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Understanding by Design. Session 2. Understanding Conceptual Foundations in Saskatchewan Curriculum BAL’s- Broad Areas of Learning. Outcomes & Indicators. Turn and Talk What prior knowledge do you have regarding outcomes and indicators?. Outcomes.
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Understanding by Design Session 2
Understanding Conceptual Foundations in Saskatchewan CurriculumBAL’s- Broad Areas of Learning
Outcomes & Indicators Turn and Talk • What prior knowledge do you have regarding outcomes and indicators?
Outcomes • Describe what students will know or be able to do in a particular discipline by the end of the grade or course. • Are unique from grade to grade, but may build on or expand on outcomes from previous grades.
Indicators • Are a representative sample of evidence that students would be able to demonstrate or produce if they have achieved the outcome. • Define the breadth and depth of the outcome.
Understandings: The Big IdeaPage 13 Renewed Curricula: Understanding Outcomes
Essential Questions • What provocative questions will foster inquiry, understanding, and transfer of learning? • These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human.
Qualities of an Essential Question: • Answers cannot be found, they must be constructed • They cast old knowledge, ideas, texts, in a new light • They generate multiple answers and perspectives • They generate more questions • They lead to discovery and uncovering, rather than simply covering, a topic • They are engagingly framed • They are higher-order; they always take us to analysis, synthesis, and evaluation • Students must go beyond the information given to develop their answers from McKenzie, J. (2000). Beyond technology: Questioning, research, and the information literate school. FNO Press. Blooms
