This document summarizes a professional development session on designing instruction for deep learning and diversity using the backward design model. The session focused on the first stage of backward design, which is identifying desired results by setting goals, enduring understandings, and essential questions. Teachers worked in groups to unpack learning goals, identify big ideas and conceptual understandings, and craft enduring understandings and essential questions. The document provides examples and guidance for these backward design elements. It emphasizes designing curriculum around important concepts rather than just covering topics. The overall summary is that the session introduced teachers to the first stage of backward design for setting instructional goals focused on deep understanding.
The document outlines an instructional institute focusing on designing instruction for deep learning and diversity. It includes an agenda for several sessions on backward design, assessment, differentiated instruction, and universal design learning. The goal is to provide teachers with research-based strategies and frameworks to ensure success for every student.
This document summarizes a session on designing instruction for deep learning and diversity. It discusses the backward design model and stages of identifying desired results, determining acceptable evidence, and planning learning experiences. The big idea is differentiated instruction to ensure every student has opportunities to attain deep understanding. Enduring understandings should be the same for all students, with instruction differentiated based on evidence of individual needs. Key principles of differentiated instruction include linking activities to common outcomes while allowing flexibility in content, process and products. The document provides guidance on using the WHERETO framework for instructional planning and differentiating instruction.
This document outlines an agenda and materials for a professional development session on designing instruction for deep learning and diversity. The agenda includes reviewing the backward design process, discussing differentiated instruction, sharing examples of Understanding by Design lesson plans, reviewing instructional approaches, and providing feedback. Key topics that will be covered are the backward design model, differentiated instruction principles and strategies, comparing traditional and differentiated classrooms, six effective instructional approaches, and an exciting follow-up workshop opportunity on differentiated instruction.
The document outlines strategies for differentiated instruction including identifying desired learning outcomes and assessments, planning engaging learning experiences, and ensuring understanding for all students. It discusses differentiating instruction by content, process, and product to meet varying student needs and abilities. Examples are provided for differentiating assessments and activities in subjects like humanities, science, and math.
The document provides an introduction to curriculum mapping. It discusses that curriculum mapping is a process that aligns assessment, curriculum, and instruction. It helps teachers understand what is taught at different levels, assists in creating interdisciplinary units, and fosters conversations about curriculum and instruction. A curriculum map identifies gaps and repetitions in curriculum, and allows for vertical and horizontal alignment across subjects and grade levels.
Domain 2 of the Framework for Teaching focuses on establishing a positive classroom environment that supports student learning and engagement. It contains 5 components: respect and rapport, culture for learning, classroom procedures, managing student behavior, and physical space. A key aspect is that teachers create a respectful, well-managed classroom where students feel safe, valued, and responsible for compliance with rules of conduct so they can focus on learning.
The document discusses planning learning activities in Stage 3 of the Understanding by Design framework. It introduces the WHERETO method for designing lesson plans, which considers where the content is headed, how to engage students, opportunities for students to explore and experience the content, revising and reflecting on learning, evaluating student work and progress, tailoring instruction to individual students, and organizing content for optimal effectiveness. It also discusses using the 6 facets of understanding to brainstorm learning activities and considering challenge-based or design-based learning approaches. Finally, it contrasts coverage versus uncoverage of content, with the goal of uncovering true understanding rather than superficial coverage of material.
The document discusses Charlotte Danielson's framework for teaching. It focuses on Domain 1, which covers planning and preparation. Within Domain 1 there are 6 components: 1a) demonstrating knowledge of content and pedagogy, 1b) demonstrating knowledge of students, 1c) setting instructional outcomes, 1d) demonstrating knowledge of resources, 1e) designing coherent instruction, and 1f) designing student assessments. The document explains each component and provides definitions for the levels of performance - unsatisfactory, basic, proficient/effective, and distinguished/highly effective. It emphasizes the importance of planning and having a deep understanding of content, pedagogy, students and resources.
The document outlines an instructional institute focusing on designing instruction for deep learning and diversity. It includes an agenda for several sessions on backward design, assessment, differentiated instruction, and universal design learning. The goal is to provide teachers with research-based strategies and frameworks to ensure success for every student.
This document summarizes a session on designing instruction for deep learning and diversity. It discusses the backward design model and stages of identifying desired results, determining acceptable evidence, and planning learning experiences. The big idea is differentiated instruction to ensure every student has opportunities to attain deep understanding. Enduring understandings should be the same for all students, with instruction differentiated based on evidence of individual needs. Key principles of differentiated instruction include linking activities to common outcomes while allowing flexibility in content, process and products. The document provides guidance on using the WHERETO framework for instructional planning and differentiating instruction.
