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Understanding PPT
- 1. Utah Academy of Teachers
- 5. Cumulative Effects of Teaching
- 6. Effects of Educational Investments
- 9. Programs Do Not Teach Students; Teachers Do
- 10. Framework for Teaching Components of Professional Practice Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities
- 17. Component 1e: Designing Coherent Instruction Instructional Materials and Resources Levels of Performance Unsatisfactory Basic Proficient Distinguished Materials and resources do not support the instructional goals or engage students in meaningful learning. Some of the materials and resources support the instructional goals, and some engage students in meaningful learning. All materials and resources support the instructional goals and most engage students in meaningful learning. All materials and resources support the instructional goals and most engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials.
- 18. How does aligning standards, curriculum and assessment enhance student learning?
- 19. How Well Do the Parts of This Instructional Program Relate to Each Other? Standards Curriculum Instruction Assessment
- 20. How Well Do the Parts of This Instructional Program Relate to Each Other? Standards Curriculum Instruction Assessment
- 29. Focus Worth being familiar with Important to know and do "Enduring" understanding
- 31. Reflection of a veteran high school teacher…
- 46. How does Understanding by Design adhere to state core standards?
- 47. How does Understanding by Design impact the classroom and student learning?
- 48. Understanding by Design Engaging Students
- 49. Understanding by Design Curriculum Integration
- 51. Utah Teacher Development Continuum
Editor's Notes
- Rebecca Anderson [email_address] Carolee Coleman [email_address] http://www.usoe.k12.ut.us/
- Educators will understand how to design quality curriculum and instructions to insure student learning. 1. What defines a quality classroom for learning? 2. How does aligning standards, curriculum, and assessment enhance student learning? 3. How does engaging curriculum and instruction support student learning? 4. How does integration of subject areas build stronger transfer of learning in students?
- What defines a quality classroom for learning? The most important factor affecting student learning is quality teaching. Good teachers make good schools.
- Influence of Teacher Qualifications on Student Achievement Proportion of Explained Variance in Math Test Score Gains (grades 3-5) Due to: Class size: 8% Home and family factors: 49% parent education, income, language, background, race and location) Teacher qualifications: 43% (licencing, examination scores, education and experience)
- Cumulative Effects of teaching Fifth Grade Math and Sixth Grade Reading Scores: Dallas, Texas (Beginning Percentile = 60) Source: Jordan, Mendro & Weerasinghe, "Teacher Effects on Longitudinal Student Achievement" (1997)
- Effects of Educational Investments Size of Increase in Student Achievement for Every $500 Spent on: Lowering Pupil/Teacher Ratio: 0.04 Increasing Teacher Salaries: 0.16 Increasing Teacher Experience: 0.18 Increasing Teacher Education: 0.22 Achievement gains were calculated as standard deviation units on a range of achievement tests in the 60 studies reviewd. Source: Rob Greenwald, Larry V. Hedges, and Richard D. Laine (1996). The Effect of School Resources on Student Achievement Review of Educational Research 66(3). pp. 361-396
- Framework for Teaching Components of Professional Practice Domain 1 Planning and Preparation Includes comprehensive understand of the content to be taught, knowledge of the students' backgrounds, and designing instruction and assessment. Domain 2 Classroom Environment Is concerned with the teacher's skill in establishing an environment conducive to learning, including both the physical and interpersonal aspects of the environment. Domain 3 Instruction Is concerned with the teacher's skill in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn. Domain 4 Professional Responsibilities Is concerned with a teacher's additional professional responsibilities, including self-assessment and reflection, communication with parents, participating in on-going professional development, and contributing to the school and district environment. Themes Reflected in Instructional Domains: Equity (Principles of Equity) Cultural Sensitivity (Principles of Equity) High Expectations (U-Pass, Life Skills) Development Appropriateness Accommodating Students with Special Needs Appropriate Use of Technology
- Planning and Preparation Domain 1 includes comprehensive understanding of the content to be taught, knowledge of the student's backgrounds , and designing instruction and assessment.
- Classroom Environment Domain 2 is concerned with the teacher's skill in establishing an environment conducive to learning, including both the physical and interpersonal aspects of the environment.
- Instruction Domain 3 is concerned with the teacher's skill in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn.
- Professional Responsibilities Domain 4 is concerned with a teacher's additional professional responsibilities, including self-assessment and reflection , communication with parents , participating in on-going professional development , and contributing to the school and district environment.
- Themes Reflected in Instructional Domains Equity (principles of equity) Cultural sensitivity (principles of equity) High expectations (U-PASS, life skills) Development appropriateness Accommodating students with special needs Appropriate use of technology
- Components of Professional Practice Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy Component 1b: Demonstrating Knowledge of Students Component 1c: Selecting Instructional Goals Component 1d: Demonstrating Knowledge of Resources Component 1e: Designing Coherent Instruction Component 1f: Assessing Student Learning
- How does aligning standards, curriculum and assessment enhance student learning?
- ASCD publication by Grant Wiggins and Jay McTighe. Merrill Prentice Hall, 1998
- Understanding By Design is a curriculum model affecting teacher delivery and enhances student learning.
- Backward Design Process Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction
- Reflection of a veteran high school teacher… "Gardner's definition of understanding gives me a good perspective on my own high school education. I felt then that my brain was a weigh-station for material going in one ear and (after the test) out the other. I could memorize very easily and so became valedictorian, but I was embarrassed even then that I knew (understood) much less than some other students who cared less about grades."
- Sample Standard
- Who Dares to Teach Must Never Cease to Learn -- Jon Cotton Dana For more information: Rebecca Anderson [email_address] Carolee Coleman [email_address]