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Big Ideas from Big Ideas from Understanding by DesignUnderstanding by Design
Intro and Ch 1 RecapIntro and Ch 1 Recap
Big Ideas from Big Ideas from Understanding by DesignUnderstanding by Design
Intro and Ch 1 RecapIntro and Ch 1 RecapSec502/Fnd504Sec502/Fnd504
Big Ideas• The key questions
at the heart of effective learning:
Big Ideas• The key question
at the heart of effective learning:
What’s the point? What is important here?
Big Ideas• What do letter
grades tell us, really, about student understanding?
Big Ideas• What do letter
grades tell us, really, about student understanding?
Nothing, unless …
Big Ideas• What do letter
grades tell us, really, about student understanding?
Nothing, unless …They correspond to
valid assessment of understanding.
Big Ideas• Backward Design
is standard operating procedure in other design professions … designers start with explicit goals for specific end-users.
Big Ideas• “People need to
cross from A to B … so, ….
Big Ideas• “People need to
cross from A to B … so, let’s start with a work plan, order materials, and find the right workers.
Big Ideas• But that’s not the
way many teachers do it.
Big Ideas• But that’s not the
way many teachers do it. Instead, they say ….
Big Ideas• I’ve got some cool
cement here, and some steel I just love, and a bunch of guys lying around. Let’s try and build some-thing useful and see what happens.
Big Ideas• And, let’s put
them in groups to do it, because group work is the easiest way for them to figure out how to build something.
Big Ideas• And, in groups,
they won’t fall asleep!
Big Ideas• And, let’s not tell
them what we’re building; let’s see if they can figure out something useful from all the cement and steel I give them.
Big Ideas• Maybe …
someday… they might even be able to build a bridge!
Big Ideas• The Paradigm
Shift in Backward Design:
Big Ideas• The Paradigm
Shift in Backward Design:
• We think through the following BEFORE we design and teach a lesson.
Big Ideas• What are the
specific learnings sought, and what is the evidence of such learnings?
Big Ideas• We cannot say how
to teach for under-standing, or which materials and activities to use, until…
Big Ideas• We cannot say how
to teach for under-standing, or which materials and activities to use,
we articulate specific understandings we are after and what they look like in practice.
Big IdeasIf students were to ask, could
you provide a thoughtful answer?
Why are we reading this particular novel?
What will balancing equations help me to do in life?
So what if I can’t recall Newton’s Laws of Motion?
What’s the point of memorizing dates & names for my life?
Big IdeasIf students were to ask,
could you provide a thoughtful answer?
So what if I can’t find Algeria on the map?
Why should I care about mitosis vs. meiosis?
What’s the point of underlining words in this novel?
Big IdeasBackward Design
happens in stages:
Big IdeasStage One
Identify the desired results…
Big IdeasStage One
Identify the desired results in terms of STUDENT performance.
Big IdeasStage Two:
Determine acceptable evidence needed to document and validate that the desired learning has been achieved.
Big IdeasStage Two:
And make sure you have a variety of evidence under a variety of circumstances.
Big IdeasStage Three:
Then, and only then, plan learning experiences and instruction.
Big IdeasWiggins asks: What counts as evidence on the field, not merely in drills, that students get it?How do you know theyare ready to performwith understanding,knowledge and skill on
their own?
Big IdeasSkilled teachers
can articulate answers and, thus, design effective instruction.
Big IdeasRather than argue
over which teaching methods are “correct”, smart teachers make best use of their time reaching agreement on acceptable evidence of learning.
Big IdeasUnderstanding
Backward Design requires an open mind to look at learning as it really takes place …
Big IdeasUnderstanding
Backward Design requires an open mind to look at learning as it really takes pla…not as we think it should take place.
Big IdeasBackward Design
requires, really, common sense
and the ability to see that …
Big Ideas …too few
students really understand the point of their learning, and how to work effectively within the school system, and how to transfer those skills to the real world.
Big IdeasInstead, Backward
Design posits that educators who produce high quality learning designs …
Big IdeasInstead, Backward
Design posits that when educators produce high quality learning designs,
won’t experience teaching like this.
Instead …
Big IdeasInstead, Backward
Design posits that when educators produce high quality learning designs,
teaching won’t have look like this.
Instead …
Big IdeasInstead, Backward
Design posits that when educators produce high quality learning designs,
teaching won’t have look like this.
Instead … it will look like this.