This document outlines an agenda and materials for a professional development session on designing instruction for deep learning and diversity. The agenda includes reviewing the backward design process, discussing differentiated instruction, sharing examples of Understanding by Design lesson plans, reviewing instructional approaches, and providing feedback. Key topics that will be covered are the backward design model, differentiated instruction principles and strategies, comparing traditional and differentiated classrooms, six effective instructional approaches, and an exciting follow-up workshop opportunity on differentiated instruction.
The document outlines strategies for differentiated instruction including identifying desired learning outcomes and assessments, planning engaging learning experiences, and ensuring understanding for all students. It discusses differentiating instruction by content, process, and product to meet varying student needs and abilities. Examples are provided for differentiating assessments and activities in subjects like humanities, science, and math.
The document provides an introduction to curriculum mapping. It discusses that curriculum mapping is a process that aligns assessment, curriculum, and instruction. It helps teachers understand what is taught at different levels, assists in creating interdisciplinary units, and fosters conversations about curriculum and instruction. A curriculum map identifies gaps and repetitions in curriculum, and allows for vertical and horizontal alignment across subjects and grade levels.
Domain 2 of the Framework for Teaching focuses on establishing a positive classroom environment that supports student learning and engagement. It contains 5 components: respect and rapport, culture for learning, classroom procedures, managing student behavior, and physical space. A key aspect is that teachers create a respectful, well-managed classroom where students feel safe, valued, and responsible for compliance with rules of conduct so they can focus on learning.
The document discusses planning learning activities in Stage 3 of the Understanding by Design framework. It introduces the WHERETO method for designing lesson plans, which considers where the content is headed, how to engage students, opportunities for students to explore and experience the content, revising and reflecting on learning, evaluating student work and progress, tailoring instruction to individual students, and organizing content for optimal effectiveness. It also discusses using the 6 facets of understanding to brainstorm learning activities and considering challenge-based or design-based learning approaches. Finally, it contrasts coverage versus uncoverage of content, with the goal of uncovering true understanding rather than superficial coverage of material.
The document discusses Charlotte Danielson's framework for teaching. It focuses on Domain 1, which covers planning and preparation. Within Domain 1 there are 6 components: 1a) demonstrating knowledge of content and pedagogy, 1b) demonstrating knowledge of students, 1c) setting instructional outcomes, 1d) demonstrating knowledge of resources, 1e) designing coherent instruction, and 1f) designing student assessments. The document explains each component and provides definitions for the levels of performance - unsatisfactory, basic, proficient/effective, and distinguished/highly effective. It emphasizes the importance of planning and having a deep understanding of content, pedagogy, students and resources.
This document compares and contrasts differentiated instruction and universal design for learning. It discusses that differentiated instruction is a teaching theory that adapts instruction to individual student needs, while universal design for learning is a framework for developing adaptable curricula based on principles of representation, engagement, and expression. Both approaches recognize classroom diversity and value equity and excellence, but differentiated instruction focuses on the instructional process while universal design for learning is a curriculum framework. The document argues that combining differentiated instruction and universal design for learning can lead to success for all students.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
The document summarizes an agenda for a graduate art education class. It includes discussions on curriculum examples, inquiry-based learning, interdisciplinary learning, and developing artifacts to demonstrate knowledge. Key activities involve sharing video examples, brainstorming characteristics of lifelong learners, and mapping out interdisciplinary lesson plans.
This document outlines the agenda for a graduate teaching assistant's class on creating an effective learning environment. The agenda includes reviewing motivation theories and classroom management strategies, having students brainstorm rules and expectations, and engaging them in decision making and problem solving activities related to instructional challenges. Students are prompted to consider how they can relate lesson content to their students' lives and accommodate different achievement levels. The document provides information on concepts like operant conditioning, cognitive development, problem solving versus decision making, and using artifacts to demonstrate knowledge.
The document discusses research-based instructional strategies for increasing student achievement, including the Essential Nine strategies from Marzano. It provides an instructional planning framework focusing on creating a positive learning environment, developing student understanding, and helping students apply knowledge. The document recommends setting specific, communicated learning objectives and involving students in setting personal objectives. It also discusses using technology to support these strategies and move toward more student-centered learning.
Universal Design for Learning: Differentiated InstructionDamian T. Gordon
The document discusses using the six thinking hats technique developed by Edward de Bono as a model for learning styles. It describes how each of the six hats - white, red, black, yellow, green and blue - can represent a different learning style dimension. For example, the white hat is likened to logical learners, while the green hat represents creative learners. The document also provides examples of learning style models that aspects of the six hats can be mapped to. It proposes using the six hats framework to form balanced groups and get different perspectives in teaching.
