Understanding PPT

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Understanding PPT

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Understanding PPT

  1. 1. Utah Academy of Teachers
  2. 2. Educators will design quality… <ul><li>curriculum and instruction to insure student learning: </li></ul><ul><ul><li>Defining quality classroom </li></ul></ul><ul><ul><li>Aligning standards, curriculum, assessment </li></ul></ul><ul><ul><li>Engaging curriculum and instruction </li></ul></ul><ul><ul><li>Integrating for transfer of learning </li></ul></ul>
  3. 3. Quality Classroom <ul><li>What defines a quality classroom for learning? </li></ul><ul><li>Most important factor in student learning: </li></ul><ul><li>Quality teaching </li></ul><ul><li>Good teachers make good schools </li></ul>
  4. 4. Teacher Qualifications
  5. 5. Cumulative Effects of Teaching
  6. 6. Effects of Educational Investments
  7. 7. 90-90-90 Schools <ul><li>High poverty </li></ul><ul><li>High minority enrollment </li></ul><ul><li>High academic success rate </li></ul>
  8. 8. What Explains Variance in Student Achievement? <ul><li>The powerful 24/49 statistic </li></ul><ul><li>Economics, ethnicity, language - 24% </li></ul><ul><li>Teaching qualifications and practice 49% </li></ul><ul><li>Teaching quality and certification are the critical value </li></ul><ul><li>Conclusion: standards and performance assessments work </li></ul>
  9. 9. Programs Do Not Teach Students; Teachers Do
  10. 10. Framework for Teaching Components of Professional Practice Domain 1 
Planning and Preparation Domain 2 
Classroom Environment Domain 3 
Instruction Domain 4 
Professional Responsibilities
  11. 11. Planning and Preparation <ul><li>Domain 1: includes comprehensive understanding of the content to be taught, knowledge of the student's backgrounds , and designing instruction and assessment. </li></ul>
  12. 12. Classroom Environment <ul><li>Domain 2: is concerned with the teacher's skill in establishing an environment conducive to learning, including both the physical and interpersonal aspects of the environment. </li></ul>
  13. 13. Instruction <ul><li>Domain 3: is concerned with the teacher's skill in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn. </li></ul>
  14. 14. Professional Responsibilities <ul><li>Domain 4: is concerned with a teacher's additional professional responsibilities, including self-assessment and reflection , communication with parents , participating in on-going professional development , and contributing to the school and district environment. </li></ul>
  15. 15. Instructional Domain Themes <ul><li>Equity (principles of equity) </li></ul><ul><li>Cultural sensitivity (principles of equity) </li></ul><ul><li>High expectations (U-PASS, life skills) </li></ul><ul><li>Development appropriateness </li></ul><ul><li>Accommodating students with special needs </li></ul><ul><li>Appropriate use of technology </li></ul>
  16. 16. Components of Domain One Planning and Preparation <ul><li>Component 1a: Demonstrating Knowledge of Content and Pedagogy </li></ul><ul><li>Component 1b: Demonstrating Knowledge of Students </li></ul><ul><li>Component 1c: Selecting Instructional Goals </li></ul><ul><li>Component 1d: Demonstrating Knowledge of Resources </li></ul><ul><li>Component 1e: Designing Coherent Instruction </li></ul><ul><li>Component 1f: Assessing Student Learning </li></ul>
  17. 17. Component 1e: Designing Coherent Instruction Instructional Materials and Resources
 Levels of Performance Unsatisfactory Basic Proficient Distinguished Materials and resources do not support the instructional goals or engage students in meaningful learning. Some of the materials and resources support the instructional goals, and some engage students in meaningful learning. All materials and resources support the instructional goals and most engage students in meaningful learning. All materials and resources support the instructional goals and most engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials.
  18. 18. How does aligning standards, curriculum and assessment enhance student learning?
  19. 19. How Well Do the Parts of This Instructional Program Relate to Each Other? Standards Curriculum Instruction Assessment
  20. 20. How Well Do the Parts of This Instructional Program Relate to Each Other? Standards Curriculum Instruction Assessment
  21. 21. WHAT IS UNDERSTANDING BY DESIGN? <ul><li>Utah State Office of Education </li></ul>
  22. 25. What is Understanding by Design? <ul><li>A curriculum model which affects--- </li></ul><ul><li>Teacher planning </li></ul><ul><li>Teacher delivery </li></ul><ul><li>Student learning </li></ul><ul><li>Student assessment </li></ul>
  23. 26. Backward Design Process <ul><li>Stage 1: Identify Desired Results </li></ul><ul><li>Stage 2: Determine Acceptable Evidence </li></ul><ul><li>Stage 3: Plan Learning Experiences and Instruction </li></ul>
