This document provides an overview of understanding and the backwards design process for developing lessons to promote student understanding. It explains that understanding involves inferring hidden meanings, applying concepts to new situations, and goes beyond just knowledge of facts. The backwards design process involves first establishing learning goals and standards, then developing transfer goals and essential questions, followed by determining what understandings and knowledge students will acquire. It provides examples and non-examples for various components of backwards design.
Sharing results of Applied Dissertation
Answers to
In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language?
Could it augment students’ aspirations in learning ESL?
Could it increase students’ persistence in ESL?
Could it enhance students’ positive perception of activities related to learning ESL.
Sharing results of Applied Dissertation
Answers to
In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language?
Could it augment students’ aspirations in learning ESL?
Could it increase students’ persistence in ESL?
Could it enhance students’ positive perception of activities related to learning ESL.
The presentation will encourage student teachers to reflect on some of the issues related to the teaching of social studies and think of ways to meet these concerns.
A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective...Yamith José Fandiño Parra
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.
Teacher autonomy : a tool to create learner autonomyAditi Bhushan
This was presented in National Seminal held at Gurukrupa College of Education and Research, Kalyan. This presentation is about teacher-learner autonomy.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
Individual difference and its effects on learningNazish Jamali
Subject: Human Development
Effects of Individual Differences on Learning
After this presentation students will be able to know about:
Individual Difference
Effects of individual difference on learning
Differences in learning and thinking styles
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
The presentation will encourage student teachers to reflect on some of the issues related to the teaching of social studies and think of ways to meet these concerns.
A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective...Yamith José Fandiño Parra
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.
Teacher autonomy : a tool to create learner autonomyAditi Bhushan
This was presented in National Seminal held at Gurukrupa College of Education and Research, Kalyan. This presentation is about teacher-learner autonomy.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
Individual difference and its effects on learningNazish Jamali
Subject: Human Development
Effects of Individual Differences on Learning
After this presentation students will be able to know about:
Individual Difference
Effects of individual difference on learning
Differences in learning and thinking styles
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
Getting a scientific message across can be a challenge. Most scientific presentations are boring. By effectively using PowerPoint or other presentation software, you can keep your audience engaged and convey a lot of information efficiently.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
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This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Biological screening of herbal drugs: Introduction and Need for
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. WHAT IS UNDERSTANDING
Understanding is…
The ability to infer hidden meanings.
The ability to read between the lines.
The ability to apply concepts to new and different
situations and concepts.
Understandings differ from knowledge
Knowledge is specific to facts, information, and
skills.
Understandings are more abstract and require a
deeper level of knowledge.
3. WHAT ARE UNDERSTANDINGS
Understandings are…
Conceptual
Transferable
Comprehensive
Abstract
Developed by uncovering and doing
Understandings are not…
Recalling information
Written facts
Immediately understood
4. BACKWARDS DESIGN
Backwards design is an approach to
understanding.
Allows us to begin planning by thinking
about the life long understandings we want
students to take away.
6. ESTABLISHED GOALS - STANDARDS
Common Core
State standards
Literacy, science, social studies, 21 st century skills
Starting point for each lesson
What lesson is formed around
NCSSS
National Curriculum Standards for Social Studies
Specific to Social studies
Introduces themes within social studies
7. ESTABLISHED GOALS - STANDARDS
NCSSS Themes
Culture
Time, continuity, and change
People, places, and environments
Individual development and identity
Individuals, groups, and institutions
Power, authority, and governance
Production, distribution, and consumption
Science, technology, and society
Global connections
Civic ideals and practices
8. TRANSFER GOALS
Transfer goals build off of the big ideas within a unit
and apply them to transferable tasks.
Blooms taxonomy poses many meaningful tasks to
help guide students in building understandings.
9. TRANSFER GOALS - BLOOMS TAXONOMY
EXAMPLES
Creating
Students will be able to create a brochure about eating healthy.
Evaluating
Students will be able to assess their peers presentation in a
respectful manner.
Analyze
Students will be able to compare and contrast healthy and unhealthy
foods.
Apply
Students will be able to classify animate and inanimate objects.
Remember
Students will be able to describe the characters in a story using key
details.
Understand
Students will be able to explain the stages of mitosis.
11. TRANSFER GOALS – NON EXAMPLES
Ineffective transfer goals
Students will be able to…
Recall what culture is.
Define culture.
12. MEANING MAKING
Understandings
This section is where we state the concepts that students will
understand by the end of the lesson.
The understandings are based off of the activities that students
complete during the lesson.
This section allows us to evaluate the tasks that we are having
students perform and how effective they will be for student
understanding.
The understandings should be narrowed down to specific concepts
within the standards.
Examples:
In a lesson on culture we would want students to understand:
Culture is the behaviors, beliefs, traditions, and ways of living in a specific
group of people.
Similarities and differences between cultures.
Non Examples:
What culture is
13. MEANING MAKING
Essential Questions
Essential questions are thick and descriptive questions.
They help to guide students thinking towards the important concepts
in the lesson.
Essential questions get students thinking about the concepts in ways
that they may not have already been thinking.
Examples:
How are groups of people alike and different?
How does culture link a group of people?
Non Examples:
What is culture?
Why is culture important?
14. ACQUISITION OF KNOWLEDGE AND SKILL
Knowledge
The knowledge section pertains to the information that students will
gain during the lesson.
It can also pertain to the knowledge that students will already have.
Examples:
Students will know…
Important people who impacted the U.S. throughout history.
How to define culture and bias.
15. ACQUISITION OF KNOWLEDGE AND SKILL
Skills
The skills sections is where you would put the skills that students will
need to have in order to complete the tasks.
If students do not already have these skills then you will need to help
the students gain these skills.
The skills section can also be where you would put the skills that
students will learn within in the lesson.
Examples:
Students will be skilled at…
Collecting information from various forms of media.
Using maps and globes to find locations of countries.
16. PERSONAL MISCONCEPTIONS
Knowledge and skill
At first I thought that the knowledge and skill sections were only for
the knowledge and skills that students will gain from the lesson.
However I realized that this can also be a place to put knowledge and
skills students will need in order to participate and engage in the
lesson.
Essential questions
When I first began working with the essential questions I thought
that they were just questions that you would ask during the lesson.
However, I learned that these questions are actually there to help
assist students in their thinking process. They help students to build
meaningful understandings and allow them to keep considering the
concepts even after the lesson is over.
17. PERSONAL MISCONCEPTIONS
Standards
My biggest struggle with building a lesson is pairing standards. The
standards are the most important pieces in building a meaningful
lesson. There were many times that I thought standards would pair
well together until I began working with those standards. It was then
that I would realize that the concepts within the standards were to
broad and needed to be narrowed down.
18. RESOURCES
Adler, S. A . (2010). National curriculum standards for social
studies: a framework for teaching, learning and assessment .
Silver Spring, Md: National Council for the Social Studies.
Wiggins, G., & McTighe, J. (2005). Understanding by
Design, Expanded 2nd Edition (2nd ed.). Alexandria: ASCD .