This document summarizes a discussion about supporting diversity and student learning in schools for the 2010-2011 school year. It outlines several goals around teacher collaboration and instructional approaches focused on assessment, differentiation, and developing independent student thinking. Research on effective reading instruction and frameworks are presented, including backwards design, gradual release of responsibility, and assessment for learning. The context of schools and next steps are discussed, with an emphasis on professional development, assessment, and teacher collaboration to improve literacy programs.
Problem-Based vs. Project Based Learningjessicatark
This presentation discusses project-based learning (PBL) and problem-based learning (PBL) strategies and their benefits for students. Both approaches engage students through open-ended, real-world problems and projects. They develop critical thinking, collaboration skills, and help prepare students for 21st century careers. While similar, problem-based learning focuses on solving complex problems, often related to science or social studies standards. Project-based learning allows student-driven inquiry based on their interests. Both require students to research and develop solutions or products to demonstrate their understanding.
The document discusses creative classrooms and what teachers do in those environments. It describes three dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and cultivation of student and teacher creativity. Teachers in creative classrooms take creative approaches to their subject matter, find innovative ways to engage students, and encourage risk-taking and original student responses. The document also examines strategies frequently used in creative classrooms, such as situating new learning in a relevant context and fostering student autonomy.
This document provides an overview of differentiated instruction. It defines differentiated instruction as a process that teaches students of varying abilities in the same class by maximizing each student's growth and meeting them where they are. It discusses differentiating by content, process, product, and learning environment. Examples are given of differentiated strategies like information circles, where students explore topics in small groups, and inquiry circles, where they discuss texts in an evidence-based manner. The goal of differentiation is to provide multiple options that allow all students to access the curriculum through varied approaches.
Nsr 21st c learning pedagogical approachesCathie Howe
1. The document discusses pedagogical approaches for 21st century learning, including student-centered, inquiry-based, project-based, and challenge-based learning. It emphasizes skills like collaboration, critical thinking, and real-world application of knowledge.
2. New learning environments are emerging that blend physical and virtual spaces, and students will need fluencies in areas like digital literacy, visual literacy, and collaboration to succeed.
3. Teachers are being urged to rethink concepts like access, transparency, ownership and how they can leverage new technologies to enable new forms of possible learning rather than just improving existing practices.
Catering for gifted students in unit planningCharles Otoo
The document discusses the need to differentiate curriculum and instruction to meet the individual needs of diverse learners in the classroom. It defines curriculum differentiation and describes strategies such as modifying content, process, product, and learning environment based on a student's readiness, interests, and learning profile. The Maker Model provides a framework for differentiation across these four dimensions of curriculum to ensure students are appropriately challenged.
This document defines creativity and imagination. It discusses creativity as the ability to see things in new ways, learn from experiences, think unconventionally, and create something unique. Creativity involves imagination, originality, and value. Fostering creativity in learners allows them to communicate feelings, express thoughts, understand the world, experience beauty, solve problems, and gain self-esteem. Creative teaching encourages independent, cooperative learning that promotes mastery of knowledge and self-evaluation through varied materials and conditions. Creativity is an important tool for teachers to create an enjoyable learning environment and for learners to understand lessons.
Inquiry-based learning focuses on having students actively investigate topics rather than passively receiving information from the teacher. It emphasizes learning how scientific knowledge is gained through evidence rather than just presenting established facts. The teacher acts as a facilitator rather than dispenser of knowledge, allowing students to take a more independent role in the learning process. Research shows that understanding science requires building new knowledge on existing concepts and that effective learning involves social interaction and student control over the learning process.
This document discusses various methods and concepts related to creativity and innovation in teaching. It begins by discussing Bill Gates and how creativity led to his success. It then defines creativity as combining ideas in unique ways. Several thinkers' definitions of creativity are provided, focusing on restructuring knowledge. Characteristics of creative people are listed as challenging norms and being curious. Mental characteristics include curiosity and attention to detail. Barriers to creativity like fear and self-criticism are outlined. Techniques to overcome barriers include embracing ambiguity and letting ideas incubate. The creative process and principles of innovation are described. Finally, specific creativity techniques are detailed like brainstorming, forced associations, and using random words.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
This document discusses the backward design model for instructional design. It introduces the three stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences and instruction. The document then provides an overview of upcoming sessions that will focus on each stage of backward design and how to design for deep learning and diversity. It emphasizes starting with clear learning goals and understanding to guide curriculum design rather than a coverage approach. Key aspects of backward design include identifying big ideas, developing enduring understandings and essential questions, and differentiating instruction to meet student needs.
