Cds june 2011
description
Transcript of Cds june 2011
Welcome!
MCDS Curriculum
Design Studio
Workshop Goals
By the end of the two days, we hope that you have: • learned a process for creaAng units that promote deep
understanding • created or revised knowledge, understanding and transfer
goals for your unit • created or revised essenAal quesAons and enduring
understandings for your unit • created or revised assessments for your unit • begun to plan or revise learning acAviAes that support your
unit goals • shared your work with colleagues • offered feedback to colleagues
Teaching for Understanding?
What do the experts say?
Table Talk
What did you take away from your reading of Module A?
Logical Curriculum Design
Stage 1: If the desired end result is for learners to……
Stage 2: then you need evidence of the learners’ ability to……
Stage 3: then the learning events (acAviAes) need to….
Stage 1: If the desired end result is for learners to……
Stage 2: then you need evidence of the learners’ ability to……
Stage 3: then the learning events (acAviAes) need to….
UbD is….
• a way of thinking • an opportunity to deepen student understanding for the long term
• results‐oriented • mission‐driven • iteraAve • focused on independent transfer • based on research in cogniAve psychology & neurology
UbD is not…..
• acAviAes‐driven • superficial • focused on short‐term acquisiAon of content
• test driven
Break
Stage 1: Desired Results What are the desired student
outcomes of this unit?
What do I want students to know?
What do I want students to be able to do?
What are the “big ideas” in this unit?
What do I want students to be able to transfer to new contexts independently?
• How will students be able to transfer their understanding to novel contexts? Transfer
• What will students understand as a result of the unit? Understanding
• What will students be able to do as a result of the unit?
AcquisiAon of Skills
• What will students know as a a result of the unit?
AcquisiAon of Knowledge
4 Types of Learning Goals
Hierarchy of Goals
Transfer
Understanding
AcquisiAon of Skills and Knowledge
AcquisiAon of Knowledge
Students will know:
• the basic food groups. • the parts of a microscope.
• the 13 original colonies. • the definiAon of a noun.
AcquisiAon of Skills
Students will be skilled at:
• dribbling a ball for at least 10 steps.
• following 2‐step direcAons.
• graphing a line given two linear pairs.
Meaning
Students will be able to:
• explain the importance of maintaining a healthy commons.
• compare a basic cell to another enAty.
• arAculate the perspecAve of both NaAve Americans and missionaries.
Transfer: So that…?
Students will use their learning independently to:
• make healthy choices in the lunchroom.
• line up safely and without conflict when moving from class to class.
• converse with naAve speakers of a given target language.
• effecAvely communicate their points of view in wriAng.
WriAng Transfer Goals
I want students to learn ___________ so that, in the long run, they will be able, on their own, to use this content to __________________.
New Template on Atlas!
Work Time!
Lunch!
EssenAal QuesAons
These are the “keep you up at night” quesAons.
EssenAal quesAons:
• Promote genuine inquiry into big ideas • Produce deep thinking • Cause rethinking • Require connec5ons to be made
• Require students to: • consider alterna5ves • weigh evidence • support ideas • jus5fy answers
EssenAal quesAons should also be:
• age‐appropriate • posted in the classroom • asked over and over again throughout the year(s)
Which is not an essenAal quesAon?
☐ When is the “correct” answer not the best soluAon?
☐ Are we a democracy or a plutocracy?
☐ What is foreshadowing?
Enduring Understandings
These are the “morals” of the story (the unit).
Enduring understandings are:
• full‐sentence statements
• gained only through guided inference‐ they are not teachable facts
Which is not an enduring understanding?
☐ CorrelaAon does not mean or ensure causality.
☐ The Civil War
☐ Technological progress presents new possibiliAes and problems.
Work Time!
Table Sharing
Pair with a team from another table.
Solicit feedback on one aspect of your design.
Offer feedback on one aspect of the other team’s design.
Welcome! Day 2
MCDS Curriculum
Design Studio
Stage 2: Evidence How do I know what my students
know, understand, and can transfer?
Alignment of Goals and Assessment
• What are the desired results?
• If those are the desired results, what follows for assessment?
Desired Results
Learning OpportuniAes Assessment
Purposes of Assessments
FormaAve SummaAve
Forms of Assessment
• Tests • Quizzes • Discussions • Performances • Projects • Journal entries • Homework • Group work • InvesAgaAons
Analyzing Assessments
What are the goals of this assessment? • AcquisiAon of knowledge • AcquisiAon of skills • Understanding • Transfer
Break
Assessing Understanding
We need to gather evidence that students:
– have made meaning of content
– can transfer learning to new tasks or sejngs
– are able to address essen5al quesAons
Six Facets of Understanding
Explain
Interpret
Apply and adjust
Have perspecAve
Show empathy
Have self‐knowledge
Hierarchy of Goals
Transfer
Understanding
AcquisiAon of Skills and Knowledge
Rubrics
• EssenAal for assessments of meaning and transfer
• Allow teacher to assess students along a conAnuum of understanding and transfer
• Vehicle by which teacher communicates expectaAons to students
Global CiAzenry Rubric
Interdependence Global CiAzenry Balance of Systems Children as Change Agents AdopAng a New PerspecAve
Work Time!
Lunch!
Stage 3: Learning for Understanding
How do I design learning acAviAes to ensure acquisiAon, meaning and transfer?
Teacher Role
Goal Teacher Role AcquisiAon Direct InstrucAon
Meaning FacilitaAve Teaching
Transfer Coaching
What does it look like?
• Direct InstrucAon?
• FacilitaAve Teaching?
• Coaching?
Learning OpportuniAes
Goal Students should…
AcquisiAon Calculate IdenAfy Recall
Memorize State Select
Meaning Analyze Compare Contrast
Defend CriAque Synthesize
Transfer Apply Create Design
Innovate Solve Troubleshoot
Work Time!
Final Sharing
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• hlp://bit.ly/c639w2 • hlp://bit.ly/kkeKPi • hlp://bit.ly/lwLNyX • hlp://bit.ly/mOZOll • hlp://bit.ly/mmPmYk • hlp://bit.ly/myjvFG • hlp://bit.ly/kIs4bc • hlp://bit.ly/jz29CB • hlp://bit.ly/ln3Ghd • hlp://bit.ly/mFvXQc • hlp://bit.ly/jcWJjK • hlp://bit.ly/kVsmr8 • hlp://bit.ly/kaJJMM