2. ve
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Oral presentations:
Johnson & Johnson, Carol Ann Tomlinson,
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3. What is the last step in
Understanding by Design?
Stage 3 : Plan learning experiences and
instruction
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4. How do we plan learning
experiences and instruction?
With clearly identified results (enduring
understandings) and appropriate evidence in
mind, educators can now plan instructional
activities
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5. Stage 3
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6. How do we plan learning
experiences and instruction?
What knowledge and skills will students need
to perform effectively to achieve desired results?
What learning engagements will equip students
with the knowledge and skills?
How can you equip your students with the
necessary attitudes to complete the summative
task?
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experiences%
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7. Where to?
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8. How can we apply this
to our own work?
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10. How do we plan instruction?
Taking into account the
W.h.e.r.e. t.o... acronym
plan stage 3 of your unit.
Which strategies could you
use?
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11. g Log
ar nin on
Le
Re f le c t i
What new tensions do you have
after this session on
understanding by design and
differentiated instruction?
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12. Freedom Writers
Movie snippet
Divide a piece of paper into 4 parts
he r
As yo u watch th e mo vie an d th e ne ws re po rt, th in k ab ou t wh y wa s th is te ac
lke d so fa r?
succ es sf ul? Ho w do es it re late to wh at we have ta
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14. Let´s think about it!
Why was this teacher successful?
In which ways, what she did with her students
relates to everything we have been talking in our
course?
If you had to choose... What was the crucial
moment in this teacher´s practice?
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15. G.A.N.A.G.
of yo ur
‘To be gin w ith th e en d in mi nd me an s to st art w ith a cle ar un de rs ta nding
ta nd
de st in at ion . It me an s to kn ow wh ere yo u’re go ing so th at yo u be tter un de rs
e right direc tio n.’
wh ere yo u are no w so th at th e step s yo u ta ke are al ways in th Ste ven R. Covey
domingo, 18 de noviembre de 12
16. It is always important to
have a Goal!
Think about... What is your Goal as a teacher?
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18. How can teachers improve
student learning?
Know and use learning targets, ones that are robust generalisations
or procedures, not simply daily classroom objectives or activities
Plan and use instructional strategies that work to help the
learner remember and apply information and skills, not just do
schoolwork
Use varied assessment strategies to provide important feedback
to help the learner accomplish the learning targets, not just evaluate
them
Use data to give methodical feedback to individual students,
verbally, in writing, and in succinct reports, in order to improve
learning
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19. Learning Targets
The curriculum is developed with clearly articulated
learning targets. These learning targets are robust concepts,
generalisations, or procedures.
Where do we get those from?
Where do they fit in our planning?
In which ways have we discussed this aspect so far in this
course?
domingo, 18 de noviembre de 12
20. Instructional strategies
Plan for Delivery
Plan and use instructional strategies that
will allow the learner to remember content and
apply information and skills rather than just do
school work. This will assist students to retain
information for longer periods of time
We will look at a model...
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21. Assessment
Vary the assessment methods used to clarify
the understanding of the learners relative to the
learning target. Using assessment to generate
information with will assist the learner in
achieving the learning targets.
What have we discussed so far regarding
assessment?
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22. Feedback
Criterion based feedback
Giving the learner specific feedback based on the
learning targets. Developing a method of grading
and record-keeping that demonstrates the
learners progress in meeting the learning targets.
Think about your last week in school...
What feedback have you given? Did you
receive any?
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24. What is effective
feedback?
Jigsaw reading:
Each table has one article regarding feedback. Read
and discuss your article. Decide on what aspects are
important to share with the wider group
ve
Ef f e c t i
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C l a s s ro y
s t r a te g
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25. What is effective
feedback?
Once you have decided on what and how to share,
form mixed groups with at least one person reading
each article. Each one shares and as a group decide
on a list of important aspects regarding effective
feedback
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26. What is the role of feedback
in the learning cycle?
Refinement%of% Access%prior%
understanding% knowledge%
Outside% Input:%New%
evalua8on% teaching%
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27. Assignments and readings
for next session:
Oral presentations: Marzano, Maslow, Lynn
Erickson (Concept based curriculum), Making thinking
visible (David Perkins and Ron Ritchhart)
3rd Learning Log due (Blog, electronic, paper, etc)
Readings: (there is a folder called required readings)
Making thinking visible – Perkins & Richhart
Designing & Assessing Educational Objectives – Marzano Chapter 1
Curriculum and instruction for the thinking classroom – Chapter 2
Bring: Your Finished UdB unit and a draft of your first GANAG lesson
plan. If you want me to give you feedback on any send it to me by Friday.
ve
Ef f e c t i
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28. Exit card
Traffic light: Think about our
course so far...
Red – an area you feel you still have to
work in order to understand
Yellow – Something you have been
able to understand but believe you still
have to continue inquiring into
Green – Something you are very clear
ve
about
Ef f e c t i
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29. See you in two weeks!
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