The document discusses pedagogical approaches used in the K to 12 curriculum in the Philippines, specifically constructivism. It provides information on constructivism including key thinkers like Piaget, Bruner, and Vygotsky. Characteristics of a constructivist classroom are presented, which emphasize active, collaborative, reflective, and inquiry-based learning. The roles of teachers in a constructivist environment include facilitating discussion and helping students construct their own understandings. Approaches like problem-based learning and strategies like Predict-Observe-Explain modeling promote constructivism. Assessment in a constructivist classroom can involve anecdotal records, portfolios, rubrics and other authentic methods.
This document compares and contrasts differentiated instruction and universal design for learning. It discusses that differentiated instruction is a teaching theory that adapts instruction to individual student needs, while universal design for learning is a framework for developing adaptable curricula based on principles of representation, engagement, and expression. Both approaches recognize classroom diversity and value equity and excellence, but differentiated instruction focuses on the instructional process while universal design for learning is a curriculum framework. The document argues that combining differentiated instruction and universal design for learning can lead to success for all students.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
The document summarizes an agenda for a graduate art education class. It includes discussions on curriculum examples, inquiry-based learning, interdisciplinary learning, and developing artifacts to demonstrate knowledge. Key activities involve sharing video examples, brainstorming characteristics of lifelong learners, and mapping out interdisciplinary lesson plans.
This document outlines the agenda for a graduate teaching assistant's class on creating an effective learning environment. The agenda includes reviewing motivation theories and classroom management strategies, having students brainstorm rules and expectations, and engaging them in decision making and problem solving activities related to instructional challenges. Students are prompted to consider how they can relate lesson content to their students' lives and accommodate different achievement levels. The document provides information on concepts like operant conditioning, cognitive development, problem solving versus decision making, and using artifacts to demonstrate knowledge.
The document discusses research-based instructional strategies for increasing student achievement, including the Essential Nine strategies from Marzano. It provides an instructional planning framework focusing on creating a positive learning environment, developing student understanding, and helping students apply knowledge. The document recommends setting specific, communicated learning objectives and involving students in setting personal objectives. It also discusses using technology to support these strategies and move toward more student-centered learning.
Universal Design for Learning: Differentiated InstructionDamian T. Gordon
The document discusses using the six thinking hats technique developed by Edward de Bono as a model for learning styles. It describes how each of the six hats - white, red, black, yellow, green and blue - can represent a different learning style dimension. For example, the white hat is likened to logical learners, while the green hat represents creative learners. The document also provides examples of learning style models that aspects of the six hats can be mapped to. It proposes using the six hats framework to form balanced groups and get different perspectives in teaching.
This document summarizes a discussion about supporting diversity and student learning in schools for the 2010-2011 school year. It outlines several goals around teacher collaboration and instructional approaches focused on assessment, differentiation, and developing independent student thinking. Research on effective reading instruction and frameworks are presented, including backwards design, gradual release of responsibility, and assessment for learning. The context of schools and next steps are discussed, with an emphasis on professional development, assessment, and teacher collaboration to improve literacy programs.
Problem-Based vs. Project Based Learningjessicatark
This presentation discusses project-based learning (PBL) and problem-based learning (PBL) strategies and their benefits for students. Both approaches engage students through open-ended, real-world problems and projects. They develop critical thinking, collaboration skills, and help prepare students for 21st century careers. While similar, problem-based learning focuses on solving complex problems, often related to science or social studies standards. Project-based learning allows student-driven inquiry based on their interests. Both require students to research and develop solutions or products to demonstrate their understanding.
The document discusses creative classrooms and what teachers do in those environments. It describes three dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and cultivation of student and teacher creativity. Teachers in creative classrooms take creative approaches to their subject matter, find innovative ways to engage students, and encourage risk-taking and original student responses. The document also examines strategies frequently used in creative classrooms, such as situating new learning in a relevant context and fostering student autonomy.
This document provides an overview of differentiated instruction. It defines differentiated instruction as a process that teaches students of varying abilities in the same class by maximizing each student's growth and meeting them where they are. It discusses differentiating by content, process, product, and learning environment. Examples are given of differentiated strategies like information circles, where students explore topics in small groups, and inquiry circles, where they discuss texts in an evidence-based manner. The goal of differentiation is to provide multiple options that allow all students to access the curriculum through varied approaches.
Nsr 21st c learning pedagogical approachesCathie Howe
1. The document discusses pedagogical approaches for 21st century learning, including student-centered, inquiry-based, project-based, and challenge-based learning. It emphasizes skills like collaboration, critical thinking, and real-world application of knowledge.
2. New learning environments are emerging that blend physical and virtual spaces, and students will need fluencies in areas like digital literacy, visual literacy, and collaboration to succeed.
