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Rollins, desgin presentation Rollins, desgin presentation Presentation Transcript

  • Goals and Influences By Katie Rollins
  • • How do we get there?• What is our goal?
  • How do we get there?Standard 2-4 (Writing: Developing WrittenCommunication): “The student creates writing thatincludes a clear focus, coherentorganization, sufficient elaboration,effective voice, and appropriate use ofconventions.”
  • What is Our Goal?• Students will know how to use the 6+ Writing Traits to become better writers.
  • Objectives• Students will be able to: – Explain each of the 6+ Writing Traits – Determine effective writing by analyzing writing samples – Apply the 6+ traits in their own writing
  • Theoretical InfluencesADDIE Bloom’s Taxonomy
  • ADDIE• Analyze – identify prior knowledge and learning goals• Design – identify objectives, design instruction• Develop – create content and other material• Implement – deliver material to teachers and students• Evaluate – formative and summative assessment
  • Bloom’s Taxonomy• Create – generate new ideas or products• Evaluate – justify a decision• Analyze – break information into parts• Apply – using information in a similar situation• Understand – explaining ideas or concepts• Remember – recalling information
  • Cognitive Domain• We will ask students to use different levels of Bloom’s: – Understand • Explain each of the 6+ Writing Traits – Analyze • Determine effective writing by analyzing writing samples – Apply • Apply the 6+ traits in their own writing
  • Theoretical Influences Differentiated Instruction• Recognize various backgrounds – Knowledge – Readiness – Language – Learning Preferences – Interest• Plan and Teach Accordingly
  • Theoretical Influences Universal Design for Learning• Helps meet the needs of all learners• Assist with – lesson plans – curriculum development – reducing barriers – increase support
  • UDL’s Three Main Principals• Representation – Language – Perception• Expression – Communication – Physical action• Engagement – Create interest – Retain student effort – Allows self-regulation
  • Works Cited• http://eoc.sc.gov/NR/rdonlyres/B8522F55-D9E8-4081-B73A- 01693F3F61FD/0/ELAStandards.pdf• http://mset.rst2.edu/portfolios/b/bembridge_j/brains/final2/bloo ms.html• http://www.instructionaldesignexpert.com/addie.html• http://www.cast.org/publications/UDLguidelines/version1.html• http://www.cast.org/publications/ncac/ncac_diffinstruc.html• Goal - http://smallbiztrends.com/2011/01/better-business-goals- 2011.html• Students writing - http://scsssd.blogspot.com/2011/02/writing-for- young-children.html• Student analyzing - http://www.sedl.org/afterschool/toolkits/literacy/pr_family_literac y.html• Students raising hands - http://promotionalpencils.biz/