Wholistic Education (WE) Curriculum, Instruction, & Assessment (CIA) Model.

Wholistic Education (WE)Curriculum, Instruction, & Assessment

(CIA) Model

Wholistic Education (WE) Curriculum Model

WE Curriculum Model FIVE Critical Attributes

1. Intellectually Engaging

2. Highly varied, Multi- dimensional

3. Requires Active Engagement

4. Collaborative

5. Personally Meaningful

Wholistic Education (WE) Curriculum Model Thematic Multi-genre Approach

There a multitude of research based benefits including;

• Using a thematic approach to teach literature provides a conceptual framework for exploring essential questions and enduring understandings (i.e., the logic at the heart of the discipline) and promotes student-centered inquiry.

• Using a thematic approach to teach literature affords opportunities to make interdisciplinary connections to the concepts of other disciplines.

• The multi-genre approach will provide a variety of reading experiences for students, afford opportunities for synthesis of ideas across several texts and genres, and provide various points of entry into the essential questions and enduring understandings.

• Using a thematic, multi-genre approach will allow us to collaboratively develop annotated bibliographies of novels, plays, short fiction, poetry, nonfiction, and text which are personally meaningful to the student/ learner.

The WE Curriculum Model follows the WE Weekly Curriculum Map

The WE Curriculum Model applies the two WE Core Classroom Components (CCC)

1) Established Routines (classroom norms) and

2) Daily Protocol.

Core Classroom Components Established Routines (Classroom Norms) & Daily

Protocol

Wholistic Education (WE) Core Classroom Components are the “non- negotiable” aspects of the WE Curriculum Model. Established Routines and Daily Protocol are the two key concepts which distinguish the Wholistic Education CIA model of transformative engagement from other models. The WE curriculum model follows a repeated daily & weekly format. The benefit of a repeated themed daily/ weekly format is that it creates a pattern of structure yet it still allows for teacher flexibility. These two components provide the structure and the format for presenting the Wholistic Education (WE) Curriculum Model which employs a thematic, multi-genre approach.The WE Core Classroom Components provides multi- various benefits for the teacher and the student/ learner.


Protocol

The WE Core Classroom Components provide multi- various benefits for the teacher and the student/ learner. The WE methodology embeds personal meaning, cultural relevance, active engagement, collaboration, and real- world connection. The components create a pattern of structure yet it still permits flexibility. This format will help to facilitate teacher planning and instruction which models copious educational best practices such as;

Inclusion Enrichment/ Rigor

Differentiation Learning Styles


Protocol

The Wholistic Education Core Classroom Components have a plethora of positive outcomes which are specifically designed for the maximal development of all students/ learners.

Students know what to expect on a daily and weekly basis

Reduces stress and anxiety

Reinforces consistency

Creates a safe learning environment

Cultivate habits of a self- directed learner

Core Classroom Components Established Routines (Classroom Norms) & Daily Protocol

Established Routines (Classroom Norms) Established Routines: This is

the format for the daily classroom agenda. These six daily norms can use as a template for lesson planning.

Daily Protocol Daily Protocol: The daily format isrepeated weekly. The content changesbased on the multi-genre, standardsbased unit focus. The Daily/ Weeklyformat is ALWAYS followed, hence theterm, Protocol.Wholistic Education (WE) WeeklyCurriculum Map: Day(s) 1-5 EssentialQuestions (EQ) *Uses 8 Elements ofReasoning- Paul/ Elder ModelIntroduce “Logic Wheel” as the KEY TOOLthat drives critical thinking in the WECurriculum Model and as the primarymeans of implementing the CoreClassroom Components.

Established Routines (Classroom Norms)

This is the format for the daily classroom agenda. These six daily norms can use as a template for lesson planning.

Pre- Opening Opening

Arouse Curiosity

Intellectually Engaging Interactions (IEI)

Art of Body Movement (ABOMO)

Closing


Pre- Opening

‘Come On In Song’ inviting, positive, inspiring music

that is related to learning focus or theme. *Greet

learners at the door with a smile and a positive word.

–Post Lyrics or pass out lyric sheet/ Use Lyrics in

lesson

– Can be the same

song weekly, throughout the unit, day(s) 1-5 (be

consistent)


Opening -2 min.Space needs to be inviting i.e. calm, clean, organized, structured, accessible prepared, reflects the diversity of the students, the community and the world.Time For Reflection (TFR) No Teaching/ No TalkingCome In, Get Settled, BE SILENTThings to do: breathe, reflection, journal writing, read, meditate, be still, get focused, review, study, prepare.


Arouse Curiosity -15 minHOOK/ ENROLL- Be Relevant. Be visual. Be Creative. Be Humorous or Interesting. Essential Questions: Present in a variety of mediums*Key Focus on Generating NON- linguistic representations.1) written 2) film clip 3) video/media 4) picture/ illustration

Daily Essential Questions (EQ) follow a weekly repeated format using resources from The Foundation for Critical Thinking.*Use Elder/ Paul Model of “Elements of Thoughts” / “Logic Wheel”

TFR & TTT (Time To Think) = nothing but THINKING i.e. silent reflection

= defined time limit/ clear focus= silence is valued/ brain is respected


Art and Science of Literary Enrichment (ASLE)

‘Bank of Activities’ rooted in the Wholistic Education (WE) three core building blocks (3CB’s) which are critical thinking, problem solving, and decision making.

