Ubd in ICT Learning

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  • 21ST CENTURY STUDENT OUTCOMESCore Subjects and 21st Century ThemesLearning and Innovation SkillsCreativity and InnovationCritical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology SkillsInformation LiteracyMedia LiteracyICT LiteracyLife and Career Skills
  • Who really isThe targeted audience? WhatIs the intended effect on them?----Written for a very specific audience & with a conscious & deliberate aim
  • The problem of content “overload” requires teachers to make choices constantly regarding what content to emphasize as well as what not teach.
  • How will the design be (W.H.E.R.E.T.O.)W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?H = Hook all students and Hold their interest?E = Equip students to help them Experience the key ideas and Explore the issues?R= Provide opportunities to Rethink and Revise their understandings and workE =Allow students to Evaluate their work and its implications?T = Be Tailored (personalized) to the different needs, interests and abilities of learners?O= Be Organized to maximize initial and sustained engagement as well as effective learning?
  • PBL Is Curriculum Fueled and Standards BasedProject-based learning addresses the required content standards. In PBL, the inquiry process starts with a guiding question and lends itself to collaborative projects that integrate various subjects within the curriculum. Questions are asked that direct students to encounter the major elements and principles of a discipline.PBL Asks a Question or Poses a Problem That Each Student Can AnswerIn PBL, the teacher or the students pose a guiding question: "What happens at night?" "What do nocturnal animals do while we're sleeping?" "What is cystic fibrosis, and how is it caused?" "What would happen if our class formed a business with a real product and started selling stock?" "What will a high school look like in 2050?" PBL Allows Students to Delve into Content in a More Direct and Meaningful WayRecognizing that children have different learning styles, concrete, hands-on experiences come together during PBL. Field trips, experiments, model building, posters, and creation of multimedia presentations are all viable activities within PBL, and present multiple ways for students to demonstrate their knowledge -- there is no one right answer.PBL Asks Students to Investigate Issues and Topics Addressing Real-World Problems While Integrating Subjects Across the CurriculumBy creating bridges between subjects, students view knowledge holistically, rather than looking at isolated facts. Education scholar Sylvia Chard says the project approach is an "in-depth investigation of a real-world topic worthy of children's attention and effort."PBL Fosters Abstract, Intellectual Tasks to Explore Complex IssuesPBL promotes understanding, which is true knowledge. Students explore, make judgments, interpret, and synthesize information in meaningful ways. This approach is more representative of how adults are asked to learn and demonstrate knowledge.
  • PBL Helps Students Develop Skills for Living in a Knowledge-Based, Highly Technological SocietyThe old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and digital-age skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools). With this combination of skills, students become directors and managers of their learning process, guided and mentored by a skilled teacher.PBL and Technology Use Bring a New Relevance to the Learning at HandBy bringing real-life context and technology to the curriculum through a PBL approach, students are encouraged to become independent workers, critical thinkers, and lifelong learners. Teachers can communicate with administrators, exchange ideas with other teachers and subject-area experts, and communicate with parents, all the while breaking down invisible barriers such as isolation of the classroom, fear of embarking on an unfamiliar process, and lack of assurances of success.PBL is not just a way of learning; it's a way of working together. If students learn to take responsibility for their own learning, they will form the basis for the way they will work with others in their adult lives.PBL Lends Itself to Authentic AssessmentAuthentic assessment and evaluation allow us to systematically document a child's progress and development. PBL encourages this by doing the following:It lets the teacher have multiple assessment opportunities. It allows a child to demonstrate his or her capabilities while working independently. It shows the child's ability to apply desired skills such as doing research.It develops the child's ability to work with his or her peers, building teamwork and group skills. It allows the teacher to learn more about the child as a person. It helps the teacher communicate in progressive and meaningful ways with the child or a group of children on a range of issues.PBL Promotes Lifelong LearningLee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, has observed, "Teaching has been an activity undertaken behind closed doors between moderately consenting participants." PBL promotes lifelong learning becausePBL and the use of technology enable students, teachers, and administrators to reach out beyond the school building. students become engaged builders of a new knowledge base and become active, lifelong learners. PBL teaches children to take control of their learning, the first step as lifelong learners. PBL Accommodates Students with Varying Learning Styles and DifferencesIt is known that children have various learning styles. They build their knowledge on varying backgrounds and experiences. It is also recognized that children have a broader range of capabilities than they have been permitted to show in regular classrooms with the traditional text-based focus. PBL addresses these differences, because students must use all modalities in the process of researching and solving a problem, then communicating the solutions. When children are interested in what they are doing and are able to use their areas of strength, they achieve at a higher level.