3. Teachers are being urged to rethink concepts like access, transparency, ownership and how they can leverage new technologies to enable new forms of possible learning rather than just improving existing practices.
Catering for gifted students in unit planningCharles Otoo
The document discusses the need to differentiate curriculum and instruction to meet the individual needs of diverse learners in the classroom. It defines curriculum differentiation and describes strategies such as modifying content, process, product, and learning environment based on a student's readiness, interests, and learning profile. The Maker Model provides a framework for differentiation across these four dimensions of curriculum to ensure students are appropriately challenged.
This document defines creativity and imagination. It discusses creativity as the ability to see things in new ways, learn from experiences, think unconventionally, and create something unique. Creativity involves imagination, originality, and value. Fostering creativity in learners allows them to communicate feelings, express thoughts, understand the world, experience beauty, solve problems, and gain self-esteem. Creative teaching encourages independent, cooperative learning that promotes mastery of knowledge and self-evaluation through varied materials and conditions. Creativity is an important tool for teachers to create an enjoyable learning environment and for learners to understand lessons.
Inquiry-based learning focuses on having students actively investigate topics rather than passively receiving information from the teacher. It emphasizes learning how scientific knowledge is gained through evidence rather than just presenting established facts. The teacher acts as a facilitator rather than dispenser of knowledge, allowing students to take a more independent role in the learning process. Research shows that understanding science requires building new knowledge on existing concepts and that effective learning involves social interaction and student control over the learning process.
This document discusses various methods and concepts related to creativity and innovation in teaching. It begins by discussing Bill Gates and how creativity led to his success. It then defines creativity as combining ideas in unique ways. Several thinkers' definitions of creativity are provided, focusing on restructuring knowledge. Characteristics of creative people are listed as challenging norms and being curious. Mental characteristics include curiosity and attention to detail. Barriers to creativity like fear and self-criticism are outlined. Techniques to overcome barriers include embracing ambiguity and letting ideas incubate. The creative process and principles of innovation are described. Finally, specific creativity techniques are detailed like brainstorming, forced associations, and using random words.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
This document discusses the backward design model for instructional design. It introduces the three stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences and instruction. The document then provides an overview of upcoming sessions that will focus on each stage of backward design and how to design for deep learning and diversity. It emphasizes starting with clear learning goals and understanding to guide curriculum design rather than a coverage approach. Key aspects of backward design include identifying big ideas, developing enduring understandings and essential questions, and differentiating instruction to meet student needs.
The document discusses pedagogical approaches used in the K to 12 curriculum in the Philippines, specifically constructivism. It provides information on constructivism including key thinkers like Piaget, Bruner, and Vygotsky. Characteristics of a constructivist classroom are presented, which emphasize active, collaborative, reflective, and inquiry-based learning. The roles of teachers in a constructivist environment include facilitating discussion and helping students construct their own understandings. Approaches like problem-based learning and strategies like Predict-Observe-Explain modeling promote constructivism. Assessment in a constructivist classroom can involve anecdotal records, portfolios, rubrics and other authentic methods.
This document outlines the schedule and agenda for a week-long PCS Curriculum Review Week being held at Eastern Elementary School from June 18-22, 2013. The goals for the week are to create draft district curriculum pacing guides and begin the process of continuous improvement of teaching and learning. Each day will focus on different aspects of curriculum development like establishing big ideas, essential questions, learning targets, and vertical alignment across grades. Teachers will work in groups to develop these elements for their assigned content areas and grades.
The document discusses rethinking education in the digital age. It argues that learning must be active, engaging, and focus on metacognition. Visible thinking routines can support this by making the thinking process explicit and encouraging questioning, evidence-based reasoning, and reflection. Some example routines described are See-Think-Wonder, What's Going On?, Headlines, and Looking 10x2. When thinking is visible, students can analyze, assess, and improve their thinking.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
Here is an example using the objective strand you provided:
In order for students to use appropriate mathematical language (symbols, terminology) in both oral and written statements, students must comprehend and use language with accuracy, clarity, and discernment. (ATL Category: Thinking, ATL Cluster: Critical Thinking)
When considering the authentic assessment task, students will need to organize and interpret data and communicate their findings to an audience. Therefore, an additional skill that could be explicitly taught is:
Structure information in summaries, essays and reports. (ATL Category: Communication, ATL Cluster: Communication)
By identifying the key skills needed to successfully complete the task, teachers can ensure students have opportunities to develop those skills through the
This document discusses key aspects of pedagogy, curriculum, and assessment. It emphasizes that curriculum is a form of pedagogy, as teachers design engaging classroom activities to help students achieve desired learning outcomes. It also stresses the importance of defining the big ideas and skills students should master by the end of their education, then working backwards to design a coherent program of study from year to year. Additionally, the document notes that a school's culture conveys its values through both explicit statements and the everyday examples set by teachers in classrooms.
