21 st Century Teaching and Learning

1. 21st Century Teaching and Learning Designing Effective Instruction to Engage our Learners

2. Toni Theisen Loveland High School Loveland, Colorado 80538 theisent@gmail.com http://tonitheisen.wikispaces.com http://lhsfrenchclasses.wikispaces.com/

3. Today’s Essential Question • How do teachers create student-centered standards-based thematic units that engage all learners using backward design?

5. How does “backward design” change the way instruction is organized?

6. How does “backward design” impact student learning?

7. What is backward design?

8. What is backward design? A unit design framework for beginning with the end in mind. (What does the learner know, understand and is able to do?)

9. What is backward design? A unit design framework for beginning with the end in mind. (What does the learner know, understand and is able do?). A way to integrate standards, curriculum, instruction, and assessment within a unit with targeted results.

10. What is backward design? A unit design framework for beginning with the end in mind. (What does the learner know, understand and is able to do?). A way to integrate standards, curriculum, instruction, and assessment within a unit with targeted results. A way to enhance meaningful understanding and transfer of learning.

11. Learner-centered • Backward design is a way to authentically put the learner in the center of instruction. • There is a BIG difference between just knowing and really understanding.

12. The learner will…..

13. The learner will….. Review the principles of backward design.

14. The learner will….. Review the principles of backward design Analyze a thematic unit using backward design.

15. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units.

16. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units.

17. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units. Use the three modes as the center for designing assessment and instruction.

18. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units. Use the three modes as the center for designing assessment and instruction. Examine sample unit planner. Use unit planner template to create lesson.

19. Think with the end in mind, start with assessment Differs from traditional approaches to designing curriculum. Instead of planning activities or tasks first, you begin with how and what will be assessed.

20. Stage One: Identify Desired Results Elements of the Design: Goals, Knowledge and Skills, Essential Questions, Enduring Understandings

21. Goals • The Goals for each unit are typically the national, state, and/or local standards. • Often represent specific content objectives that must be met for a particular grade level or subject. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

22. Knowledge and Skills • Objectives that students should be able to know and do. • Specific content knowledge and skills. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

23. Essential Questions • Open-ended questions that are thought-provoking and interpretive. • Essential Questions are at he core of your content and often leads to, or requires further investigation. • Essential Questions: • Have no obvious right answer • Raise more questions • Address concepts that are key to the discipline Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

24. Enduring Understandings: are Big Ideas that be transferred and made into statements. Uncover abstract or misunderstood ideas Reveals ideas Enduring Understandings Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

25. The 5 C’s-National Standards

26. Source: Laura Terrill

27. Goal 1: Communication • Standard 1.1- Interpersonal Mode: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions. • Standard 1.2 – Interpretive Mode: Students understand and interpret written and spoken language on a variety of topics. • Standard 1.3 – Presentational Mode: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics. Source: STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDE Pages 6, 7 http://startalk.umd.edu/

28. Interpersonal Mode

29. Interpretive Mode

30. Presentational Mode

31. What is the mode of communication? Source: Laura Terrill .

32. What is the mode of communication? Source: Laura Terrill .

33. What is the mode of communication? Source: Laura Terrill .

34. What is the mode of communication? Source: Laura Terrill .

35. What is the mode of communication? Source: Laura Terrill .

36. What is the mode of communication? Source: Laura Terrill

37. What is the mode of communication? Source: Laura Terrill .

38. What is ‘backward design?

39. What is ‘backward design? The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.

40. What is ‘backward design? The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. “the end in mind”

41. What is ‘backward design? The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. “the end in mind” The framework identifies three main stages:

42. The 3 Stages of Backward Design

43. Stage 1: Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?

44. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning?

45. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn?

46. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?

47. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?

48. Stage 1: Identify Desired Results Choose a unit theme and subthemes. Establish outcomes based on the National Standards/California Standards Identify content knowledge and skills that align with theme.

49. Let’s brainstorm some themes.

50. Possible subthemes?