  • Ubd in ICT Learning

    1. 1. Teaching and Learning for Understanding:<br />Understanding by Design in ICT Learning<br />Mr. Jasper Vincent Q. Alontaga<br />
    2. 2. Framework for 21st Century Learning<br />http://www.p21.org/route21/<br />
    3. 3. The Big Ideas of UBD<br />A focus on ‘backward’ design:<br />“Backward” from understanding-based goals, to solve common lesson planning weaknesses<br />A focus on understanding:<br />Making sense of facts and skills, via big ideas & transfer of learning<br />
    4. 4. 1<br />Acquire<br />Important knowledge <br />and skills<br />2<br />Make Meaning<br />of “big ideas”<br />(key principles and<br />strategies) <br />3<br />Transfer<br />Learning to new <br />Situations<br />(apply)<br />Source: McTighe, J. & Hilton, J. (2008). What Do I teach on monday? From unit design to daily instruction, p. 3<br />
    5. 5. Big Ideas<br />Essential Questions<br />Understandings<br />
    6. 6. UBD as a DesignProcess<br />Understanding by Design focuses on what we teach and what assessment evidence we need to collect.<br />Select and prioritize ideas <br />and topics that are essential<br />More specific facts and skills <br />are then taught in the context <br />of the larger ideas and questions<br />
    7. 7. 3 Stages of Backward Design for Curriculum Planning<br />1. Identify desired results.<br />2. Determine acceptable evidence.<br />Then, and only then<br />3. Plan learning experiences and <br /> instruction.<br />
    8. 8. Stage 1: Identify desired results<br />Clarify your priorities..<br /><ul><li>What should students know, understand, and be able to do?
    9. 9. What content is worth understanding?
    10. 10. What “enduring” understandings are desired?
    11. 11. What provocative questions will foster inquiry, understanding, and transfer of learning?
    12. 12. What specific knowledge and skills are targeted in the goals needed for effective performance?
    13. 13. What should they eventually be able to do as a result of such knowledge and skill?</li></li></ul><li>Content mastery = the short-term, not the long term goal <br />If content mastery is the means, what is the desired end?<br />(Why do we teach this?)<br />I want you to learn____[content]____________<br />…so that, in the long run, you will be able, on your<br />own, to_____[the long-term desired accomplishment]___<br />
    14. 14. The desired results affectcurriculum and instruction<br />Curriculum and instruction have to be designed to cause it<br />We have to be mindfulof that desired result<br />What should we do to make that understanding most likely?<br />What do I have to make them experience and think about if they are to understand?<br />
    15. 15. Stage 2: Determine acceptable evidence<br />Think like an assessor before <br />designing specific units and lessons.<br />What evidence must we have in order to determine that the student has achieved the desired learning results?<br />
    16. 16. Stage 2: Determine acceptable evidence<br />How will we know whether students have<br /> achieved the desired results?<br />What will we accept as evidence of<br /> student understanding and proficiency?<br />How will students reflect upon and self assess their learning?<br />
    17. 17. Stage 3: Plan learning experiences and instruction<br />What kind of plan should one develop <br />to facilitate learning?<br />What learning experiences and instruction will enable students to achieve the desired results?<br />
    18. 18. How will the design be?<br />H<br />How will we hook and hold<br />Interest student interest?<br />E<br />How will we equip <br />students for expected <br />performances?<br />W<br />Where are we going? <br />Why? <br />What is expected?<br />W.H.E.R.E.T.O<br />O<br />How will we organize<br />and sequence the learning?<br />R<br />How will we help students <br />rethink and revise?<br />E<br />How will students <br />self-evaluate and reflect<br /> on their learning?<br />T<br />How will we tailor learning <br />to varied needs, interests, <br />and styles?<br />
    19. 19. Backward Design Logic<br />STAGE 1: If the desired results are for learners to...<br />STAGE 2: then, you will need evidence of the student’s ability to...<br />STAGE 3: so, the learning activities must prepare students for...<br />You plan with the “end in mind” by first clarifying the learning you seek; that is, the desired learning results<br />Then, think about the evidence needed to certify that students have achieved those desired learnings<br />Finally, plan the means to the end; that is the teaching and learning activities and resources to help students achieve the goals<br />Copyright © 2008 Mississippi Department of Education<br />
    20. 20. 16<br />
    21. 21. 17<br />UbD also emphasizes ways of teachingfor student understanding.<br />Transformative Learning<br />Constructivism<br />
