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Week 2: Designing Curriculum

Week 2: Designing Curriculum. Baker University 5103. What Do You Remember?. 3 Facts and a Fib Write down 4 statements that reflect what you know about Common Core and/or the discussion of Chapter 1 of UbD . 3 statements should be true 1 statement should be false. P. 38 UbD Textbook.

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Week 2: Designing Curriculum

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  1. Week 2: Designing Curriculum Baker University 5103

  2. What Do You Remember? • 3 Facts and a Fib • Write down 4 statements that reflect what you know about Common Core and/or the discussion of Chapter 1 of UbD. • 3 statements should be true • 1 statement should be false.

  3. P. 38 UbD Textbook What is the difference? Knowing Understanding Meaning of facts Theory behind the facts Fallible, In process theories Degree or sophistication Why it is Judge when to and not to use the knowledge • Facts • Facts in relation to other facts • Verifiable claims • Right or wrong • Truth (or not) • Respond to cues

  4. Understanding: The successful result in trying to understand • Knowledge and skill are necessary elements but not the end all • Requires • The ability to “do” • Self-assessment • Justify • Critique • Figuring out which knowledge to use and/or adapt

  5. Misunderstanding • Students don’t always get out of the lesson what we intended • Not knowing and misunderstanding are different • You have to have knowledge to have misunderstanding • Applying what they know in an improper manner: Literal? See p. 51 examples

  6. Transferability: Does it Matter? • Expectation: to take what we learned in one lesson and apply it to other related, but different situations. • Teachers can only help students learn a limited number of ideas, facts, skills, examples • We must help students use that knowledge when confronted by different scenarios or problems.

  7. Evidence of Understanding • We need to see that a student can extract understanding (meaning) and apply that understanding to problems or performance • Quite different than just recall of facts • Assessments must reflect our goal of understanding not just knowing.

  8. Changing our thinking: • How does Common Core change or extend “Understandings”?

  9. P. 34 UbD Textbook Purposeful Survey: UbD Template • Stage 1 • Goals: standards (CC); connections to real world • Understandings – long after the unit is over • Essential Questions: Big ideas • Key knowledge and skills students will acquire • Stage 2 • Determining acceptable evidence • Stage 3 • Planning Learning Experiences

  10. Student Led Discussions Chapter Reviews: Stage 1 Chapter 3 – Clarity of Goals Chapter 4 – 6 Facets of Understanding Chapter 5 – Essential Questions Chapter 6 – Crafting Understandings NOTE: At the end of each Chapter: Write 1 minute essay to summarize your understanding of the lesson.

  11. Chapter 3: Clarity of Goals • Backward design is goal directed (specific results) • Avoids the twin sins of aimless coverage and isolated activities • Goals: Formal, long term exit outcomes, state or district/program goals or standards • Justifies what to teach, leave out, emphasize, etc. • Provides perspective

  12. Chapter 3: Clarity of Goals • Distinguishing between Knowledge & Skills • Ensuring application of knowledge and skills • Helping Students Learn How to Learn: inferring the underlying enabling skills required to complete the performance aspect of application. • Standards: Unpacking • Big Ideas: Core vs. basic (see p. 67, 69-71, 77) • Transfer

  13. Chapter 4: 6 Facets of Understanding • Understanding is multi-dimensional and complicated • 6 sided view of understanding (p. 84) • Can explain • Can interpret • Can apply • Have perspective • Can empathize • Have self-knowledge

  14. Chapter 4: 6 Facets of Understanding • Explain • why, how, supporting opinions, show their work • Support, justify, generalize, predict, prove, verify, substantiate • Interpretation • Meaning, matter, who cares? • Connections to real world, human experience, and me

  15. Chapter 4: 6 Facets of Understanding • Application: • Using knowledge effectively in new situations and diverse realistic contexts • How and when to use a particular knowledge or skill • Matching knowledge content to context • Perspective • Critical and insightful points of view • Confront alternative theories & ideas • What of it? What is assumed? What follows?

