier 2 Re-Teaching Enrichment
15% Data Analysis
Re-Assessing
Re-Assessing
Tier 3 Re-Teaching
5%
Re-Assessing
Friday, October 7, 2011

111. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Tier 2 Re-Teaching Enrichment
15% Data Analysis
Re-Assessing
Re-Assessing
Tier 3 Re-Teaching
Data Analysis
5%
Re-Assessing Common Summative Analysis
Friday, October 7, 2011

112. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Tier 2 Re-Teaching Enrichment
15% Data Analysis
Re-Assessing
Re-Assessing
Tier 3 Re-Teaching
Data Analysis
5%
Re-Assessing Common Summative Analysis
Data Analysis
CMTs/CAPTs
Friday, October 7, 2011

113. Response Data Analysis
To Standards/GLEs Benchmarks
Unit Planning
Intervention
Lesson Planning
Tier 1 Effective Teaching Strategies
80%
Common Formative Assessments
Tier 2 Re-Teaching Enrichment
15% Data Analysis
Re-Assessing
Re-Assessing
Tier 3 Re-Teaching
Data Analysis
5%
Re-Assessing Common Summative Analysis
Data Analysis
CMTs/CAPTs
Peer Unit Review
Friday, October 7, 2011

114. Backwards Design
Stage 1 = Desired Results
• Standards
• Understandings (Larger concepts)
• Essential Questions (Larger concepts)
• Knowledge (Students will know)
• Skills (Students will be able to)
Friday, October 7, 2011

115. Backwards Design
Stage 2 = Assessment Evidence
• Performance Tasks
(Daily, weekly, often)
• Formative Assessments
(Daily, weekly, often)
• Summative Assessments
(End of unit)
Friday, October 7, 2011

116. Backwards Design
Stage 3 = Learning Plan and Resources
Lesson Learning Objectives Formative Performance
1
2
Friday, October 7, 2011

117. That’s a little
backwards...
Friday, October 7, 2011

118. That’s a little
backwards...
Step 1: Think about what you want the students to be
able to do (i.e. Central/Essential Questions & Objectives)
Friday, October 7, 2011

119. That’s a little
backwards...
Step 1: Think about what you want the students to be
able to do (i.e. Central/Essential Questions & Objectives)
Step 2: Think about how you will assess their ability to do
what you want them to be able to do (i.e. Assessment)
Friday, October 7, 2011

120. That’s a little
backwards...
Step 1: Think about what you want the students to be
able to do (i.e. Central/Essential Questions & Objectives)
Step 2: Think about how you will assess their ability to do
what you want them to be able to do (i.e. Assessment)
Step 3: Think about how you would like them to learn to
be able to do what you want them to do (i.e. Activity).
Friday, October 7, 2011

121. That’s a little
backwards...
Step 1: Think about what you want the students to be
able to do (i.e. Central/Essential Questions & Objectives)
Step 2: Think about how you will assess their ability to do
what you want them to be able to do (i.e. Assessment)
Step 3: Think about how you would like them to learn to
be able to do what you want them to do (i.e. Activity).
In other words, think about assessment before you
think about the activity.
Friday, October 7, 2011

122. Activity
Does the activity clearly make the bridge from the
lesson level question/objective to the assessment?
Lesson Level Activity
Question & Assessment
Objective
Friday, October 7, 2011

123. Activity
Lesson Level To what extent does qualitative and quantitative data identify
Question patterns of racial microaggressions from Disney films?
Students will be able to analyze qualitative and quantitative data
Objective to identify patterns of racial microaggressions from Disney films
Activity
Assessment Students provide a critical discourse analysis (qualitative) and
sur vey (quantitative) identifying patterns of racial
microaggressions from Disney films
Friday, October 7, 2011

124. Activity
Lesson Level To what extent does qualitative and quantitative data identify
Question patterns of racial microaggressions from Disney films?
Students will be able to analyze qualitative and quantitative data
Objective to identify patterns of racial microaggressions from Disney films
Students watch excerpts of Disney films to identify patterns of
Activity racial microaggressions.
Record obser vations, record frequency of racial microaggressions,
think-pair-share, journal writing, roleplaying, satirical
exploration, sur veying of friends/family
Assessment Students provide a critical discourse analysis (qualitative) and
sur vey (quantitative) identifying patterns of racial
microaggressions from Disney films
Friday, October 7, 2011

125. Activity
Friday, October 7, 2011

126. Activity
Engaging in thick description
Friday, October 7, 2011

127. Activity
Engaging in thick description
Being rooted in some kind of community
involvement
Friday, October 7, 2011

128. Standards
Friday, October 7, 2011

129. Standards
Make the standards work for you, not the
other way around.
In other words, do the lesson/unit the way
that you want to...there’s always
connections to the standards.
We can use standards as leverage to create
the kind of education that we want.
Friday, October 7, 2011

130. Standards
Theme:
Global Warming
Friday, October 7, 2011

131. Standards
Theme:
Global Warming
CT Science Standard 6.1.a:
Mixtures are made of combinations of elements
and/or compounds, and they can be separated
by using a variety of physical means.
Friday, October 7, 2011