Based on Marzano’s 9 Best Practices

**See WE Weekly Curriculum Map


Intellectually Engaging Interactions (IEI)

Movement/ Kinesthetics

- Break-out work

- Hands- on activities

–Rotation Stations

**CREATE/ GENERATE


Closing -15min.

**Critical Reflection (Paul/ Elder Model)

**Complete WE TFR Template Sheet

**Review, Reflection, Continued building (connections)

Daily ProtocolThe daily format is repeated weekly. The content changes based on the multi-genre, standardsbased unit focus. The Daily/ Weekly format is ALWAYS followed, hence the term, Protocol.

Wholistic Education (WE) Weekly Curriculum Map: Day(s) 1-5/ M-F Essential Questions (EQ) *Uses 8 Elements of Reasoning- Paul/ Elder Model

Introduce “Logic Wheel” as the KEY TOOL that drives critical thinking in the WE Curriculum Model and as the primary means of implementing the Core Classroom Components (CCC).

The Weekly Format is repeated and uses resources from the Foundation of Critical Thinking to formulate the daily essential questions.

Daily ProtocolEssential Questions (EQ) Day 1 = Monday(s) Focus:

Purpose & Questions

Essential Questions (EQ) Day 2 = Tuesday(s) Focus:

Information & Point of View (POV)

Essential Questions (EQ) Day 3 = Wednesday(s) Focus:

Concepts/ideas & Assumptions

Essential Questions (EQ) Day 4 = Thursday(s) Focus:

Implications & Consequences

Essential Questions (EQ) Day 5 = Friday(s) Focus:

Interpretations & Inferences

Daily ProtocolThe daily essential questions are based in the eight

elements of reasoning and serve as a framework to

examine the curriculum content which is presented using a

thematic, multi-genre approach. The daily element focus is

also meant to drive the lessons and activities to be used in

the Intellectually Engaging Interaction (IEI) and the Art

and Science of Literary Enrichment (ASLE) sections of

the Established Routines i.e. Classroom Norms.

WE Weekly Curriculum MapMonday(s) Day 1 of

Week*WE Essential Facts protocol to begin

Tuesday(s) Day 2 of WE Week

Wednesday(s) Day 3 ofWE Week

Thursday(s) Day 4 ofWE Week

Friday(s) Day 5 ofWE Week

Day One EQ Focus: Purpose & Questions

Day Two EQ Focus: Gather Information & Point of View

Day Three EQ Focus: Concepts & Assumptions

Day Four EQ Focus: Implications & Consequences

Day Five Focus: Interpretations& Inferences

Sphere 1- Self/ Self- Actualization Sphere 2- CommunityPair/ Partner Work

Sphere 3- World/ Global Issues

Sphere(s) 1,2,3Group Work

Action Oriented Activities

Identity FramesIndependent/Individual WorkJournal ReflectionTechnology/ MediaPlanning/ PreparationMetacognitive WorkHOM (Habits of Mind) Study Skills-Cornell Notes-Graphic Organizer

Newspaper/ Current Events (locally/ nationally)Nine Areas of People Activities * The Isis PapersThink/ PairTechnology/MediaPlanning/ Preparation

Sebekian Seminar-Education Through Communication (ETC)A WE Model Literacy Component

Collaborative GroupsMaking ConnectionsProject WorkTeacher/ Group InteractionTechnology/ Media

PresentationsProjectsAssessmentsEnrichmentField TripsGuest Speakers

* Time for one-on-one w/ teacher *Prep for Sebekian Seminar NO EXCEPTIONS

Overall focus on Mon. is on the individual (learner) in all lessons, activities, discussions will be self- focused i.e. learner- centered

Intellectual Standards- clarity, accuracy, precision, relevance, depth, breadth, significance, fairness, & logic

Teach & Model Critical Attributes of Sebekian Seminar * re-teach when necessary

Learner Input Highly Valued

Learner Input Highly Valued

Examples: self- reflection, self- directed, self- identity, self- monitoring, self- concept, self- modifying, self- managing

THINK about goals, plans, and objectives for Day 4- Thurs. & Day 5- Fri.

-Respectful Lang-Dialogue v. debate-Positive Paraphrase

Review ProgressSet / Review GoalBe Creative & Critical

Rubric: Develop & ReviewReview HOM Progress

NotesElements of Thought/ “Logic Wheel”-Target NotesPaul & Elder Model*Foundation for Critical Thinking

NotesUsed with sensitivity to 9 Universal Intellectual Standards

Notes: Unlimited access to the most current media and technology for EVERY student is ideal

Notes: Mandatory Daily Literacy Component

Notes: Incorporate Sensory Learning in EVERY Lesson

Wholistic Education (WE) Curriculum, Instruction, & Assessment (CIA) Model.

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