  16. Chapter 4: 6 Facets of Understanding • Empathy • The ability to get inside another person’s feelings and view • Insight: • Helps with understanding their point of view • Helps to understand the author to improve one’s own understanding • Self-Knowledge • To know one’s own ignorance, thought process, and bias • Questioning our beliefs and assumptions

  17. Chapter 5: Essential Questions • Framing goals with Essential Questions: A doorway through which to explore the content more deeply • Not answerable in a brief sentence • Aim is to stimulate thought, provoke inquiry, and spark more questions • Broad and full of transfer possibilities • Enrich the learning experience

  18. See p. 110 Chapter 5: Essential Questions What makes a questions essential? • Broad in scope and timeless by nature: recur throughout our lives • Core ideas and inquiries within a particular discipline • What is needed to effectively learn the core content: inquire & make sense of important, complicated ideas • Will engage a specific and diverse set of learners

  19. See p. 112-113 Chapter 5: Essential Questions • What about skill-based content? • Key concepts • Purpose and value • Strategy and tactics • Context of use

  20. See p. 115 -117 Chapter 5: Essential Questions • Topical • Specific essential questions • Overarching • More general essential questions • Use both! • To both broaden understanding and focus learning. TIPS for writing Essential Questions: p. 118-121

  21. Develop Essential Questions That: • Focus instruction and organize student learning • Push students to higher levels of thinking. • Help students make connections beyond the content being studied.

  22. Why Essential Questions? Olympics How have the Olympic Games Influenced both society and The individual? How have both society and the Individual influenced the Olympic Games? FACT FACT FACT FACT FACT FACT

  23. Without Essential Questions… Olympics FACT FACT FACT FACT FACT FACT

  24. Teaching the Essential Question • Teach students the essential questions before you begin the unit • Essential Questions are like “Mental Velcro” • Students should focus on any & all information that “sticks” to the essential question • Always POST your Essential Questions

  25. Sample Essential Questions • Athletics/Sports • How can I improve my eye/hand coordination? • What skills and techniques are used in basketball? • How can I be a successful team player? • How can I control my body during games?

  26. Sample Essential Questions FABLES • What is the meaning of Folktale? • What is the difference between folktales and fables? • How do we learn lessons in life through understanding fables? • How do we learn lessons in life through fables? • What qualities of yourself would you like to share with others?

  27. Sample Essential Questions Quadratics • What are the 3 most common methods of solving quadratics? • How can we relate quadratic solutions to their function’s graphical representation? • What does it mean if an algebraic root is an imaginary number? • How can we decipher which conic section is described by a quadratic equation?

  28. Sample Essential Questions SOCIAL STUDIES / HISTORY • What are the characteristics of a rural, suburban, and urban community? • Why did the American Revolution occur? • How can we look at the Revolution from alternate points of view? • How were Native Americans Involved in the American Revolution? • Why is Paul Revere more famous than Sybil Ludington? • How do we use directionality, map keys, and symbols to identify information on a map or globe?

  29. Sample Essential Questions WEATHER / NATURE • What are the different kinds of weather? • What is the water cycle? • What methods are used to study the weather? • What are the different classes of animals? • What are the characteristics of each class? • How does nature change and adapt to the fall season? • How do people adapt to the fall season?

  30. Sample Essential Questions ECONOMICS • What is a consumer culture? • How does our economic system contribute to our consumer culture? • What are some of the messages in our consumer culture? • How am I affected by consumer culture?

  31. Sample Essential Questions Related Arts/Technology • How has Henri Matisse influenced the world of art? • What types of safety precautions are necessary when working with ______? • How is the technology taught in the classroom applicable to everyday life? • Why is rhythm a vital feature of choreography?

  32. Chapter 6: Crafting Understandings • Crafting = creating/stating • Characteristics of examples vs. non-examples (p. 127-128) • Enduring understandings: • Focus on larger concepts, principles or processes. • Enable transfer • Applicable to new situations within or beyond the subject. • Generalizations

  33. Chapter 6: Crafting Understandings Topical Overarching More general Point toward transferable knowledge Provide a link to the big ideas • Specific understandings about a particular topic • Helps delineate the overarching understandings Use both! To both broaden understanding and focus learning.

