Curr design

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Curr design

  1. 1. Designing Project Based Instruction CUIN 5303
  2. 2. Forward Design <ul><li>Follow the textbook </li></ul><ul><li>Activity-based </li></ul><ul><li>Disadvantages </li></ul><ul><ul><li>May not make sense to you </li></ul></ul><ul><ul><li>Pacing </li></ul></ul><ul><ul><li>May not be aligned with final assessments </li></ul></ul>
  3. 3. Backwards Curriculum Design <ul><li>Identify desired results </li></ul><ul><li>Determine acceptable evidence </li></ul><ul><li>Planning Learning Experiences and Instruction </li></ul>
  4. 4. Identify Desired Results <ul><li>What should students know, understand and be able to do? </li></ul><ul><li>Consider goals, examine established content standards, and review curriculum expectations. </li></ul><ul><li>More content than can be “ covered ” so that we must make choices. </li></ul>
  5. 5. Establishing Curricular Priorities <ul><li>Middle ring is essential to student success - it specifies prerequisite knowledge and skills needed by students for them to accomplish key performances. </li></ul><ul><li>Enduring understanding = big ideas </li></ul>
  6. 6. Determine Acceptable Evidence <ul><li>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. </li></ul><ul><li>What is the final assessment? Design it first. </li></ul><ul><ul><li>Exam, debate, paper, presentation, website, etc., </li></ul></ul><ul><li>Consider a Continuum of Assessment </li></ul><ul><ul><li>checks of understanding-->traditional quizzes, tests-->open-ended prompts--->performance tasks and projects </li></ul></ul><ul><ul><li>Simple complex </li></ul></ul><ul><ul><li>Short duration long duration </li></ul></ul>
  7. 7. Plan Learning Experiences and Instruction <ul><li>What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? </li></ul><ul><li>What activities will equip students with the needed knowledge and skills? </li></ul><ul><li>What will need to be taught and coached, and how should it best be taught, in light of performance goals? </li></ul><ul><li>What materials and resources are best suited to accomplish these goals? </li></ul><ul><li>Is the overall design coherent and effective? </li></ul>
  8. 8. 5 E Model <ul><li>Engage </li></ul><ul><li>Explore </li></ul><ul><li>Explain </li></ul><ul><li>Elaborate </li></ul><ul><li>Evaluate </li></ul><ul><li>Edutopia.org </li></ul><ul><li>http://www.projectapproach.org/index.php?option=com_content&task=view&id=87&Itemid=9 </li></ul><ul><li>club house </li></ul><ul><li>http://www.projectapproach.org/index.php?option=com_bookmarks&Itemid=91&mode=0&catid=4&navstart=0&search=* </li></ul><ul><li>http://www.edutopia.org/pbl_search?filter0=elementary+math&x=61&y=15 </li></ul>
  9. 10. The 5E Model of Instruction Students redefine, reorganize, elaborate, & change initial concepts through self-reflection & interaction with peers & environment.
  10. 11. ENGAGE <ul><li>Students mentally focus on an object, problem, situation, or event </li></ul><ul><li>Make connections to past & future activities </li></ul><ul><li>Ask question, define problem, show discrepant event, acting out problematic situation </li></ul>
  11. 12. ENGAGE <ul><li>Ask a question. Which is longer, the distance around the tennis ball canister or the height of the canister? </li></ul><ul><li>What do you call the labeled parts of the cylinder? </li></ul><ul><li>Assess: Check prior knowledge listed. </li></ul>h C r
  12. 13. EXPLORE <ul><li>Give all students common, concrete experiences to build concepts, processes, and skills </li></ul><ul><li>Explore objects, events, or situations to establish relationships, observe patterns, identify variables, and question events </li></ul>
  13. 14. EXPLORE <ul><li>Give students a concrete experience. </li></ul><ul><li>Students carefully measure objects. </li></ul><ul><li>Create a table comparing radius (r), diameter (d), and circumference (C) for various objects. </li></ul><ul><li>Assess: Can you make a conjecture as to the relationship between C and d? </li></ul>
  14. 15. EXPLAIN <ul><li>Provides common use of terms relative to the learning experience. </li></ul><ul><li>Ask students to give their explanations </li></ul><ul><li>Connect explanations to experiences in engagement & exploration. </li></ul><ul><li>Present concepts, processes, or skills briefly, simply, clearly, & directly. </li></ul>
  15. 16. EXPLAIN <ul><li>Observe the connection between the exploration and the solution to the specific problem being investigated. </li></ul><ul><li>Assess: Clearly state and explain the solution. </li></ul>
  16. 17. ELABORATE <ul><li>Provide experiences that apply, extend, or elaborate the concepts, processes, or skills. </li></ul>
  17. 18. ELABORATE/EXTEND <ul><li>Draw a many-sided regular polygon and find the perimeter. </li></ul><ul><li>Repeat the process with regular polygons containing more and more sides. </li></ul><ul><li>Assess: What figure do the polygons look like, and what is the relationship between the perimeter and diameter of the polygons. </li></ul>
  18. 19. EVALUATE <ul><li>Students use skills they have acquired and evaluate their understanding. </li></ul><ul><li>Students receive feedback on adequacy of their explanations. </li></ul><ul><li>KEY: WRAP-UP the lesson by citing important objectives learned! </li></ul>
  19. 20. EVALUATE <ul><li>Explain and solve various circle situations and word problems involving circles. </li></ul><ul><li>State important objectives learned </li></ul><ul><li>Find C, d, or r using </li></ul>

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