132. Standards
Theme:
Global Warming
CT Science Standard 6.1.a:
Mixtures are made of combinations of elements
and/or compounds, and they can be separated
by using a variety of physical means.
What is a fossil fuel? Why is the gasoline molecule so
unique? What is a GHG, CO2? What community-
based efforts exist to bring awareness to issues with
fossil fuels and GHGs? What are ways to reduce our
dependency on fossil fuels, especially gasoline?
Friday, October 7, 2011

133. Common Core
ELA/Literacy
• Balance of literature and literary non-fiction (K-5)
• Literacy as part of science and social studies/
history; informational text as part of ELA (6-12)
• Appropriately complex text
• Questions regarding text are text-dependent
• Writing to inform or argue using evidence
• Academic vocabulary
Friday, October 7, 2011

134. Differentiation
Friday, October 7, 2011

135. Differentiation
Cognitive connections: Connecting with
students’ diverse ways of learning.
Friday, October 7, 2011

136. Differentiation
Cognitive connections: Connecting with
students’ diverse ways of learning.
Cultural connections: Connecting with the
diverse cultures of your students. Breaking out
of the Eurocentric mindsets present in the
curriculum.
Friday, October 7, 2011

137. Differentiation
Cognitive connections: Connecting with
students’ diverse ways of learning.
Cultural connections: Connecting with the
diverse cultures of your students. Breaking out
of the Eurocentric mindsets present in the
curriculum.
Levels of resistance: Connecting with students
who are creatively maladjusting because they
see schooling as hurting them.
Friday, October 7, 2011

138. Differentiation
Know your students!! Make
accommodations
Goal: Students know
as much as they can Make modifications
without a process
getting in the way. Engaging learning
styles
Cooperative grouping
Assess in various
Using art ways
Friday, October 7, 2011

139. “Methods”
Friday, October 7, 2011

140. “Methods”
Teaching methods, or practices, are also
defined depending on the conceptual
frame that the teacher employs or
emphasizes.
Friday, October 7, 2011

141. “Methods”
Teaching methods, or practices, are also
defined depending on the conceptual
frame that the teacher employs or
emphasizes.
What are the traditional, liberal/
progressive, and transformative
approaches towards methods?
Friday, October 7, 2011

142. Divergent Thinking
Friday, October 7, 2011

143. “Methods”
Friday, October 7, 2011

144. “Methods”
Traditional - Methods as tools to plug in or “deposit”
information and reach predetermined destinations;
teacher-centered “banking method”;
convergent thinking
Friday, October 7, 2011

145. “Methods”
Traditional - Methods as tools to plug in or “deposit”
information and reach predetermined destinations;
teacher-centered “banking method”;
convergent thinking
Lib/Prog - Methods as tools to explore various
pathways to reach predetermined destination;
student-centered “banking method”;
convergent thinking
Friday, October 7, 2011

146. “Methods”
Traditional - Methods as tools to plug in or “deposit”
information and reach predetermined destinations;
teacher-centered “banking method”;
convergent thinking
Lib/Prog - Methods as tools to explore various
pathways to reach predetermined destination;
student-centered “banking method”;
convergent thinking
Transformative - Methods that support divergent
thinking; create “thick descriptions” of community
(understandings of intersections in a social, cultural,
and ecological contexts)
Friday, October 7, 2011

147. Methods for
Divergent Thinking
1. Cooperative 5. Small-Group
Grouping Discussion
2. Inquiry 6. Whole-Group
Discussion
3. Socratic Method
7. Use of Media
4. Direct Instruction
Work in small groups •Thick Description
Count off up to 7 •Community Involvement
Friday, October 7, 2011

148. Activity
Where would your activity appropriately fit in?
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
•Thick Description
•Community Involvement
Friday, October 7, 2011

149. “Solutionaries”
Friday, October 7, 2011

150. Transformative
Cooperative Groups
Friday, October 7, 2011

151. Transformative
Cooperative Groups
Traditional and Lib/Prog cooperative
grouping has each member with a different
task all aiming for the “right answer”
Friday, October 7, 2011

152. Transformative
Cooperative Groups
Traditional and Lib/Prog cooperative
grouping has each member with a different
task all aiming for the “right answer”
Transformative cooperative grouping is
about connecting to each student’s
strength with some aspect of the
community-based issue that is at hand.
Friday, October 7, 2011

153. Transformative
Cooperative Groups
Traditional and Lib/Prog cooperative
grouping has each member with a different
task all aiming for the “right answer”
Transformative cooperative grouping is
about connecting to each student’s
strength with some aspect of the
community-based issue that is at hand.
Feminist pedagogy
Friday, October 7, 2011

154. Transformative Inquiry
Friday, October 7, 2011

155. Transformative Inquiry
Focused on authentic, community-based
(social, cultural, and ecological), real-world
issues as the context and purpose for
learning
Friday, October 7, 2011

156. Transformative Inquiry
Focused on authentic, community-based
(social, cultural, and ecological), real-world
issues as the context and purpose for
learning
Uses investigation and exploration as the
learning experience
Friday, October 7, 2011

