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TEACHERS ARE DESIGNERS

TEACHERS ARE DESIGNERS

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TEACHERS ARE DESIGNERS

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  1. TEACHERS ARE DESIGNERS • An essential act of our profession is the design of: • curriculum • learning experiences • We are also designers of assessments to: • diagnose student needs • guide our teaching • enable us, our students, and others to determine whether our goals have been achieved • Did the students learn and understand the desired knowledge?

  2. ASSESSMENTS & EVALUATIONS • In the past, we typically conducted our assessments at the end of our unit(s). • We used mostly paper-and-pencil kinds of assessments found in the teacher’s guides of adopted textbooks.

  3. ASSESSMENTS & EVALUATIONS • We also incorporated culminating projects into our units, but generally as celebratory events for students to showcase their work with little evaluation. • Did we really know who learned what? • When we were honest with ourselves, we admitted that we operated under the maxim: • “I taught, therefore, they learned.”

  4. DESIGN CONSIDERATIONS & CURRICULUM PLANNING • When you think of teaching a unit… • Do you “teach, test, and hope for the best?” • How do you think of going about lesson planning? • What do you think about before putting pencil to paper? • What resources to you consider first? • What steps do you take in the planning process?

  5. Targeted Goals • “Students can hit any achievement target they can see and that will sit still for them.” • Rick Stiggins

  6. IDENTIFY THE DESIRED RESULTS • What should students know, understand, and be able to do? • What is worthy of understanding? • What enduring understandings are desired?

  7. WHAT KNOWLEDGE IS WORTH UNDERSTANDING?