Educ 498z designing learning with technology
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2001 Maryland Technology Academy Frederick County Public Schools Satellite Academy. EDUC 498Z Designing Learning with Technology. Session 4 Maryland Content and Technology Standards. University of Maryland Educational Technology Outreach Director: Davina Pruitt-Mentle July 25, 2001.

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EDUC 498Z Designing Learning with Technology

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Educ 498z designing learning with technology

2001 Maryland Technology AcademyFrederick County Public Schools Satellite Academy

EDUC 498ZDesigning Learning with Technology

Session 4

Maryland Content and Technology Standards

University of Maryland

Educational Technology OutreachDirector: Davina Pruitt-Mentle

July 25, 2001


Introduction

Expectations

Indicators

What Standards Do I Address?

Goals

Learning Outcomes

Our Activity

Introduction

Background Knowledge

What overall knowledge shows need for improvement

Davina Pruitt-Mentle


How to navigate the mdk12 site

How to Navigate the MDK12 Site

  • www.mdk12.org

  •  Search

  •  Tips for Searching:

    [Recent Changes] [New User Tips]

    [Learner Outcomes] [Exemplars] [Public Release Tasks]

    [Proficiency Levels] [Scoring Guides]

    [Project BETTER][MSPAP Data][MSDE’s 10 Steps]

    [Featured Educators]

  •  Learner Outcomes and Indicators for K-8

Davina Pruitt-Mentle


Overall standards k12

Overall Standards - K12

  • Standards

  • MAIN standards page has the Maryland Learning Outcomes and Core Learning Goals embedded as well as technology requirements

Davina Pruitt-Mentle


Core learning goals high school

Core Learning Goals High School

  •  Standards

  •  How do we test how students have learned? (insert icon)  9-12

  • High School Core Learning Goals

Davina Pruitt-Mentle


Deciphering the jargon

Deciphering the Jargon

Davina Pruitt-Mentle


Navigating the site

Navigating the Site

  • See Handout

Davina Pruitt-Mentle


Identifying desired results

Identifying Desired Results

  • Using the Classroom Example of background data regarding Argyle Middle School

  • Maryland Content and Technology Standards (mdk12.org)

  • Text example on 5th grade Nutrition

Davina Pruitt-Mentle


Argyle data

Argyle Data

Davina Pruitt-Mentle


Argyle data shows

Argyle Data Shows

  • Very technology “endowed”

  • Need improvement in reading

Davina Pruitt-Mentle


Textbook example

Textbook Example

Converting textbook example to Maryland standards. Textbook standards were:

  • Students will understand essential concepts about nutrition

  • Students will understand elements of a balanced diet

  • Students will understand their own eating patterns and ways in which these patterns may be improved

Davina Pruitt-Mentle


How do these relate to maryland standards

How do these relate to Maryland Standards?

  • Science:

  • Life Science (3:) Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

    • Biochemistry

    • 3.5.9 (3= life science, 5 = by the 5th grade, 9 = the actual statement) cite evidence to support the importance of food, water, and air in the structure and function of living things.

    • 3.5.10 explain that organisms can cause physical and chemical changes to matter (e.g., digestion, growth, excretion).

Davina Pruitt-Mentle


Enduring understanding

Enduring Understanding

  • “What enduring understanding do I want students to take away from the unit?”

  • Example: “Students will use an understanding of the elements of good nutrition to plan a balanced diet for themselves and others”.

Davina Pruitt-Mentle


The backward design process

The Backward Design Process

With permission from:

http://www.ascd.org/readingroom/books/wiggins98book.html

Understanding by Design. Wiggins & McTighe

  • The backward approach to curricular design also departs from another common practice: thinking about assessment as something we do at the end, once teaching is completed. Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards), backward design calls for us to operationalize our goals or standards in terms of assessment evidence as we begin to plan a unit or course. It reminds us to begin with the question, What would we accept as evidence that students have attained the desired understandings and proficiencies—before proceeding to plan teaching and learning experiences? Many teachers who have adopted this design approach report

  • that the process of "thinking like an assessor" about evidence of learning not only helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students perform better knowing their goal. Greater coherence among desired results, key performances, and teaching and learning experiences leads to better student performance—the purpose of design. (p.8-9)

Davina Pruitt-Mentle


Stages in backward design

Determine Acceptable Evidence

Plan Learning Experiencesand Instruction

Stages in Backward Design

Identify the Desired Results

Davina Pruitt-Mentle


Questions to ask

Questions to Ask

  • What should students know, understand, and be able to do?

  • What is worthy of understanding?

  • What enduring understandings are desired?

Davina Pruitt-Mentle


Stage 1

Stage 1

  • Consider our goals, examine established content standards (national, state, and district), and review curriculum expectations.

    Given that there typically is more content than can reasonably be addressed, we are obliged to make choices. A useful framework for establishing curricular priorities may be depicted using Wiggins and McTighe’s three nested rings.

Davina Pruitt-Mentle


Establishing curricular priorities

Worth being familiar with

Important to know and do

“Enduring” Understanding

Establishing Curricular Priorities

Wiggins and McTighe’s Nested Rings

Davina Pruitt-Mentle


Nested rings explanation

Nested Rings Explanation

  • The largest ring identifies knowledge that students should find worth being familiar with.

  • In the middle ring, specifying important knowledge (facts, concepts, and principles) and skills (processes, strategies, and methods). We would say that student learning is incomplete if the unit or course concluded without mastery of these essentials.

  • The smallest ring represents finer-grain choices—selecting the "enduring" understandings that will anchor the unit or course. The term enduring refers to the big ideas, the important understandings, that we want students to "get inside of" and retain after they've forgotten many of the details.

Davina Pruitt-Mentle


Wiggins and mctighe s filters

Wiggins and McTighe’s Filters

How does one go about determining what is worth understanding amid a range of content standards & topics?

  • To what extent does the idea, topic or process represent a “big idea” having enduring value beyond the classroom?

  • To what extent does the idea, topic, or process reside at the heart of the discipline? (Authentic learning experiences)

  • To what extent does the idea, topic, or process require uncoverage? (What common misunderstandings need to be covered more in-depth)

  • To what extent does the idea, topic, or process offer potential for engaging students?(motivation, interest, relevance)

Davina Pruitt-Mentle


The big picture design approach

The Big Picture:Design Approach

Davina Pruitt-Mentle


The big picture design approach1

The Big Picture:Design Approach

Davina Pruitt-Mentle


The big picture design approach2

The Big Picture:Design Approach

Davina Pruitt-Mentle


The six facets of understanding

The Six Facets of Understanding

  • Explanation

  • Interpretation

  • Application

  • Perspective

  • Empathy

  • Self-Knowledge

Davina Pruitt-Mentle


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