Whereto with technology day2
description
Transcript of Whereto with technology day2
![Page 1: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/1.jpg)
Understanding by Design, Stage 3
“If you don’t know exactly where you are headed, then any road will get you there.”
Day 2
Learning by Design
Parkway School District
2011 - 2012
![Page 2: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/2.jpg)
“ There is no ideology to it: Do what works
in Stage 3 to meet the objectives of Stage 1.”
-- Wiggins and McTighe, 2005
![Page 3: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/3.jpg)
W
H
E
R
E
T
O
here from, where to, why
ook and hold
xplore and experience, explain and equip
eflect, rethink, revise
ailor and personalize the work
valuate work and progress
rganize for optimal effectiveness
![Page 4: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/4.jpg)
Group 2: Investigating Senteo as a formative assessment tool
Group 3: Created a Smart Notebook page that works as a tool
for self-assessment. Students use this towards the end
of learning a concept in order for teachers to identify
which students need more help before moving
forward.
Group 4: Worked on the same tool as Group 3.
![Page 5: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/5.jpg)
Group 2: Translated existing paper-based performance task (how
many arrangements of the room are possible?) into an
introduction to the unit, where students rearrange the
desks of their own classroom.
Group 3: Created a 'birthday party' hook that will act as a
touchstone for math concepts as they occur. Each time
students acquire a new skill, they will build onto the story
of the 'party' they are planning.
Group 4: Re-examined the order of math concepts as they are
presented by the textbook and created a question as a
hook for the upcoming unit: "How can we think faster than
a calculator?" - a focus on developing mental math
capabilities
![Page 6: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/6.jpg)
Learning activities …
live here
support these
employ these
develop these in
students
![Page 7: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/7.jpg)
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
![Page 8: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/8.jpg)
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
![Page 9: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/9.jpg)
Stage 1 (Enduring Understandings and Essential Questions)
Stage 2 (Assessment) Performance Event (GRASPS)
Stage 3 (WHERETO) A – M – T (Acquisition, Meaning Making, Transfer)
![Page 10: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/10.jpg)
To what degree might our units help students transfer their knowledge to other parts of their lives?
To what degree might our units help student review and reconsider knowledge and skills they have gained?
![Page 11: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/11.jpg)
![Page 12: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/12.jpg)
W
H
E
R
E
T
O
here from, where to, why
ook and hold
xplore and experience, explain and equip
eflect, rethink, revise
ailor and personalize the work
valuate work and progress
rganize for optimal effectiveness
![Page 13: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/13.jpg)
Build background knowledge
Offer opportunity to discover
Connect outside the classroom
Identify objectives
Communicate progress through rubrics or example work
Mix direct instruction with investigation
![Page 15: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/15.jpg)
Skype with an author, another classroom, an expert, a parent
Google Earth interactive tours or layers + Smart Notebook
Discovery Education assignments
Wallwisher – essential question posted and ask students to “think aloud”
Web Quests – inquiry project online
![Page 16: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/16.jpg)
A
M
T
cquire
ake meaning
ransfer
![Page 19: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/19.jpg)
Purposeful work through publishing Wikis for student projects (Google Sites or wikispaces)
Blogging for student interaction (Kidblog.org or Edmodo)
VoiceThread to invite community feedback
Gathering an audience Colleagues
Other schools in the district
Social networks
Parents and relatives
![Page 20: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/20.jpg)
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
![Page 21: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/21.jpg)
Where might technology support the work?
How are your activities building background
knowledge through experiences, inside and
outside the classroom?
How might one of your existing activities
change to incorporate opportunities for
transfer?
![Page 22: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/22.jpg)
![Page 23: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/23.jpg)
W
H
E
R
E
T
O
here from, where to, why
ook and hold
xplore and experience, explain and equip
eflect, rethink, revise
ailor and personalize the work
valuate work and progress
rganize for optimal effectiveness
![Page 24: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/24.jpg)
via Chuck McWilliams
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
![Page 25: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/25.jpg)
Seeing and hear points of view through critical eyes and ears
Seeing the “big picture”
Looks like …
![Page 26: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/26.jpg)
Showing metacognitive awareness
Being aware of what we don’t understand
Perceiving what shapes our own understanding
Looks like …
![Page 27: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/27.jpg)
Finding value in what others might find odd, alien, or implausible
Perceiving sensitivity on the basis of prior direct experience
Looks like …
![Page 28: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/28.jpg)
Concept mapping (Smart Notebook, One Note, LucidChart)
Role play (Edmodo)
Digital Storytelling (PhotoStory3, Pixie, Kerpoof)
examples from the Parkway Film Festival
Exit slips for parent and student (Wallwisher)
Others?
![Page 29: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/29.jpg)
Blogging – to examine work as a whole
Edmodo – to look at small pieces
Smart Board – ungroup and move words, concepts
Document camera + Smart Board – annotate and discuss exemplary student examples
Word – add comments (students access each other’s work in L: drive)
Others?
![Page 30: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/30.jpg)
What did you learn? What did you learn about x that I did not teach you?
How did you learn it?
How might you apply it in the future?
![Page 31: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/31.jpg)
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
![Page 32: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/32.jpg)
Where might technology support the work?
What opportunities exist in your unit that
stretch students through
perspective, empathy, or self-knowledge?
How do you build in time for revision and
reflecting? What does that look like in your
unit?
![Page 33: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/33.jpg)
To what degree might our units help students transfer their knowledge to other parts of their lives?
To what degree might our units help student review and reconsider knowledge and skills they have gained?
www.wallwisher.com/wall/lbdday2
![Page 34: Whereto with technology day2](https://reader035.fdocuments.net/reader035/viewer/2022062710/559b6e731a28ab53778b4572/html5/thumbnails/34.jpg)
“ Education should be an itch, not a scratch.”
-- Frank Lyman, 1992