  24. 27. Stage 1: Identify Desired Results <ul><li>Enduring Understanding </li></ul><ul><li>Essential Questions </li></ul><ul><li>Knowledge and Skills </li></ul>
  25. 28. Understanding <ul><li>&quot;the capacity to apply facts, concepts and skills in new situations in appropriate ways&quot; </li></ul><ul><li>Howard Gardner </li></ul>
  26. 29. Focus Worth being
familiar with Important to
know and do &quot;Enduring&quot;
understanding
  27. 31. Reflection of a veteran high school teacher…
  28. 32. Key Questions <ul><li>What is worth understanding? </li></ul><ul><li>What is understanding? How will we know that students really understand? </li></ul><ul><li>How might we better anticipate and address predictable student misunderstandings? </li></ul>
  29. 33. Enduring Understanding Filters <ul><li>Fills state standards </li></ul><ul><li>Represents a &quot;big idea&quot; having enduring value beyond the classroom </li></ul><ul><li>Resides at the heart of the discipline </li></ul><ul><li>Requires student uncoverage </li></ul><ul><li>Engaging for students </li></ul>
  30. 34. Principles and Generalizations <ul><li>Examples: </li></ul><ul><li>Democratic governments must balance rights of individuals with the common good </li></ul><ul><li>Correlation does not insure causality </li></ul><ul><li>Creating space away from the ball increases scoring opportunities (e.g. in soccer, football, basketball) </li></ul>
  31. 35. Content Standards <ul><li>Enduring big ideas, having lasting value beyond the classroom </li></ul><ul><li>Big ideas and core processes at the heart of the discipline </li></ul><ul><li>Possible Enduring Understandings? </li></ul>
  32. 36. &quot;Unpack&quot; Content Standards <ul><li>What &quot;big ideas&quot; are embedded within the standards? </li></ul>
  33. 37. Artistic Expression <ul><li>Oregon CIM: Recognize how technical, organizational and aesthetic elements contribute to the ideas, emotions and overall impact communicated by works of art. </li></ul>Students will understand that:
• Available tools and technologies influence the ways in which artists express their ideas
• Great artists often break with established traditions, conventions and techniques to express what they see and feel
  34. 38. Essential Questions <ul><li>Have no one obvious right answer </li></ul><ul><li>Raise other important questions, often across subject area boundaries </li></ul><ul><li>Address the philosophical or conceptual foundations of a discipline </li></ul><ul><li>Recur naturally </li></ul><ul><li>Are framed to provoke and sustain student interest </li></ul>
  35. 39. Lesson Plan <ul><li>Students will understand the impact that World War II had on the United States: </li></ul><ul><li>Why and when was World War II fought? </li></ul><ul><li>How did WWII impact life inside the U.S.? </li></ul><ul><li>How did WWII affect different groups of people within the United States? </li></ul>
  36. 40. Stage 2: Determine Acceptable Evidence <ul><li>Performance tasks </li></ul><ul><li>Quizzes, tests, prompts </li></ul><ul><li>Unprompted evidence </li></ul><ul><li>Self-assessment </li></ul>
  37. 41. Assessment Types <ul><li>Traditional quizzes and tests Paper/pencil Selected response Constructed response </li></ul>Worth being
familiar with Important to
know and do &quot;Enduring&quot;
understanding • Performance tasks and projects
 Open-ended
 Complex
 Authentic
  38. 42. Think Like an Assessor Not an Activity Designer <ul><li>Design assessments before you design lessons and activities </li></ul><ul><li>Be clear about what evidence of learning you seek </li></ul>
  39. 43. Multiple Sources <ul><li>Think &quot;photo album&quot; versus &quot;snapshot&quot; </li></ul>• Sound assessment requires multiple sources of evidence, collected over time
  40. 44. Inauthentic vs Authentic <ul><li>Fill in the blank </li></ul>• Purposeful writing • Select an answer from a set of given choices • Scientific investigation • Answer the questions at the end of the chapter • Issues debate • Primary research • Solve contrived questions • Interpret literature • Solve &quot;real-world&quot; problems
  41. 45. Stage 3: Plan Learning Experiences and Instruction <ul><li>Sequence of learning experiences and instruction </li></ul>
  42. 46. How does Understanding by Design adhere to state core standards?
  43. 47. How does Understanding by Design impact the classroom and student learning?
  44. 48. Understanding by Design Engaging Students
  45. 49. Understanding by Design Curriculum Integration
  46. 50. Who Dares to Teach Must Never Cease to Learn <ul><li>For more information: </li></ul><ul><li>Rebecca Anderson [email_address] </li></ul><ul><li>Carolee Coleman </li></ul><ul><li>[email_address] </li></ul>
  47. 51. Utah Teacher Development Continuum
  48. 52. The Teacher <ul><li>&quot;I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.&quot; Haim Ginott </li></ul>

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