umd

EdSe 4501: Education Psychology | Spring 2017

 


Question 2

How will you differentiate our learning, teacher, to connect your lessons and our lives?


girl at schoolgirl at school


Week 7


Tuesday 2/28

Sense: Senselusciousness (link)
Reflect: When has senselusciousness engaged you as a learner?
Analyze: Collaborate with unit 2 partners to analyze
Zull's (2002) pp. 133-152 + Begley's (2008) pp. 74-75 (pdf download)
Create: Summarize Zull's and Begley's assertions and evidence about sense-lusciousness. Connect these to add detail and differentiation to your unit 1 project.
Then explain what senselusciousness lives like in differentiated curriculum form to connect with students' lives.

Thursday 3/2

Sense: Wiring (hyperlink)
Reflect: Brainstorm three to five ways our brains are similar, and three to five ways they're different. Connect to your readings.
Analyze: Collaborate with unit 2 partners to examine Doidge (2007) pp. 258-285 + pp. 287-311
(pdf download).
Create: Summarize Doidge's assertions and evidence about culture and cognition. Connect these to your unit 1 project.
Then explain what it looks like in differentiated curriculum that connects with students' lives.


Week 8

Tuesday 3/7


Mid-term course feedback
1. Go
2. Stop
3. Start


Thursday 3/9

Sense: Change and Self Control
(hyperlink)
Reflect: What does this have to do with differentiation? What more do we want to know?
Analyze: Collaborate with unit 2 partners to examine Heath & Heath's (2010) research on rationality and exhaustion.
Create: Summarize
Heath & Heath's assertions and evidence about rationality and exhaustion.
Connect these to your unit 1 project.
Then explain what it looks like in differentiated curriculum that connects with students' lives.


Week 9

Tuesday 3/14

Sense: Multiple Ways of Knowing (hyperlink)
Reflect:
What does this have to do with differentiation? What more do we want to know?
Analyze:
Collaborate with unit 2 partners to examine Gardner's (2004) Multiple Intelligences research.
Create: Summarize Gardner's assertions and evidence about rationality and exhaustion.
Connect these to your unit 1 project.
Then explain what it looks like in differentiated curriculum that connects with students' lives.


Thursday
3/16

Sense: Positive (hyperlink)
Reflect:
What does this have to do with differentiation? What more do we want to know?
Analyze:
Collaborate with unit 2 partners to examine Achor's (2011) and Sinek's (2009) assertions.
Create: Summarize these assertions and evidence about positive psychology and purpose.
Connect these to your unit 1 project.
Then explain what it looks like in differentiated curriculum that connects with students' lives.


Week 10

Tuesday 3/21

Sense: Frinky Science of Motivation (hyperlink)
Reflect:
What does this have to do with differentiation? What more do we want to know?
Analyze:
Collaborate with unit 2 partners to examine Shiv's (2011) assertions.
Create: Summarize these assertions and evidence about positive psychology and purpose.
Connect these to your unit 1 project.
Then explain what it looks like in differentiated curriculum that connects with students' lives.

Thursday 3/23

Sense: On Human Needs (hyperlink)

Reflect: What does this have to do with differentiation? What more do we want to know?
Analyze: Collaborate with unit 2 partners to examine Maslow's (1943) On Human Needs (pdf download)
Create: Summarize Maslow's assertions and evidence about basic/deficiency and growth/being needs.
Connect these to your unit 1 project.
Then explain what it looks like in differentiated curriculum that connects with students' lives.


Week 11

Tuesday
3/28

Sense: Don't Lecture Me (hyperlink)
Reflect: What does this have to do with differentiation? What more do we want to know?
Analyze: Collaborate with unit 2 partners to examine Mazur's (2011) research on lectures and alternatives
Create: Summarize Mazur's assertions and evidence about passive and active learning.
Connect these to your unit 1 project.
Then explain what it looks like in differentiated curriculum that connects with students' lives.

Thursday 3/30

Draft project 2 (described below)

Week 12

4/4-4/6

Conference with unit two peers to invite feedback on project 2 drafts (described below)

Week 13

4/11-4/13

Revise and submit project 2 to dan via electronic link or three-dimensional object


If submitting digital work, please include your UMD username and also include your name inside the file.

Project 2
How will you differentiate our learning, teacher, to connect your lessons and our lives?

Instructions

Begin by sketching a quick and simple illustration that summarizes your project 1.
Label the big ideas, and cite 7-10 key, specific findings that
will shape real 21st century teaching and learning.
(That part should feel like review).

Then, enrich your sketch with findings from your unit 2 readings.
Your unit 2 findings may expand, connect, and add detail
to your existing sketch.
Summarize and cite 7-10 new scholarly insights about differentiating learning (your unit 2 readings).
(This part should feel new-ish).

Now, select three students from your 5th-12th grade apprenticeship, and using pseudonyms, place each of your students right in the middle of your sketch.
Analyze where differentiated learning is taking place and where it should be scaffolded for each of these three.

Organize your project in a professional way that suits.

Checklist

___ Analyze each of your three learners in light of the same scholarly framework for differentiation
___ Cite 14-20 relevant research sources (half from each unit, please)
___ Document citations in accurate APA
___ Use grammatically and mechanically accurate language
___ Include your name at the conclusion of your project
___ Submit your project as scheduled; see Dan if alternate schedule is necessary

Concept samples

One
Two
Three
Four
Five


Rubric

 

Passable/C range

Quality/B range

Exceptional/A range

Describing learning

reiterating portions of research on learning

identifying key findings and relevant scholars in brain research

narrating a guided tour of the landscape of current education neuroscience research and for each theme, identifying numerous scholars whose findings
put this theme on the map

Differentiating learning

adding interaction opportunities to a teaching-centered curriculum

designing curriculum that sequences sensory, reflective, analytical, and creation experiences for students

constructing curriculum that begins with sense-luscious student engagement, followed by student examination of essential questions, and then on to guided study of enduring understandings, and finally having students apply these enduring understandings to a real world performance task that they value

Course grades

Course grades will be earned based upon completion of projects 1-3. Satisfactory completion of all projects is required for course credit.

Final course grades will be determined upon the preponderance of evidence demonstrated in all course projects.

"Timshel; thou mayest"
Steinbeck (1952)