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Edsu 534 essential questions

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Edsu 534 essential questions

  1. 1. EDSU 534 ESSENTIAL QUESTIONS: THE BIG IDEAS
  2. 2. ESSENTIAL QUESTIONS BLOOM'S TAXONOMY UNDERSTANDING BY DESIGN BACKWARDS DESIGN DEPTH OF KNOWLEDGE (DOK) THE KNOWLEDGE CONSTRUCT
  3. 3. Thinking Levels Ask students to demonstrate:  Knowledge - recall information in original form  Comprehension - show understanding  Application - use learning in a new situation  Analysis - show s/he can see relationships  Synthesis - combine and integrate parts of prior knowledge into a product, plan, or proposal that is new  Evaluation - assess and criticize on basis of standards and criteria
  4. 4. Bloom’s Revised Taxonomy Creating Evaluating • Creating – designing, constructing, planning, producing, inventi ng, devising, making • Evaluating – checking, hypothesizing, critiquing, experimenting, ju dging, testing, detecting, monitoring Analyzing Applying • Analyzing – comparing, organizing, deconstructing, attributing, o utlining, finding, structuring, integrating • Applying – implementing, carrying out, using, executing Understanding Remembering • Understanding – interpreting, summarizing, inferring, paraphrasing, cl assifying, comparing, explaining, exemplifying • Remembering – recognizing, listing, describing, identifying, retrieving , naming, locating, finding
  5. 5. Framing Essential Questions Essential Questions at the top of Bloom’s Taxonomy  Create - innovate  Evaluate – make a thoughtful choice between options, with the choice based on a clearly stated criteria  Synthesize – invent a new or different version  Analyze – develop a thorough and complex understanding through skillful questioning.
  6. 6. Essential Questions: EQs  Spark our curiosity and sense of wonder  Desire to understand  Something that matters to us  Answers to EQs can NOT be found  Students must construct own answers  Make their own meaning from information they have gathered  Create insight
  7. 7. Essential Questions  Answering such questions may take a lifetime!  Answers may only be tentative  Information gathering may take place outside of formal learning environments  Engage students in real life applied problem solving  EQs lend themselves to multidisciplinary investigations.
  8. 8. Ideal Essential Questions  Framed by students themselves  Best to start with subsidiary questions that might help support the main question  Formulate categories of related questions  “What else do we need to know?  State suppositions  Hypothesizing and Predicting  Thought process helps provide a basis for construction of meaning.
  9. 9. Understanding by Design Represent a big idea having enduring value beyond the classroom Reside at the heart of the discipline (involve “doing” the subject) Uncover abstract misunderstood ideas Engaging Students  What are the big ideas?      Core concepts Focusing themes On-going debates/issues Insightful perspectives Illuminating paradox/problem  Organizing theory  Overarching principle  Underlying assumption  What’s the evidence? Enduring Understanding  How do we get there?
  10. 10. Understanding by Design Identify desired results Determine acceptable evidence Plan learning experiences and instruction  Desired Results: What will the student learn?  Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?  Lesson Planning: How do you design a lesson that results in student learning?
  11. 11. Understanding by Design Worth being familiar with Important to know and do Enduring Understanding Will this lesson lead to enduring understanding?
  12. 12. Understanding by Design Performance tasks and projects need assessments that are more authentic than traditional quizzes and tests. Performance tasks and projects Summative Culminating Activity  Open-ended  Project  Complex  Product or Publication  Authentic  Performance or Presentation  Exhibition
  13. 13. Webb’s Depth of Knowledge
  14. 14. DOK Levels 1 & 2: Common Core State Standards (CCSS)  Recall and Reproduction: Level 1  DOK 1 requires recall of information, such as a fact, definition, or term, or performance of a simple process or procedure.  Skills and Concepts: Level 2  DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
  15. 15. DOK Levels 3 & 4: CCSS  Strategic Thinking: Level 3  DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.  Extended Thinking: Level 4  DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how to solve the problem.
  16. 16. Career Technical Standards  California CTE Standards – Under Revision http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp  Introduction: http://www.cde.ca.gov/ci/ct/sf/documents/ctestdfro ntpages.pdf
  17. 17. Beyond Knowledge Construct CTE Highest Level – CREATE! http://www.cde.ca.gov/ci/ct/sf/documents/ctestdfrontpages.pdf
  18. 18. Factual         Access Define Describe Find Identify Label List Locate          Match Name Recall Recite Recognize Remember Retrieve Select State
  19. 19. Conceptual           Adhere Apply Classify Communicate Compare Demonstrate Develop Discriminate Employ Explain             Implement Infer Interpret Maintain Organize Participate Practice Promote Summarize Transfer Understand Use
  20. 20. Procedural           Analyze Assess Comply Compare Contrast Deconstruct Deduce Defend Detect Diagram            Differentiate Discern Distinguish Enhance Evaluate Experiment Explore Illustrate Integrate Research Solve
  21. 21. Metacognitive  Advocate  Formulate  Build  Invent  Compile  Plan  Compose  Predict  Construct  Produce  Create  Reconstruct  Design  Reorganize  Devise  Synthesize
  22. 22. CTE Industry Sectors Model Curriculum Standards  Agriculture and Natural Resources  Education, Child Development, and Family  Arts, Media, and Entertainment Services  Energy, Environment, and Utilities  Engineering and Architecture  Fashion and Interior Design  Building and Construction Trades  Business and Finance http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
  23. 23. CTE Industry Sectors Model Curriculum Standards  Health Science and  Manufacturing and Medical Technology  Hospitality, Tourism, and Recreation  Information and Communication Technologies Product Development  Marketing Sales and Service  Public Services  Transportation http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

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