Transcript It’s all about Student Learning

Student Learning
LEARN
What are students going to do today?
Instructor: Cindy Garzón
“Good Teaching
is the constant stream of deliberate decisions a teacher
makes to increase the probability of learning”
Kathy Gardner
WORKSHOP’S LEARNING OBJECTIVES
The teachers will
• understand that the process of unit and lesson
planning begin with the end (learning
expectations) in mind.
• develop a major academic outcome expected
from the student at the end of their learning
experience with you in the subject you teach.
• plan complete learning objectives that will
facilitate the students’ learning of important
learning expectations.
PREASSESSMENT
Show of thumbs
Up = Yes?
Down = No?
1. How many here know of the UbD Backwards
Design concept? How many here
know/understand the UbD Backwards Design
concept?
2. How many here understand the UbD
Backwards Design concept?
3. How many here use the UbD Backwards Design
concept in unit planning?
Unit Planning
1
What will learners understand,
know, do and be like? Ss, BMs,
Skills, Enduring Understandings
Definition
of
Curriculum
2
How will we
know?
Evidence of
Learning =
Assessment
Learners
Constructing
Meaning
3
How will we
get them
there?
Learning
Objectives
1st IDENTIFY DESIRED RESULTS
Curriculum standards / Enduring understandings
Take 5 minutes to determine a major academic learning
outcome that you expect from your students by the end
of their learning experience with you:
Examples: Students will understand that
Language: Communicating effectively, while considering
audience and purpose when speaking or writing, is essential
for purposeful communication.
Social Studies: interpreting causal connections of historical
patterns help us to understand history’s impact on presentday societies.
Science: formulating a logical conclusion, is based on the proper
analysis of a controlled investigative process.
Critical Thinking: deciphering reliable and unreliable sources of
information is key to determining the validity of information
presented.
2nd: DETERMINE ACCEPTABLE EVIDENCE OF LEARNING
Select ONE of the desired learning outcomes you
developed:
Design a brief skeletal version of a summative
assessment that provides the best evidence of the
student’s level of achievement of that learning
expectation.
Example: reliable / unreliable sources (internet research)
Present the student with a controversial topic that has
been distorted by media or special interest groups.
Students will search the internet for 2 reliable sources
and 2 unreliable sources, evaluating the articles’
validity, based on a pre-designed rubric.
3rd: PLAN AND EXECUTE
LEARNING EXPERIENCES AND INSTRUCTION
Task Analysis of required learning to accomplish task
Essential Vocabulary:
Fewest Essential Facts: What are the “bare bones” required skills/facts
that the student will need to accomplish the task/assessment?
Why is this important to learn and when will they use it? If you were
talking to the student, how would you help them connect to the
learning? What purpose or rationale would be motivating to
them? How will being able to do this task be useful to them?
Steps for the learner (only for higher order thinking tasks): What
thought process does a student need to go though or what does a
student need to do to successfully complete the learning objective
assessment? These are NOT the chunks or teaching actions!
Additionally, these steps should be made explicitly clear to students
during the teaching.
Teach Style: How should the lesson be taught? Not a step in the task
analysis process, but the teacher should consider the best teaching
approach for this lesson, based on the learning expectations:
cover/uncover… direct, coach, facilitate.
3rd: PLAN AND EXECUTE
LEARNING EXPERIENCES AND INSTRUCTION
Task Analysis of required learning to accomplish task
Example: search the internet for 2 reliable sources and
2 unreliable sources, evaluating the articles’ validity,
based on a pre-designed rubric
Vocabulary: reliable, unreliable, controversial,
propaganda, validity…
Why important? Presentation of valid
information/arguments…
Steps for the learner:
• Select key words for search
• Check if source comes from a foundation, author,
university (reliable source)
• compare/contrast sources for consistent
information…
3rd: PLAN AND EXECUTE
LEARNING EXPERIENCES AND INSTRUCTION
Sequence of events leading to understanding
Write complete learning objectives in a logical
sequential order that is necessary to achieve the
learning expectation (Ss, BMs, EUs, Skills, Content
Knowledge):
• Decide whether it’s more effective to coach,
facilitate, or directly teach each intended
learning
•
•
Provide the tools necessary to successfully reach
understandings
Clarify any possible misunderstandings that may
exist
We will not actually work on this step, and go directly
to How to Write a Complete Learning Objective
BACKWARDS DESIGN
LESSON PLANNING – LEARNING OBJECTIVE
1. A complete learning objective includes
a. Content/Topic
b. Thinking level
c. Formative Assessment
(addresses desired results and evidence)
2. Considers teaching approach that matches learning
expectations
3. Chunks instruction in logical, sequential order
(addresses the planning of “how to get them there”)
Ex. Students will analyze model sources presented by the
teacher, comparing and contrasting the 3 sources to
determine which of the 3 is an unreliable source.
EXAMPLES OF A
LEARNING OBJECTIVE
Students will integrate the steps of the writing process into a
writing piece by composing a persuasive essay
• First: determining their TAP (task, audience and purpose)
• Second: using the structure of an essay previously taught in
class (posted on the board)
• Third: properly implementing the 6 traits of writing
Content: persuasive writing
Think level: synthesis
Formative Assessment: writing piece (bullets = set criteria for
expectations)
Students will apply (think level) the displacement method of
calculating volume (content objective) in order to calculate
the volume of various irregular shaped objects (assessment)
Closure
Please fill out an exit slip
feedback on the workshop
Thank-you
Information Sources
• McTighe, J. and Grant Wiggins. The Understanding by
Design Handbook. ASDC Publications, Alexandria, VA,
1999.
• Principle Training Seminars. Miami, FL
• Bambi Betts
• Kathy Gardner