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The Legacy Cycle Cherie McCollough VaNTH-PER Workshop January 10, 2004

The Legacy Cycle Cherie McCollough VaNTH-PER Workshop January 10, 2004.

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The Legacy Cycle Cherie McCollough VaNTH-PER Workshop January 10, 2004

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  1. The Legacy CycleCherie McColloughVaNTH-PER Workshop January 10, 2004 Schwartz, D., Lin, X., Brophy S., Bransford, J. (1999). Toward the development of flexibly adaptive instructional designs. In C. Reigeluth (Ed.) Instructional-Design Theories and Models: A NewParadigm of Instructional Theory (Pp. 183 – 214). Mahwah, NJ: Erlbaum.

  2. The LEGACY CycleA Flexibly Adaptive Instructional Design • The Initial Challenge • Look Ahead and Reflect Back • Generate Ideas • Multiple Perspectives • Research and Revise • Test Your Mettle • Go Public

  3. Optics Example: Diamonds, Stars, and Shadows – What are the properties of light? • Context – Why Optics? • Optics and the curriculum – TEKS, IPGS • Content covered in First and Second Challenge • Webpage URL: http://www.ece.utexas.edu/bell/newLegacy/mod3.html

  4. Look Ahead and Reflect Back • Provides an understanding of the goals, context, and challenges students will face • Provides a benchmark for reflection and self-assessment • Helps students represent a specific problem as an example of a larger set of issues • Example: Optics

  5. Look Ahead and Reflect Back: Student vs. Teacher • STUDENT: • What is my challenge? • What is the basic problem and how does that problem relate to others in this content area? • TEACHER: • What are the learning goals that students should meet in this challenge? • What are the content goals that students should meet in this challenge?

  6. Look Ahead and Reflect Back: Milestone • Think about the content area you would like your Legacy challenge to address. • What are some learning goals you have for your students in this unit? What are some content goals? • Write some questions relating to this content area that could potentially be Legacy challenges. • Discuss with the group.

  7. Generate Ideas • Helps students make their own thinking explicit • Helps students see what other students are thinking • Encourages sharing of ideas • Helps teacher assess current state of student knowledge • Provides students with baseline to more easily see how much they learn • Example: Optics

  8. Generate Ideas: Student vs. Teacher • Student: • What do I already know about this topic? • What do I want to find out about this topic? • What do others know? • Teacher: • What do my students already know about this topic? • Are there misconceptions that need to be addressed? • What further instruction may be necessary?

  9. Generate Ideas: Milestone • Predict what you think students will discuss. • List those ideas • Discuss with group.

  10. Multiple Perspectives • Provides a way to introduce students to vocabulary and perspectives of experts • Allows students to compare their ideas to expert’s ideas • Provides guidance on what students need to learn about • Provides realistic standards of performance • Indicates that multiple perspectives exist in the domain • Example: Optics

  11. Multiple Perspectives: Student vs. Teacher • Student: • What new information is being presented about this topic? • How does this information compare with what I already know? • Teacher: • What information are students perceiving in addition to content? Do they recognize different perspectives? Are they applying realistic standards of performance to themselves? Do they see the value of multiple perspectives?

  12. Multiple Perspectives: Milestone • List some different perspectives that may be used in your content area/challenge. • Describe what each expert may contribute to your content area/challenge. • Discuss with group.

  13. Research and Revise Exploring the Challenge: • Consult resources • Collaborate with other students • Listen to “just-in-time” lectures • Complete skill-building lessons • Look at legacies left by other students • Conduct simulations and hands-on experiments • Example: Optics

  14. Research and Revise: Student vs. Teacher • Student: • What more do I need to know to become an “expert” in this content/challenge area? • What questions do I still have? • Teacher: • Are any “just in time” lectures necessary? • Are students exploring content fully and thinking deeply? • Are misconceptions being addressed? • Are there collaboration/group issues?

  15. Research and Revise: Milestone • Think of some ideas for resources regarding your content area/challenge. • Think of strategies to help students as they research. • Construct a list of the above. • Discuss with group.

  16. Test Your Mettle • Formative assessment • Wide variety of forms: multiple choice tests, essays, opportunities to test their designs, etc. • Feedback suggests which resources to consult to reach target level of understanding • Feedback is motivational • Example: Optics

  17. Test Your Mettle: Student vs. Teacher • Student: • Have I approached a level of expertise in this content/challenge area? • Do I have a sufficient level of understanding in this content/challenge area? If not, what must be done before proceeding to the next step? • Teacher: • Have students reached the expected level of understanding? If not, where are the content gaps? • Have assessments been motivational and adequate? • Have misconceptions been addressed?

  18. Test Your Mettle: Milestone • List some of the criteria you will use for content mastery and how you will test those criteria. • What are some activities or problems/projects that you can include as part of the students’ investigation? List and discuss with group members.

  19. Go Public • Makes thinking VISIBLE • Helps students to assess themselves and others • Helps set standards for achievement • Helps students to learn from each other • Motivates students to do well (high stakes) • Example: Optics

  20. Go Public: Student vs. Teacher • Student: • What are the standards for achievement in this content/challenge area? Have I met them? • What are important lessons that I learned and want to leave to others? • Teacher: • Were students successful? Why or why not? • What are important lessons that I learned and want to leave for myself and others?

  21. Following completion of Legacy Cycle: • Return to Look Ahead and Reflect Back and see how much has been learned (benchmark) – shows the payoff for perseverance • Focuses on the process and content learned – can make CD that contains their solutions and legacies, provides a review • Helps students decide what legacies will be most useful to others • Teachers should also leave legacies

  22. Websites of Interest • www.VaNTH.org Information regarding VaNTH • www.ece.utexas.edu/bell/newLegacy The optics website (case sensitive) • http://www.edb.utexas.edu/petrosino/per/ go to “workshops”

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