Design qualities of context

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2010 Summer Design Academy presentation

2010 Summer Design Academy presentation

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  • 1. Design Qualities of Context Please, no more wimpy lessons!
  • 2. Design Quality of Context: Content & Substance
    • What do we want students to know or do?
    • What specific materials are needed to learn?
    • Content sentence: Use a higher level verb to tell what students will be able to do at the end of the unit.
  • 3. Evidence of Content & Substance
    • Objectives are written in kid friendly language and reviewed with students.
    • Students know the WHY?
    • State standards are followed.
    • District curriculum is used.
    • Follows scope and sequence.
  • 4. Reflection Questions
    • Is it clearly stated what student expectations are?
    • How important is this knowledge (TEKS, standardized tests)?
    • How can you persuade students this is important?
  • 5. Design Quality of Context: Organization of Knowledge
    • How are you going to teach this unit?
      • Mini-lessons
      • Student research
      • Conduct experiments
      • Learning styles addressed
      • Materials used
  • 6. Evidence of Organization of Knowledge
    • Graphic organizers
    • Pneumonic devices
    • New knowledge related to old knowledge.
    • Tiered instruction
    • Teacher modeling
    • Integration of curriculum areas
    • Mini-lessons
    • Field trips, experts
  • 7. Reflection Questions
    • Are student interests taken into account?
    • Are tasks, activities, assignments engaging enough for students who are not interested in the topic?
    • Are curriculum materials available?
    • Are learning styles addressed?
    • Are connections made to prior learning?
    • Is it interdisciplinary?
  • 8. Design Quality of Context: Clear & Compelling Product Standards Student is clear about what to do, what the product will look like, what standards will be applied to evaluate these products and performances.
  • 9. Evidence of Clear and Compelling Standards
    • Rubrics
    • Instruction sheet
    • Student checklist/timeline
    • Students involved in rubric development
    • Examples of excellent work
    • Opportunities created for teacher/peer feedback during progress of the work
  • 10. Reflection Questions
    • Are students very clear of expectations?
    • Are standards relevant beyond just getting a good grade?
    • Are students regularly assessing their work in terms of set standards?
    • Is assessment used to promote students success?
    • Are peer evaluations used: public discussions, exhibitions, products?
  • 11. Design Quality of Context: Protection from Adverse Consequences The task is designed so students feel free to try without fear of failure.
  • 12. Evidence of Protection
    • Schedule and plan for all activities
    • Regular checkpoints scheduled
    • Students given schedule
    • Resource teacher available when needed
    • Resources accessible for all students
    • Conferences scheduled
    • Student talents are utilized
    • Choices on how to present work