157. Transformative Inquiry
Focused on authentic, community-based
(social, cultural, and ecological), real-world
issues as the context and purpose for
learning
Uses investigation and exploration as the
learning experience
Feminist pedagogy, topic dictates pedagogy
Friday, October 7, 2011

158. Transformative Inquiry
Friday, October 7, 2011

159. Transformative Inquiry
1. Teacher/students determine a
transformative context
Friday, October 7, 2011

160. Transformative Inquiry
1. Teacher/students determine a
transformative context
2. “Mess about” & develop testable questions
Friday, October 7, 2011

161. Transformative Inquiry
1. Teacher/students determine a
transformative context
2. “Mess about” & develop testable questions
3. Investigation
Friday, October 7, 2011

162. Transformative Inquiry
1. Teacher/students determine a
transformative context
2. “Mess about” & develop testable questions
3. Investigation
4. Report findings & discussion about
connections to curriculum; “vocabulary”
emerges from findings and teacher’s
guidance
Friday, October 7, 2011

163. Transformative
Socratic Method
Friday, October 7, 2011

164. Transformative
Socratic Method
Using authentic questions exclusively to explore social,
cultural, and ecological relationships embedded in the
curriculum
Friday, October 7, 2011

165. Transformative
Socratic Method
Using authentic questions exclusively to explore social,
cultural, and ecological relationships embedded in the
curriculum
Authentic questions are grounded in asking who we are,
what are our relationships, and what our are actions
and decisions that support them?
Friday, October 7, 2011

166. Transformative
Socratic Method
Using authentic questions exclusively to explore social,
cultural, and ecological relationships embedded in the
curriculum
Authentic questions are grounded in asking who we are,
what are our relationships, and what our are actions
and decisions that support them?
Authentic questions are NOT focused on getting
students to generate the “right” answers.
Friday, October 7, 2011

167. Transformative
Socratic Method
Using authentic questions exclusively to explore social,
cultural, and ecological relationships embedded in the
curriculum
Authentic questions are grounded in asking who we are,
what are our relationships, and what our are actions
and decisions that support them?
Authentic questions are NOT focused on getting
students to generate the “right” answers.
Feminist pedagogy, topic dictates pedagogy
Friday, October 7, 2011

168. Transformative Direct
Instruction
Friday, October 7, 2011

169. Transformative Direct
Instruction
Can be helpful when the teacher wants to help
students construct lenses of analyses.
Friday, October 7, 2011

170. Transformative Direct
Instruction
Can be helpful when the teacher wants to help
students construct lenses of analyses.
Can be helpful when the level of disequilibrium is
more than the students might be able to handle
effectively on their own.
Friday, October 7, 2011

171. Transformative Direct
Instruction
Can be helpful when the teacher wants to help
students construct lenses of analyses.
Can be helpful when the level of disequilibrium is
more than the students might be able to handle
effectively on their own.
Use it sparingly! It can be done very well, but it
can be overdone pretty quickly.
Friday, October 7, 2011

172. Transformative Direct
Instruction
Can be helpful when the teacher wants to help
students construct lenses of analyses.
Can be helpful when the level of disequilibrium is
more than the students might be able to handle
effectively on their own.
Use it sparingly! It can be done very well, but it
can be overdone pretty quickly.
Topic dictates pedagogy
Friday, October 7, 2011

173. Transformative Small-
Group Discussion
Friday, October 7, 2011

174. Transformative Small-
Group Discussion
Students working in small groups to explore
transformative concepts and develop analyses.
Friday, October 7, 2011

175. Transformative Small-
Group Discussion
Students working in small groups to explore
transformative concepts and develop analyses.
Each small group reports out to the rest of the
class.
Friday, October 7, 2011

176. Transformative Small-
Group Discussion
Students working in small groups to explore
transformative concepts and develop analyses.
Each small group reports out to the rest of the
class.
Teacher might ask for groups to report based on
commonalities/differences rather than having
each group do its whole presentation.
Friday, October 7, 2011

177. Transformative Small-
Group Discussion
Students working in small groups to explore
transformative concepts and develop analyses.
Each small group reports out to the rest of the
class.
Teacher might ask for groups to report based on
commonalities/differences rather than having
each group do its whole presentation.
Feminist pedagogy
Friday, October 7, 2011

178. Transformative Whole-
Class Discussion
Friday, October 7, 2011

179. Transformative Whole-
Class Discussion
Teacher/students driving discussion through
transformative analyses and questions.
Friday, October 7, 2011

180. Transformative Whole-
Class Discussion
Teacher/students driving discussion through
transformative analyses and questions.
Good for when everyone needs to be on the
same page, but not as engaging as small group
discussions.
Friday, October 7, 2011

181. Transformative Whole-
Class Discussion
Teacher/students driving discussion through
transformative analyses and questions.
Good for when everyone needs to be on the
same page, but not as engaging as small group
discussions.
Feminist pedagogy, topic dictates pedagogy
Friday, October 7, 2011

182. Transformative Use of
Media
Friday, October 7, 2011

183. Transformative Use of
Media
Viewing = consuming
Friday, October 7, 2011