Whereto with technology day2

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Day 2 of WHERETO with Technology

Day 2 of WHERETO with Technology

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  • Include
  • Include
  • Pair and Share
  • Pair and Share
  • Pair and Share
  • Instructor – select the stage in which your course focuses – make it BIG (remind the participants that everything aligns with Stage 1 (and Stage 3 aligns with Stage 1 and Stage 2)
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  • Pair and Share
  • 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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Transcript

  • 1. Understanding by Design, Stage 3“If you don’t know exactly where you are headed, then any road will get you there.” Day 2 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. 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
  • 4. 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.
  • 5. 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
  • 6. Learning activities … live here support these employ these develop these in students
  • 7. 1 • EUs, EQs • Knowledge, Skills2 • Performance Assessments • Other Assessments 3 • Learning Activities
  • 8. 1 • EUs, EQs • Knowledge, Skills2 • Performance Assessments • Other Assessments 3 • Learning Activities
  • 9.  Stage 1 (Enduring Understandings and Essential Questions) Stage 2 (Assessment)  Performance Event (GRASPS) Stage 3 (WHERETO)  A – M – T (Acquisition, Meaning Making, Transfer)
  • 10.  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?
  • 11. 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
  • 12.  Build background knowledge Offer opportunity to discover Connect outside the classroom Identify objectives Communicate progress through rubrics or example work Mix direct instruction with investigation
  • 13. More at www.MathPickle.com
  • 14.  Skype with an author, another classroom, an expert, a parent Google Earth interactive tours or layers + Smart Notebook Discovery Education assignments Wallwisher – essential question posted and ask students to “think aloud” Web Quests – inquiry project online
  • 15. A cquireM ake meaningT ransfer
  • 16. From Daggett & McNulty
  • 17. M TA From Daggett & McNulty
  • 18.  Purposeful work through publishing  Wikis for student projects (Google Sites or wikispaces)  Blogging for student interaction (Kidblog.org or Edmodo)  VoiceThread to invite community feedback Gathering an audience  Colleagues  Other schools in the district  Social networks  Parents and relatives
  • 19. 1 • EUs, EQs • Knowledge, Skills2 • Performance Assessments • Other Assessments 3 • Learning Activities
  • 20. 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?
  • 21. 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
  • 22. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. via Chuck McWilliams
  • 23.  Seeing and hear points of view through critical eyes and ears  Seeing the “big picture”Looks like …
  • 24.  Showing metacognitive awareness  Being aware of what we don’t understand  Perceiving what shapes our own understandingLooks like …
  • 25.  Finding value in what others might find odd, alien, or implausible  Perceiving sensitivity on the basis of prior direct experienceLooks like …
  • 26.  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?
  • 27.  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?
  • 28.  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?
  • 29. 1 • EUs, EQs • Knowledge, Skills2 • Performance Assessments • Other Assessments 3 • Learning Activities
  • 30. What opportunities exist in your unit thatstretch students throughperspective, 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?
  • 31.  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? www.wallwisher.com/wall/lbdday2
  • 32. “ Education should be an itch, not a scratch.” -- Frank Lyman, 1992