    22. 22. Two-Dimension Categories of pedagogy<br />Inquiry<br />Group/ <br />Community<br />Individual<br />Receiving information <br />
    23. 23. Inquiry-based learning<br />A student-centered, active learning approach focusing on questioning, critical thinking, and problem-solving. <br />It's associated with the idea "involve me and I understand”.<br />Investigate <br />& research<br />Ask<br />Conclude <br />& create<br />Present <br />& evaluate<br />Reflect<br />
    24. 24. Project Based Learning<br />
    25. 25. What is Project-Based Learning?<br />PBL is curriculum fueled and standards based<br />PBL asks a question or poses a problem that ALL students can answer. <br />Concrete, hands-on experiences come together during project-based learning<br />PBL allows students to investigate issues and topics in real-world problems<br />PBL fosters abstract, intellectual tasks to explore complex issues<br />
    26. 26. <ul><li>Problem-based Learning
    27. 27. Inquiry-based Learning</li></ul>Products creation<br />Critical thinking <br />Problem solving<br />Solution or design<br />Action plan or advices<br />Advocacy or social action<br />Information processing<br />Information or idea sharing<br />Knowledge creation<br />Result reporting<br />Attitude or mindset shift<br />Knowledge acquisition <br />Questioning<br /><ul><li>Project-based Learning</li></li></ul><li>PBL helps students develop skills for living in a knowledge-based, highly technological society<br />PBL and technology use bring a new relevance to the learning at hand<br />PBL lends itself to authentic assessment<br />PBL promotes lifelong learning<br />PBL accommodates students with varying learning styles and differences<br />Why PBL?<br />
    28. 28. How Does PBL Work?(The George Lucas Educational Foundation)<br />Question<br />Plan<br />Schedule<br />Monitor<br />Assess<br />Evaluate<br />
    29. 29. 1. Question<br />Start with the Essential question.<br />Take a real-world topic and begin an in-depth investigation.<br />Make sure it is relevant for your students.<br />
    30. 30. 2. Plan<br />Plan which content standards will be addressed while answering the question.<br />Involve students in the questioning, planning, and project-building process.<br />Teacher and students brainstorm activities that support the inquiry.<br />
    31. 31. 3. Schedule<br />Teacher and students design a timeline for project components.<br />Set benchmarks.<br />Keep it simple and age-appropriate.<br />
    32. 32. 4. Monitor<br />Facilitate the process.<br />Mentor the process.<br />Utilize rubrics.<br />
    33. 33. 5. Assess<br />Make the assessment authentic.<br />Know authentic assessment will require more time and effort from the teacher.<br />Vary the type of assessment used.<br />
    34. 34. 6. Evaluate<br />Take time to reflect, individually and as a group.<br />Share feelings and experiences.<br />Discuss what worked well.<br />Discuss what needs change.<br />Share ideas that will lead to new inquiries, thus new projects.<br />
    35. 35. Curriculum-based and contextualized themes: (Inter)disciplinary educative topics connected to 21st Century-skills and local context<br />Real-world issues: Relevant to students life and youth’s culture that can engage students into meaningful and productive learning in real community with real tools and resources <br />Expert thinking needed: Open-ended problems needing higher-order thinking to solve or expertise in creating products<br />Achievable and measurable results: Appropriate for students’ prior knowledge and competence in zone of proximal development <br />Team work: Provoking social construction from multi-talent smart team and mind-reshaping by peers<br />Extending learning time and space beyond classroom boundaries: Often need several weeks/months and studies outsides classrooms<br />
    36. 36. How can we improve our capacity as facilitators <br />of Computer Education under the UbD?<br />
    37. 37. Continue improving your technology operations and concepts<br />
    38. 38. http://tutorialfind.com/<br />http://actden.com/pp/<br />http://www.homeandlearn.co.uk/<br />Organize your digital resources to expand learning outside the walls of the classroom<br />
    39. 39. Explore, join and design projectsto do in your computer class!<br />
    40. 40. If you don’t know where you are going, any road will take you there…<br />
    41. 41. Thank you<br />Mr. Jasper Vincent Q. Alontaga<br />Faculty, ELMD<br />De La Salle University – Manila<br />jasper.alontaga@dlsu.edu.ph<br />
    42. 42. 38<br />References:<br />McTighe, J. & Wiggins, G. (2004). Understanding by design: professional development workbook. U.S.A.: ASCD<br />McTighe, J. & Hilton, J. (2008). What do I teach on monday? From unit design to daily instruction. Tennessee, U.S.A.: ASCD.<br />Espiritu, L. (2011) Understanding by Design and the role of ICT<br />

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