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WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
WHERETO with Technology Day 3
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WHERETO with Technology Day 3

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Day 3 of a presentation on Understanding By Design, Stage 3. In this presentation, we make it to the "R" in WHERETO.

Day 3 of a presentation on Understanding By Design, Stage 3. In this presentation, we make it to the "R" in WHERETO.

Published in: Education, Technology
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  • Include
  • Include
  • What did you learn about x that I did not teach you?
  • Rethink – looking back at the big ideas in Stage One, wrestling with the EQs again but from a different angle, seeking empathy and self-knowledgeRevise – closely tied to stage 2, revising gives students another change to check their performance against clear objectives and progress markersReflect – checking the questions from “W” – where have I been, why was this important to me, how did I get here, how might apply this elsewhere?
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    • 1. Understanding by Design, Stage 3“If you don’t know exactly where you are headed, then any road will get you there.” Day 3 Learning by Design Parkway School District 2011 - 2012
    • 2. “ There is no ideology to it: Do what worksin Stage 3 to meet the objectives of Stage 1.” -- Wiggins and McTighe, 2005
    • 3.  To what degree might our units help students transfer their knowledge to other parts of their lives? To what degree might our units help student review and reconsider knowledge and skills they have gained?
    • 4. How are your activities building backgroundknowledge through experiences, inside andoutside the classroom?How might one of your existing activitieschange to incorporate opportunities fortransfer?Where might technology support the work?
    • 5. W here from, where to, whyHook and holdE xplore and experience, explain and equipR eflect, rethink, reviseE valuate work and progressT ailor and personalize the workO rganize for optimal effectiveness
    • 6. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. via Chuck McWilliams
    • 7.  Seeing and hear points of view through critical eyes and ears  Seeing the “big picture”Looks like …
    • 8.  Showing metacognitive awareness  Being aware of what we don’t understand  Perceiving what shapes our own understandingLooks like …
    • 9.  Finding value in what others might find odd, alien, or implausible  Perceiving sensitivity on the basis of prior direct experienceLooks like …
    • 10.  Concept mapping (Smart Notebook, One Note, LucidChart) Role play (Edmodo) Digital Storytelling (PhotoStory3, Pixie, Kerpoof)  examples from the Parkway Film Festival Exit slips for parent and student (Wallwisher) Others?
    • 11.  Blogging – to examine work as a whole Edmodo – to look at small pieces Smart Board – ungroup and move words, concepts Document camera + Smart Board – annotate and discuss exemplary student examples Word – add comments (students access each other’s work in L: drive) Others?
    • 12.  What did you learn?  What did you learn about x that I did not teach you? How did you learn it? How might you apply it in the future?
    • 13. • EUs, EQs 1 • Knowledge, Skills • Performance2 Assessments • Other Assessments 3 • Learning Activities
    • 14. What opportunities exist in your unit thatstretch students through perspective,empathy, or self-knowledge?How do you build in time for revision andreflecting? What does that look like in yourunit?Where might technology support the work?
    • 15.  To what degree might our units help students transfer their knowledge to other parts of their lives? To what degree might our units help student review and reconsider knowledge and skills they have gained?
    • 16. Group 2: Investigating Senteo as a formative assessment toolGroup 3: Created a Smart Notebook page that works as a tool for self-assessment. Students use this towards the end of learning a concept in order for teachers to identify which students need more help before moving forward.Group 4: Worked on the same tool as Group 3.
    • 17. Group 2: Translated existing paper-based performance task (how many arrangements of the room are possible?) into an introduction to the unit, where students rearrange the desks of their own classroom.Group 3: Created a birthday party hook that will act as a touchstone for math concepts as they occur. Each time students acquire a new skill, they will build onto the story of the party they are planning.Group 4: Re-examined the order of math concepts as they are presented by the textbook and created a question as a hook for the upcoming unit: "How can we think faster than a calculator?" - a focus on developing mental math capabilities
    • 18. How are your activities building backgroundknowledge through experiences, inside andoutside the classroom?How might one of your existing activitieschange to incorporate opportunities fortransfer?Where might technology support the work?
    • 19. W here from, where to, whyHook and holdE xplore and experience, explain and equipR eflect, rethink, reviseE valuate work and progressT ailor and personalize the workO rganize for optimal effectiveness
    • 20. “ Education should be an itch, not a scratch.” -- Frank Lyman, 1992

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