Designing learning experiences for teachers students and the public
Download
1 / 14

Designing Learning Experiences for Teachers, Students, and the Public - PowerPoint PPT Presentation


  • 97 Views
  • Uploaded on

Designing Learning Experiences for Teachers, Students, and the Public. An Introduction to the Principles of “Backwards Design”. Time for a Test. A test item on a national 8 th grade mathematics assessment:

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Designing Learning Experiences for Teachers, Students, and the Public' - seoras


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Designing learning experiences for teachers students and the public

Designing Learning Experiencesfor Teachers, Students, and the Public

An Introduction to the Principles of “Backwards Design”


Time for a test
Time for a Test

  • A test item on a national 8th grade mathematics assessment:

    "How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?"

  • Almost one-third of the 8th graders answered the question, "31 remainder 12" (Schoenfeld, 1988, p. 84).

    Why?


Stephen r covey the seven habits of highly effective people

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction.

Stephen R. CoveyThe Seven Habits of Highly Effective People


Designing learning experiences for teachers students and the public
What would we accept as evidence that learners have attained the desired understandings and proficiencies?


Designing learning experiences for teachers students and the public

Understanding by Design the desired understandings and proficiencies?, by Jay McTighe and Grant P. Wiggins, 1998Prentice Hall Publishing, ISBN 013093058X

What would we accept as evidence that learners have attained the desired understandings and proficiencies - BEFOREproceeding to plan teaching and learning experiences?


Designing learning experiences for teachers students and the public

June 28, 2003 the desired understandings and proficiencies?

M-Day

What would we accept as evidence that learners have attained the desired understandings and proficiencies?


What are the questions
What are the questions? the desired understandings and proficiencies?

How do you want the participants to be DIFFERENT as a result of attending M-Day?

(knowledge, attitudes, skills)


Establishing curricular priorities t hree r ealms
Establishing Curricular Priorities the desired understandings and proficiencies?THREE REALMS

  • Worth being familiar with:  What do we want learners to read, view, research and otherwise encounter?

  • Important to know & do:  Mastery required at this level.  Important knowledge (facts, concepts, & principles) and skills (processes, strategies, & methods).

  • "Enduring" understanding: What we want learners to "get inside of." 


Essential questions cannot be answered in a single sentence
Essential Questions the desired understandings and proficiencies?cannot be answered in a single sentence

  • Is there enough to go around (e.g., food, clothes, water)?

  • Is history a history of progress?

  • Does art reflect culture or shape it?

  • Are mathematical ideas inventions or discoveries?

  • Must a story have a beginning, middle, and end?

  • When is a law unjust?

  • Is gravity a fact or a theory?

  • What do we fear?

  • Who owns what and why?

  • Is biology destiny?


Clarifying questions
Clarifying Questions the desired understandings and proficiencies?

Filter 1: To what extent does the idea, topic, or process represent a "big idea" having enduring value beyond the classroom?

Filter 2 : To what extent does the idea, topic, or process reside at the heart of the discipline?

Filter 3 : To what extent does the idea, topic, or process require uncoverage?

Filter 4 : To what extent does the idea, topic, or process offer potential for engaging students?


Backwards design
Backwards Design the desired understandings and proficiencies?

  • What is worthy and requiring of understanding?

  • What is evidence of understanding?

  • What learning experiences and teaching promote understanding, interest, and excellence?


Resources
Resources the desired understandings and proficiencies?

  • Understanding by Design, by Jay McTighe and Grant P. Wiggins, 1998, Prentice Hall Publishing, ISBN 013093058X

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

  • http://www.pgcps.pg.k12.md.us/~croom/understanding_by_design.htm