1. The document outlines a proposed 2-hour PYP planner for a second grade class at CAC School.
2. The purpose is to inquire into the transdisciplinary theme of "How We Organise Ourselves" with a central idea focusing on the written curriculum and how the 5 essential elements of the PYP are interrelated components of a balanced curriculum.
3. A variety of assessment methods are proposed, including having students create an action plan and self-assessment reflections at the end to demonstrate their understanding of the central idea and connections to the transdisciplinary theme.
This document discusses various active learning strategies for student engagement. It begins by recommending assessing students' prior knowledge through surveys or reflection journals to understand their current level of understanding. It then provides examples of focused reading, concept mapping, interactive games, and having students draw quotes to analyze. Additional strategies discussed include having students demonstrate concepts creatively in groups, critical debates where positions are switched, and designating student roles in "analytic teams" such as proponent, critic, and facilitator. The document concludes by referencing additional resources on active learning strategies.
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
This document provides an overview of two workshops aimed at developing a curriculum framework. Workshop 1 introduces the framework and generates discussion around educational vision and philosophy. Participants develop course visions and explore key concepts, assessments, and teaching approaches. Workshop 2 focuses on mapping course design to the framework and ensuring balance across levels and courses. The document outlines the goals and activities of Workshop 1, including developing a shared philosophy through group discussions and building representations of desired student learning outcomes.
This document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, which changed the categories from nouns to verbs and emphasized higher-order thinking. Each of the six cognitive levels is defined - remembering, understanding, applying, analyzing, evaluating, and creating. Examples of classroom activities and assessment products are provided for each level to illustrate how they can be incorporated into lesson planning. The role of both teachers and students is described for each level.
This document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, which changed the categories from nouns to verbs and emphasized higher-order thinking. Each of the six cognitive levels is defined - remembering, understanding, applying, analyzing, evaluating, and creating. Examples of classroom activities and assessment products are provided for each level to illustrate how they can be incorporated into lesson planning. The role of both teachers and students is described for each level.
This document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, which changed the categories from nouns to verbs and emphasized higher-order thinking. Each of the six cognitive levels is defined - remembering, understanding, applying, analyzing, evaluating, and creating. Examples of classroom activities and assessment products are provided for each level to illustrate how they can be incorporated into lesson planning. The role of both teachers and students is described for each level.
This document provides an overview of theories of curriculum design. It discusses three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs. Subject-centered designs include subject designs, discipline designs, broad-fields designs, correlation designs, and process designs. Learner-centered designs cover child-centered design, experience-centered design, romantic/radical design, and humanistic design. Problem-centered designs focus on life-situations designs and reconstructionist design. Guidelines for curriculum design include forming a committee and gathering data to inform the design process.
The document summarizes key points from a workshop on theories of learning and teaching, teaching philosophy, and reflective practice. It discusses theories like constructivism and learner-centeredness. It also covers topics like conceptions of teaching, active learning strategies, differentiation, and constructive alignment of learning outcomes, assessments, and content. The document provides an overview of the workshop's content to introduce participants to important concepts in teaching practice in higher education.
This document provides an agenda and materials for a department head meeting focused on developing rich learning tasks. It includes an opening prayer, learning goals focused on creating intellectually engaging tasks aligned to curriculum big ideas and higher-order thinking. Sample tasks are analyzed using Bloom's taxonomy, and groups discuss preparing students for more challenging tasks. Next steps involve incorporating more such tasks across courses to raise the level of thinking.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Designs 2010 Series
• January 12 Setting the Stage for Instructional Design that
fosters Deep Learning and Embraces Diversity
• January 26 Backward Design: Goal Setting, Enduring
Understandings, Essential Questions
• February 9 Backward Design Stage Two:
Assessment For, As, Of
Learning
• March 29 Backward Design Stage Three: Teaching
for Deep Understanding and
Diversity
• April 12 Differentiated Assessment and Instruction Practices
3.
4. Post-its:
Please post
any of your
wonderings Parkin g Lot
to one of the
“Wonder
Walls”
throughout
the session.
Please use a “scrap
strip” on your
table for any
questions,
thoughts, or
comments.
5. “To begin with the end in mind
means to start with a clear
understanding of your destination.”
S. Covey
The 7 Habits of Highly Effective People
6. “Backward Design”
“Deliberate and focused instructional
design requires us to make an important
shift… The shift involves thinking a great
deal, first, about the specific learnings
sought, and the evidence of such
learnings, before thinking about what we,
as the teacher, will do or provide in
teaching and learning activities.”
