4. Teachers who are
ready maximize
student learning and
minimize student
misbehavior.
4
5. Students are deeply involved with their work
Students know what is expected of them and
are generally successful
There is relatively little wasted
time, confusion, or disruption
The climate of the classroom is work-
oriented, but relaxed and pleasant.
5
6. A task oriented environment
Is ready and waiting for students
6
15. The number one problem in
the classroom is not
discipline; it is the lack of
procedures and routines.
15
16. A smooth-running class is
the responsibility of the
teacher, and it is the result
of the teacher’s ability to
teach procedures.
16
17. What to do when the bell rings
What to do when the pencil breaks
What to do when you hear an emergency alert
signal
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the
restroom
How to enter the classroom
Where to put completed work
17
18. Ifyou want it…teach it. If you
expect to maintain it, encourage it,
acknowledge it, and reinforce it.
source unknown
18
19. “Always say what you mean,
and mean what you say…but
don’t say it in a mean way.”
Nicholas Long
19
20. Routine What do you What is the signal?
expect?
1.
2.
3.
21. Routine Desired Signal
Behavior
Entering Class Walk in, sit Instruction on
down, start work board
23. Training of Trainers for the Mass
Training of Second Year Teachers
on the 2010 Secondary Education
Curriculum (SEC)
April 5-8 ,2011 , Manila Hotel ,City of
Manila
27. Thegeneral tendency among teachers to
teach for facts, rather than for thinking
Results of national and international
assessments confirm our students’ poor
conceptual understanding. Teaching has
been too focused on covering the ground.
28. Teaching practices that prevent our
children from thinking
Teachers need to teach for
understanding, and do it by design.
29. Learning as meaning-making
Learning as integrative
Authentic assessment
30. identify desired results;
determine acceptable evidence;
plan learning experiences and
instruction.
Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)
33. UbD Facet Facet Description
Facet 1: Explanation Sophisticated explanations and theories
Facet 2: Interpretation Interpretations, narratives, and translations
Facet 3: Application Use knowledge in new situations and contexts
Facet 4: Perspective Critical and insightful points of view
Facet 5: Empathy Ability to get inside another person's feelings
Facet 6: Self-knowledge To know one's ignorance, prejudice, and
understanding
Transition Services Preparation & Training Mach 2005
35. Content What students should
Standards know, understand
and be able to do
Learning
Standards
EU Performance What students should
Standards create/add value to/
transfer
36. Content
Standards
Level Learning
of Standards
Understanding
EU Performance
Standards
Assessment
Level
of
Performance
37. Assess student’s readiness for learning for
understanding.
Provide developmentally appropriate
interventions to bridge learning gaps.
Check for understanding; monitor progress.
Remediate, if necessary.
Evaluate performance (transfer skills).