Curr design
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Curr design



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5 Es



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    Curr design Curr design Presentation Transcript

    • Designing Project Based Instruction CUIN 5303
    • Forward Design
      • Follow the textbook
      • Activity-based
      • Disadvantages
        • May not make sense to you
        • Pacing
        • May not be aligned with final assessments
    • Backwards Curriculum Design
      • Identify desired results
      • Determine acceptable evidence
      • Planning Learning Experiences and Instruction
    • Identify Desired Results
      • What should students know, understand and be able to do?
      • Consider goals, examine established content standards, and review curriculum expectations.
      • More content than can be “ covered ” so that we must make choices.
    • Establishing Curricular Priorities
      • Middle ring is essential to student success - it specifies prerequisite knowledge and skills needed by students for them to accomplish key performances.
      • Enduring understanding = big ideas
    • Determine Acceptable Evidence
      • Teaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results.
      • What is the final assessment? Design it first.
        • Exam, debate, paper, presentation, website, etc.,
      • Consider a Continuum of Assessment
        • checks of understanding-->traditional quizzes, tests-->open-ended prompts--->performance tasks and projects
        • Simple complex
        • Short duration long duration
    • Plan Learning Experiences and Instruction
      • What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results?
      • What activities will equip students with the needed knowledge and skills?
      • What will need to be taught and coached, and how should it best be taught, in light of performance goals?
      • What materials and resources are best suited to accomplish these goals?
      • Is the overall design coherent and effective?
    • 5 E Model
      • Engage
      • Explore
      • Explain
      • Elaborate
      • Evaluate
      • club house
    • The 5E Model of Instruction Students redefine, reorganize, elaborate, & change initial concepts through self-reflection & interaction with peers & environment.
    • ENGAGE
      • Students mentally focus on an object, problem, situation, or event
      • Make connections to past & future activities
      • Ask question, define problem, show discrepant event, acting out problematic situation
    • ENGAGE
      • Ask a question. Which is longer, the distance around the tennis ball canister or the height of the canister?
      • What do you call the labeled parts of the cylinder?
      • Assess: Check prior knowledge listed.
      h C r
      • Give all students common, concrete experiences to build concepts, processes, and skills
      • Explore objects, events, or situations to establish relationships, observe patterns, identify variables, and question events
      • Give students a concrete experience.
      • Students carefully measure objects.
      • Create a table comparing radius (r), diameter (d), and circumference (C) for various objects.
      • Assess: Can you make a conjecture as to the relationship between C and d?
      • Provides common use of terms relative to the learning experience.
      • Ask students to give their explanations
      • Connect explanations to experiences in engagement & exploration.
      • Present concepts, processes, or skills briefly, simply, clearly, & directly.
      • Observe the connection between the exploration and the solution to the specific problem being investigated.
      • Assess: Clearly state and explain the solution.
      • Provide experiences that apply, extend, or elaborate the concepts, processes, or skills.
      • Draw a many-sided regular polygon and find the perimeter.
      • Repeat the process with regular polygons containing more and more sides.
      • Assess: What figure do the polygons look like, and what is the relationship between the perimeter and diameter of the polygons.
      • Students use skills they have acquired and evaluate their understanding.
      • Students receive feedback on adequacy of their explanations.
      • KEY: WRAP-UP the lesson by citing important objectives learned!
      • Explain and solve various circle situations and word problems involving circles.
      • State important objectives learned
      • Find C, d, or r using