AI-Powered Planning for Student-Centered & Emergent Curriculum
By: Allison White
TK Los Altos School District
Agenda
Introduction - Why Co-creating a curriculum with students is effective
The Process
Chosen Topic
Student work/feedback
Key Takeaways/Future Co-creations
Q&A
Hands-On Session
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Sociocultural Theory: Learning as a Social Process
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Source: Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior.
Sociocultural Theory: Learning as a Social Process
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Source: Bruner, J. (1961). The Process of Education.
Sociocultural Theory: Learning as a Social Process
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Source: Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Things the learner cannot do.
Zone of Proximal Development (ZPD): Things the learner can do with help
Things the learner can do on his own.
Universal Design for Learning 3.0: A Framework for Co-Creation
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Visions from LBUSD - Collective Efficacy
Case Study: Allison White , TK teacher
The Process Begins. . .
My beginning approach was to involve the whole class.
There was student interest in learning about volcanoes. We spent one day doing some read alouds of non-fiction books on the topic. The next day we created a list of their specific wonderings about volcanoes.
I input all their questions in the Unit Planner and noted which PTKLF’s �I wanted to focus on: Foundational Literacy, Science, and Visual and Performing Arts.
The Process
The Spark:
In order for all students’ voices to be heard, each student shared one idea
Three Week Unit Plan: Volcanoes
Link to Week 1 from the Unit Planner
Student Work
Student Work
Student Work
Construction of a path through lava!
Student Work
Student Work
Student Engagement with Informational Text
Student Work
Student Feedback
“I liked learning about lava.”
“Lava moves slower than I thought.”
“I liked magma and lava.” (Demonstrates the gesture we use to distinguish the two)
“We made volcanoes in the sandbox.”
Student Reflection: Volcano Unit
Teacher Reflection: Key Takeaways
Students engagement with informational text was purposeful. They flagged illustrations that connected with deeper learning of the topic.
I could have added in the Preschool Transitional Kdg Learning Foundations for Social Emotional Development to compare feelings to eruptions
Student use of Tier 2 and 3 vocabulary greatly increased even during independent play
I observed a high level of engagement co-creating this unit with the class
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Teacher Reflection: Key Takeaways
The activities were a catalyst to many types of play, modeling, and building.
This unit led to ideas for extension units from the students:
Layers of the Earth
Students were deeply excited learning these lessons, and it sparked collaboration and dramatic play because of their shared knowledge about volcanoes
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Future Co-Creations
Building this unit has opened up opportunities for implementing UDL into the classroom.
Co-create a unit with designated ELD group based on cultural relevance,traditions, and greater support with vocabulary..
Based on the needs of the students, create additional ways to engage students who are neurodivergent or have sensory needs.
Based on specific topics from unit, co-create units that smaller groups of students are interested in so that they become experts on sub-topic from the unit. They can then “teach” each other and share their learning.
SEL Co-Creation
Co-Creation with a UDL lens
Co-Create shorter units for Expert Groups
Some future ideas
Join Marzano National Research
The possibilities are endless!
Together, we will make a bigger impact to children’s life.
Thank you!
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