7. UBD End Results
• Effective units
with deeper
understandings
• Curriculum design
that meets the needs
of all learners in the
class
8. Backward Design Model – 3 Stages
1. Identify desired results
2. Determine acceptable
evidence (Feb 9th)
3. Plan learning experiences
and instruction (March
29th)
9. Learning For Understanding
Three different but interrelated goals:
• For students to acquire important
information and skills
• For students to make meaning of that
content
• For students to effectively transfer their
learning to new situations both within
school and beyond it
Wiggins & McTighe (2008). Putting Understanding First. ASCD.
10. “Twin Sins” of Curriculum Design
1. Activity-Oriented Design
“Hands-on without “Minds On”
2. Curriculum Coverage
“Marching through the textbook”
11. Concept Based vs. Topic Based
Instruction
Concept-Based Instruction: Topic-Based Instruction:
• Results in higher-level, • Holds learning to a fact or
integrated thinking activity level
• Timeless, universal, and • Topical Theme Instruction
abstract (e.g., Plants, Dinosaurs,
• Forces students to think Japan, Penguins)
about topics and facts in • Has short term use – to
terms of their transferable cover an event, issue , or
significance (cross- set of facts
curricular)
• Increases the overloaded
• Allows flexibility to allow curriculum
students to search for and
construct knowledge Erickson, L. (2008). Stirring the head, heart and
soul: redefining curriculum, instruction, and concept-
based learning. p 30 - 41
12. Concept-Based Instruction
Allows instruction to be more effective
by providing the opportunity for teachers
(K-12 and beyond) to work as a team to
systematically build conceptual
understandings throughout the student’s
years of education.
Erickson, L. (2008). Stirring the head, heart and soul: redefining curriculum, instruction, and
concept-based learning. p 30 - 41
13. Pioneer Life: Lesson Make-Over
BEFORE UbD AFTER UbD
• Look at the Grade • Discuss the
3 Social Studies changes evident
unit in the lesson after
• Which of the “twin “Backward
sins” are Design” has been
represented in this applied
lesson?
14. Backward Design Unit Template
Unit Topic:
BIG IDEA(S):
STAGE 1: Desired Results
Prescribed Learning Outcomes:
Enduring Understandings: Essential Questions:
Knowledge: Skills:
15. Stage 1: Desired Results
Using the Planning Template
• Unit Topic
• Prescribed Learning Outcomes (Goals)
• Big Ideas (Concepts)
• Enduring Understandings
• Essential Questions
• Knowledge and Skills
16. Meaningful Use of PLOs
• Danger of coverage mentality
• Need to prioritize & identify BIG IDEAS
• Clarity of goal essential for success
• Planning for multiple ways of engagement
(UDL) – to tap into learners’ interests,
challenge them appropriately, and motivate
them to learn
17. BIG IDEAS
• Provide a conceptual lens
• Are universal and timeless – carry through the ages
and across cultures
• Are broad, abstract, transferable
• Are the “core” of the subject – they need to be
uncovered allowing students “dig deep” into learning
• Are the building blocks for Enduring Understandings
• Examples: equity, good triumphs over evil,
problem solving
18. Finding the Big Ideas:
Unpacking the Learning Goals (PLOs)
1. Select 2-3 related PLOs
– Look for a natural link or connection between
the content of the PLOs
– Select PLOs based on what you know about
students’ learning needs, readiness, and
interests
19. Finding the Big Ideas:
Unpacking the Learning Goals (PLOs)
2. Highlight the key (recurring) nouns and
adjectives in the PLOs selected
3. Look at the lists of transferable concepts
and use the “funnel” questions handout to
assist in identifying the Big Ideas
(concepts) implied by the nouns and
adjectives in the PLOs
20. Finding the Big Ideas:
Unpacking the Learning Goals (PLOs)
4. Identify a pair (two) concepts that:
– Indicate the kind of inquiries that must be
made (e.g., compare and contrast)
– Suggest the kind of rethinking that learners
will need to do in order to understand the
ideas and find them useful
Wiggins & McTighe (2005). Understanding by Design. P. 69-70
21. Unpacking PLOs: Grade 3 Example
PLOs for Grade 3 Social Studies
• B1: Identify changes that can occur in
communities over time
• B2: Describe the importance of communities
• B3: Identify cultural similarities and differences
Big Ideas:
change, similarities and differences, culture
22. School Teams: Your Task
• Work through the steps of unpacking the
PLOs to find the Big Ideas (key concepts).
