Curriculum & Unit Design

Pokémon Go, One Quick Thought…

The other day, when I was talking to one of my educator friends, I voiced something to the effect of, “If I were still in the classroom, I’d find a way to fit Pokémon Go into my teaching!” In my opinion, this app is the perfect example of when it’s appropriate to begin planning instruction with the technology in mind and not what we want students to understand or be able to do (because the app is so cool, we just have to use it).

Nonetheless, when utilizing the app (or any other technology), we should probably rethink our actions if in no way, shape, or form are we then able to connect/integrate the technology with what students are supposed to learn…or, if technology use results in the same understandings being reached, but in a much less efficient or more roundabout way. In other words, we shouldn’t try to cram a square peg into a round hole.

Now, let’s take a closer look at why (or, why not) Pokémon Go has a place in our classrooms.

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Stop Posting Essential Questions for Every Lesson

By Ross Cooper Leave a Comment

Essential Questions, by Jay McTighe and Grant Wiggins, p. 15

My Thoughts on the Excerpt

1. Learning Targets for Lessons, Essential Questions for Units

If students are able to thoroughly investigate an essential question within a given class period, the odds are it’s not an essential question. As stated, it could instead possibly be a leading question or guiding question…On the other hand, students can benefit from a learning target being posted for every lesson.

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3 Reasons to Rethink Your Basal Reader

By Ross Cooper 3 Comments

Currently in my district at the elementary level, we are in the process of strategically moving away from our basal reading program. We’ve already “cut out” its writing component, as next year we’ll be hitting the ground running with Writing Workshop and the Units of Study. Also, we’ve begun the process of designing our own reading comprehension instruction with the assistance of Reading with Meaning, Strategies That Work, and Notice & Note (both fiction and non-fiction).

Now, while it may be “cool” and trendy to hate on textbooks, for the benefit of all parties involved – students, parents, teachers, administrators, etc. – I believe it’s important to be able to articulate why we are choosing to deemphasize the program.

With these thoughts in mind, here are three reasons to rethink your basal reader.

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Project-Based Learning Professional Development (part 3): The Workshop Model

By Ross Cooper 1 Comment

This post is the final of three installments that describe the three project-based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts/thought leaders to help shape the vision for teaching and learning in our classrooms…To read more about Innovate Salisbury, take a look at this Edutopia article I collaborated on with my Superintendent, Randy Ziegenfuss (@ziegeran), and Assistant Superintendent, Lynn Fuini-Hetten (@lfuinihetten).

The first PBL session was more of a general overview of PBL. The second session contained a module in which teachers, playing the role of students, designed student-created rubrics for a PBL unit on opinions and arguments.

The Third Session

The third session followed a workshop model in which teachers spent the majority of the time working on this template, which was adapted from the Buck Institute for Education. (Just in case, here’s a PDF version.) While the work was taking place, teachers were able to rely on each other and/or administrators for support.

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Should practitioners ignore researchers?

By Ross Cooper 4 Comments

Since the start of my career in 2007, I have witnessed some form of educational debate take place on almost a daily basis. And, with the rise of social media – in particular, Facebook and Twitter – these types of conversations are now that much easier to create, engage in, and/or find.

The Problem

Overall, the majority of this communication does ultimately benefit our students, but at the same time I believe we owe it to our profession to not just interact when we’re “in the know,” but also when there is a lot to be learned…And, furthermore, we should be willing to admit to ourselves and others that we just might not know everything.

Over the past month I have witnessed a few arguments unfold on Twitter in which a couple of educators from other districts were justifying their actions by declaring, “Those ideas [proposed by others in the district] wouldn’t work with my students,” and at the same time they discounted the work of highly respected researchers because “They aren’t in the classroom!” In general, these situations were your typical resistance to change.

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If It’s Not Medium Agnostic, It’s Not Project-Based Learning

By Ross Cooper 3 Comments

In the last post we explored explicit steps for the designing of student-created rubrics, and we touched upon the significance of rubrics/project-based learning (PBL) experiences being medium agnostic. In this particular context, this term can be defined as…

Learning that is driven by enduring understandings (not tasks), and therefore students can demonstrate their knowledge however they choose.

Now, let’s look at how we can promote medium agnostic learning experiences in our classrooms…

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Project-Based Learning Professional Development (part 2): Student-Created Rubrics

By Ross Cooper 3 Comments

In a previous post I described the first of three project-based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts/thought leaders to help shape the vision for teaching and learning in our classrooms.

While the first session was more of a general overview of PBL, this past Wednesday we focused on student-created rubrics.

Here is a look at what took place:

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Inquiry is King. Here’s Why…

By Ross Cooper 3 Comments

What is Inquiry?

Inquiry-based learning can be defined as learning that “starts by posing questions, problems or scenarios – rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator.”

In short, through some form of productive struggle, students “uncover” material, as opposed to content coverage and the memorization/regurgitation of facts and knowledge…For a look at what this uncovering looks like and why it is so crucial, refer to a previous post, “Why I Refused to Flip My Classroom.” In fact, I highly encourage you to take a few short minutes to read the post and then return to this one.

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Project-Based Learning Professional Development (part 1)

By Ross Cooper 6 Comments

Last Wednesday I facilitated a few hours of project-based learning (PBL) professional development for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts/thought leaders to help shape the vision for teaching and learning in our classrooms.

This year, the team will be meeting a total of about seven times, and four of these sessions will feature some form of PBL learning, this past week being the first of the four.

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Curriculum Mapping, 5 Ideas

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Last week I had the opportunity to attend two days of Curriculum Mapping Boot Camp with Dr. Heidi Hayes Jacobs and Dr. Marie Alcock in New York City. Here are five of my takeaways:

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