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PL 13/7/2017

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by

Daniel Gooding

on 21 June 2017

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Transcript of PL 13/7/2017

Model Lesson
$
What you see...
...can change...
depending upon your
PERSPECTIVE
Students
Colleagues
Leaders
Tell me about a time when you were really inspired by what you were learning
If you could decide what was taught at school, what is something you would love to learn about?
How do you know how you are going in your learning?
Can you share with me how this was a great unit of work and how the design contributed to its success?
When you are involved in designing a unit of work, what do you always consider as part of the process?
What do you think enables teachers to design excellent units of work?
Can you share how this document guides your curriculum leadership and how it was developed?
What are finding is enabling you to lead well
AND
what gets in the way of you leading well?
If you could design your role to work in the way you think would be best, what would you change?
Looking at
Curriculum Design
Get me to
1
Each envelope contains the same sized pieces of paper

Each piece of paper is a fraction of a whole

Take turns to place a piece down until a whole is made

The last to put down a piece of paper is out

Keep playing until there is one winner
I have a certain amount of money in my pocket

You have eight questions you can ask me to find out how much I have

After eight questions you can guess
How much
in my pocket
v
Two volunteers come to the front of the room

One is given a calculator, the other must use
mental computation

The first to 3 points is the winner
Calculator
Computator
13


Each group is to list as many questions as they can think of in 3 minutes

The answer must be 13

The group with the highest number of unique questions wins


The answer is
what's the question?
the


Working in pairs, with one calculator for each pair

Enter a 5 digit number

Challenge your partner to change one digit in one operation

Score a point if you succeed, your partner scores a point if you miss the mark

change
digits
Planning
Design
17 + 25
136 - 92
16 x 5
112 ÷ 25
+ + 0.25
(to one decimal place)
3
16
8
6
_
_
if the
CONTENT
is the
n
ouns
then the
PROFICIENCIES
are the
v
ERBS
morning tea
Peter Sullivan - VCAA, Vic Curriculum
1. Sort the verbs into proficiencies
2. Order the verbs by complexity
3. List 5 examples of LI using verbs
Group A
Group B
Group C
Group D
&
- the class
- observe the
students
- observe the
Teacher
lunchtime
eg
.
we are learning to...
content (skill,
verb
knowledge, understanding)
a number a prime number
deduce
what makes
Group A
Group B
Group C
Group D
Juniors
Seniors
Middles
Found'n
Design
a unit of work of at least
FIVE
lessons
Build the unit around the
proficiencies

Key
content
area - Time (Measurement)

Use
/
Modify
current Maths planner
or
create
a new one
Plenary
Reform level/ASPIRE teams
Share your experiences
Review the unit designed
Discuss:
After considering these perspectives on curriculum today, what is the next best step for our team?
3 mins each
summarise
repeat
15 mins
7 Rs new
perspectives
record:
shared google doc - take notes during sharing
- rank 7 Rs most to least evident
- copy rankings to summary page
is there a difference?
respond individually
record collaboratively
what does the curriculum say?
read Rationale
discuss
what does the research say?
read Article
discuss
Thank you for a
day
highly productive
Full transcript