  34. Chapter 6: Crafting Understandings

  35. Chapter 6: Crafting Understandings TIPS for Crafting Understandings • Specify what the learner should understand about the topic (avoid restating the topic) • The understanding is an inference not a fact • Statement must reflect that learner must use lots of facts and reasoning to draw a conclusion • Finish this statement: “Students should understand that…” • Thought-provoking proposition • Over time and across cultures • Helps student make sense of content and transfers of key ideas

  36. Chapter 6: Crafting Understandings Developmental Issues • To novice or young learners, a difficult inference can over time become an obvious fact. • Keep in mind the context of the Understanding (statement) • Avoid assumptions (about student knowledge and/or understandings)

  37. Chapter 6: Crafting Understandings • Understandings as Goals • Stage 1 is for the designer not the learner • These understandings as goals are not for the learner to recite back at the end of the unit, but rather to USE • Written by the designer to the contractor • Blueprint for developing the desired understandings

  38. Chapter 6: Crafting Understandings • Predictable misunderstandings: Identifying potential misconceptions, misinformation, potential rough spots when teaching this content. • May be no single understanding (disagreements may occur) • Fallibility & Plurality of Understandings: • May be more than one right answer; • May change as new knowledge is revealed

  39. See p. 147, 149 Chapter 7: Thinking Like an Assessor • Goals ---- Assessment ---- Instruction • What do we typically do? • Why might this order be more effective? • Questions to ask (over and over) • What evidence can show that students have achieved the desired results (as noted in Stage 1)? • What assessment tasks and other evidences will anchor our units and guide instruction? • What should we look for to determine the extent of student understanding?

  40. Chapter 7: Thinking Like an Assessor • How do we do we change from thinking like an activity designer to thinking like an assessor? • Picture this! From snapshots to a scrapbook. What does this analogy suggest? • Things to consider: • Assessment continuum – p. 152 • Types of Evidence (expanding on the continuum) – p. 153 • What do these types of assessments imply? (p. 168-169)

  41. See p. 154 Chapter 7: Thinking Like an Assessor • What is AUTHENTIC assessment? • Task, problem or project • What makes it authentic? • Realistically simulates real world situations • Student has to USE their knowledge wisely and effectively • Student has to “do” the subject • Replicates key real-life contexts • Student effectively uses sum of knowledge and skills (not in isolation) • Allows for appropriate rehearsal, feedback, revision

  42. Authentic Assessment Defined • A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills • Actively involves students in a process that joins what is taught, how it is taught, and how it is evaluated

  43. TRADITIONAL ASSESSEMENT Example- multiple choice tests Purpose- to determine whether students have obtained the knowledge and skills necessary Goal- for students to become productive citizens AUTHENTIC ASSESSMENT Example- performing a task Purpose- to determine whether a student is capable of performing meaningful tasks in the real world Goal- for students to become productive citizens How is Authentic Assessment similar to/different from Traditional Assessment?

  44. Traditional Assessment Assign the following problem: If a US Olympian releases the discus at an angle of 32 degrees with a velocity of 85 ft/sec how far does it travel before it hits the ground? Authentic Assessment Assign students the following tasks in groups of three – 1) As if you were competing in the shot put, push a tennis ball off your shoulder at an approximate angle of 30 degrees. One group member times from release of the ball until it hits the ground. Other group member measure this horizontal distance. Determine the ball's velocity. 2) Repeat this process at angles 60 and 45 degrees.  Which angle provides optimal distance and why? Authentic Assessment: Math

  45. Traditional Assessment Write a paper demonstrating the point of view of your selected Olympic athlete Authentic Assessment Students conduct interviews of Olympic participants & role play the part of the participant Authentic Assessment: English

  46. Traditional Assessment True/False test on banned substances code Write a paper discussing an Olympic doping scandal Authentic Assessment Mock Q & A session between IOC official and perspective Olympians to discuss the new code regarding banned substances and performance enhancers Original educational video/commercial: Dangers and Consequences of Doping Authentic Assessment: Science

  47. See p. 156-159 Chapter 7: Thinking Like an Assessor • Problems vs. Exercises • Interesting vs. valid evidence • Focused Design: GRASPS • Goal, Role, Audience, Situation, Performance, Standards (page 159)

  48. See p. 161-167 Chapter 7: Thinking Like an Assessor • How do you know what they know? • Why they did what they did (said what they said, etc.) • Support for their approach or response • Reflection on the result • Using the 6 Facets of Understanding (from Ch. 4)to determine what the student knows and can do. (p. 162-4)

  49. See p. 161-167 Chapter 7: Thinking Like an Assessor • Tying Essential Questions to Assessment • What could students do fulfill or answer the Essential Question? • Use GRASPS to help develop the assessment with the Essential Question as a prompt. • Consider all types of assessment (including tests) so that monitoring of understanding and misunderstanding can occur

  50. Chapter 7: Thinking Like an Assessor • Balance your assessments!!!

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