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Clips to review (blank handout)

Session 4 Connecting the Dots: - Knowledge vs. Understanding - Facets of Understanding The Paradigm Shift from Instruction to Learning Paradigm Introduction to Understanding By Design Project Discussion CAT. Clips to review (blank handout). Dead Poets Society (56 sec)

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Clips to review (blank handout)

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  1. Session 4Connecting the Dots:- Knowledge vs. Understanding- Facets of UnderstandingThe Paradigm Shift from Instruction to Learning ParadigmIntroduction to Understanding By DesignProject DiscussionCAT

  2. Clips to review (blank handout) • Dead Poets Society(56 sec) • Dead Poets Society II(5 min) • Math Class(6 min) • 5 Minute U (4 min) • Break

  3. The Shift

  4. Understanding by Design A blueprint for learning

  5. Understanding by Design is also known as Backwards Design, why?

  6. Consider how you plan a trip. Do you use a backward design?

  7. What other kinds of work is best done backwards?

  8. The stages are logical but they go against traditional habits • Typically lesson and activity ideas are created before clarifying our performance goals for students • By thinking through the big ideas and assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results…learning. • Plan activities last, not first.

  9. Understanding By Design – 3 Stages 1-Identify desired results

  10. Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence

  11. Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence 3-Plan learning experiences

  12. Standard(s): Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s t a g e 2 Learning Activities s t a g e 3 The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there?

  13. 1. Identify Desired Results: What are the outcomes of your course? Upon completing your course, what should students know, understand, and be able to do? 2. Determine Acceptable Evidence: How will you know if your students have achieved the desired outcomes? What will you accept as evidence of proficiency? 3. Plan Learning Experiences: With the identified results and evidence of understanding/proficiency in mind, what sequence of activities best suits the desired results? How can you make learning both engaging and effective given the goals and needed evidence?

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