23. Finding the Big Ideas:
Unpacking the Learning Goals (PLOs)
1. Select 2-3 related PLOs
2. Highlight the key (recurring) nouns and
adjectives in the PLOs selected
3. Identify concepts implied by the nouns and
adjectives in the PLOs
4. Identify a pair (two) concepts that:
- Indicate the kind of inquiries that must be made
- Suggest the kind of rethinking that learners will need
to do in order to understand the ideas and find them
useful
26. Enduring Understandings Are:
• Statements of conceptual relationships –
includes two (or more) concepts (Big Ideas)
derived from the PLOs
• Transfers through time and across cultures and
situations
• Completes the stem “Students will understand
that….”
Erickson, L. (2008). Stirring the head, heart and soul: redefining curriculum, instruction, and
concept-based learning. p 87-88
27. Grade 3 Example:
PLOs for Grade 3 Social Studies
• B1: Identify changes that can occur in communities over
time
• B2: Describe the importance of communities
• B3: Identify cultural similarities and differences
Big Ideas: change, similarities and differences, culture
Enduring Understanding:
Communities change over time to meet people’s needs.
28. Enduring Understandings
Table Work: Sorting Activity
• Sort the statements in the envelope on
your table into yes examples and no
examples of enduring understandings
• Generate a list of the attributes of a
“good” (exemplar) enduring understanding
• Write these attributes on the 11x17 paper
on your table
29. Yes Examples
• What we believe is part of who we are.
• Homes reflect personal identity and local culture.
• Past civilizations shape present day systems and technologies.
• Exploration leads to discovery and develops new
understandings.
• Imagination is a powerful tool for extending our ability to
think, create and express ourselves.
• Family histories provide an insight into cultural and personal
identity.
• Communities are enriched by their members and the different
perspectives that they bring.
30. No Examples
• Ancient Egyptians had a sophisticated irrigation system.
• Explore what an integer is.
• My family is special and unique.
• Finding peaceful solutions to conflict leads to a better
quality of human life.
• Mammals have characteristics and needs.
• Communities would be enriched if everybody just got
along!
• Do you really know who your parents are?
• It is important to preserve local ecosystems.
31. Handout
• Compare the attributes listed on the
handout to those listed on your chart
paper
• Enter into a brief dialogue of comparisons
between the two…
– “I notice that….”
32. Enduring Understandings
• Based on the Big Ideas (concepts) at the
heart of the discipline - has enduring value
beyond the classroom
• Need to be “uncovered” in order to be
learned - through sustained inquiry
• What we want the students to understand
40 years from now
34. Your Task
• Using the identified Big Ideas (concepts)
write an Enduring Understanding.
35. Essential Questions
• Help us stay focused on the
Enduring Understanding
• Broad and open-ended
• Are arguable and important to
argue about
• Raise more questions-provoking
and sustaining engaged inquiry
• Spark meaningful connections
• Foster deep and transferable
knowledge
36. Examples of Essential Questions
Big Ideas: change, similarities and differences, culture.
Enduring Understanding:
Communities change over time to meet people’s needs.
ESSENTIAL QUESTIONS:
• What defines a community?
• What are the similarities and differences between
communities?
• How and why do communities change?
• How do people’s needs affect change in a community?
• How do communities reflect the needs of people living in
them?
37. Essential vs. Leading Questions
• Essential Questions
– Asked to be argued
– Designed to “uncover” new ideas, views, lines of
arguments.
– Set up inquiry, heading to new understandings.
• Leading Questions
– Asked as a reminder to prompt recall
– Designed to ‘cover’ knowledge
– Point to a single, straightforward fact-a rhetorical
question.
38. Essential Questions –
Concept Attainment
No Examples: Yes Examples:
• What is foreshadowing? • How do effective writers
Can you find an example? hook and hold their
readers?
• What are some French
colloquialisms that native • What distinguishes fluent
speakers would use? second language learners
from native speakers?
• Name four technologies
that have improved • Who wins and who loses
human life. when technologies
change?
39. Essential Questions –
Yes or No?
• When was the Canadian Constitution signed?
• What are the relationships between popularity and
greatness in literature?
• What do masks and their use reveal about a culture?
• Name six mathematical ideas or discoveries.
• What makes writing worth reading?
• How should governments balance the rights of
individuals with the common good?
40. Your Task
• Design Essential Questions that will help
students to understand the Enduring
Understanding
41. Where to Differentiate?
Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
42.
43. Reflections and Feedback
Questions?
Remember to put any “Post-It” questions on
one of the “Wonder Walls” before you leave!
Next Session:
February 9th at the LMCC
Backward Design Stage Two:
Assessment For, As, Of Learning