Core Instructional Design Frameworks

The following frameworks should be considered in designing curriculum:

UbD- Understanding By Design

Understanding by Design is the framework CHEC uses for curricular and instructional design.  Teachers use authentic assessments and plan instruction "backwards" to reach desired learning goals through student performance.   

Quinn Six 

http://www.plcwashington.org/cms/lib3/WA07001774/Centricity/Domain/50/quinns-six-questions.pdf

Rigor Relevance and Social Justice (attachment RRSJ_Rubric.docx)

Coalition of Essential Schools Essential Questions

·        From whose viewpoint are we seeing or reading or hearing? From what angle or perspective?

·        How do we know when we know? What's the evidence, and how reliable is it?

·        How are things, events, or people connected to each other? What is the cause and what is the effect? 

          How  do  they fit together?

·        What's new and what's old? Have we run across this idea before?

·        So what? Why does it matter? What does it all mean?

Quality Teaching English Language Learners (WestEd Teacher Professional Development 2010)

In our community, being a language learner is an asset, not a deficit. 

·      English language learners are perceived and treated as capable, legitimate participants

·      Engage in intellectually demanding interactions that have been deliberately crafted and scaffolded

·      Engage in high challenge, high support tasks that provide them with multiple points of entry into the academic community.

Conditions for Effective Scaffolding

Reaching English language learners does not mean watering down the curriculum, replacing age appropriate media with less dignified media, or withholding meaningful experiences.  ELLs can be supported by the following conditions for scaffolding:

 1.     Continuity- Tasks are repeated with variations and are connected to one another.

2.     Support from the Context- Student exploration is encouraged in a safe, supportive environment

3.     Intersubjectivity- Through mutual engagement, meanings are co-constructed by participants.

4.     Contigency- Task procedures depend on actions of learners and participants to orient teacher’s actions.

5.     Handover/ takeover- Learner autonomy increases as skills and confidence grow, teachers attend to learner’s readiness to take over increasing parts of the action.

6.     Flow- Skills and challenges are in balance; participants are focused on the task and “in tune” with it