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Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
Understanding By Design - Technology Integration
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Understanding By Design - Technology Integration

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  • 1. Southern Academy Workshop “Using Technology to Enhance Instruction”
  • 2. Philosophy of Effective Instruction in SYCSD
  • 3. TARGET UNDERSTANDINGS Instruction Improvement Through Curriculum Design and Program Implementation
  • 4. Establishing Curricular/Lesson Priorities “Nice to know" Worth being familiar with Foundational concepts & skills Important to know & do Heart of teaching Key ideas worth Enduring understanding in depth understandings (now and 10 years from now) Transfer the knowledge to other settings/topics ©1999 Grant Wiggins and Jay McTighe
  • 5. “What’s It All About?” Identify desired Results. Determine acceptable Evidence. Plan learning Experiences and Instruction.
  • 6. Planning: Good instruction requires planning that is sequential and developmentally appropriate with clear measurable objectives aligned with standards of students, concepts and skills, and instructional strategies in order to establish an environment which promotes success. Instructional Delivery: Effective instruction facilitates the students ability to develop a deep understanding of the concept or skill by actively engaging them in the learning process. Engagement must include strategies that permit the students to receive, respond, adapt, and use the information learned in a meaningful way. Assessment: Assessment of student progress is on-going and drives planning and instruction. Successful assessment provides evidence of student progress in a tangible and measurable way.
  • 7. All daily lessons should focus on the following instructional components:  Objectives/Understandings  Essential Questions  Evidence of Assessment (Formal/Informal)  List Student Activities
  • 8. Southern York County School District Instructional Plan Name: Dates: Course/Subject: Unit Plan Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: Understanding(s): Essential Question(s): Students will understand . . .   Learning Objectives: Students will know . . . Students will be able to:   Stage 2 – Assessment Evidence Performance Task(s): Other Evidence:   Stage 3 – Learning Plan Daily Learning/Assessment Activities: Personal Reflection of Lesson: 
  • 9. Southern York County School District Instructional Plan Name: Dates: Course/Subject: Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: Understanding(s): Essential Question(s): Students will understand . . . The questions that The important ideas or core promote inquiry and raise processes that are central to a new questions. The unit of study and transfer to new questions lead students situations and have lasting value to uncover desired beyond the classroom. understandings and misconceptions. Learning Objectives: Students will know . . . Students will be able to: Skills and knowledge What students should learners acquire from eventually do as a result the unit. They need this of the acquired information in order to knowledge and skills do things that develop that leads to increased understandings. understanding. You need skills and knowledge to do things that develop more understandings and skills.
  • 10. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: Assessment where the student is Traditional exams and quizzes, “doing” the skill or understanding mostly objective assessments that is desired. (multiple choice, true/false, matching). These assessments demonstrate learning. They are evidence of progress. They are performances that demonstrate the desired understandings. Stage 3 – Learning Plan Daily Learning/Assessment Activities: The learning plan describes the experiences that have been planned so that the learner engages with, develops, and demonstrates the desired understandings. Personal Reflection of Lesson: Area where you can write down what worked and didn’t work, gathering your thoughts for future implementations of the plan.

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