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March 23 Lab TFU and your final project

March 23 Lab TFU and your final project. Do you have questions on the TFU framework and how it works with your final project design? Tonight in lab we will take a look at pre-selected CCDT projects to analyze and make suggestions on where the design could be improved. Throughlines:.

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March 23 Lab TFU and your final project

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  1. March 23 LabTFU and your final project • Do you have questions on the TFU framework and how it works with your final project design? • Tonight in lab we will take a look at pre-selected CCDT projects to analyze and make suggestions on where the design could be improved.

  2. Throughlines: • are the overall goals of your course. They answer the question: What do I most want my students to know after this course? • Start with statements like: • The things that I most want my students to understand after this course or year are... • Students will understand…

  3. Throughlines: Examples • For a general science course: "Students will understand that 'doing science' is not the process of finding facts but of constructing and testing theories.” • For a literature course: "Students will understand how metaphors shape the way we experience the world."

  4. Generative Topics: • Think about generative topics as the "big ideas" of your discipline that will be interesting enough and engaging enough to capture the attention of you and your students for a unit. • One way to think about Generative Topics is that they are like the titles for units of your curriculum.

  5. Generative Topics: Examples • In biology: the definition of life, rain forests, dinosaurs, endangered species, global warming. • In mathematics: the concept of zero, patterns, equality, representations in signs and symbols, size and scale. • In history: maritime disasters, survival, revolution, conflict, power. • In literature: interpreting texts, folktales, humor, multiple perspectives.

  6. Understanding Goals: • Understanding Goals are "things" we most want our students to understand at the end of a unit. • These things might be concepts, processes, and/or skills. • They focus on developing student understanding , not solely on memorization of facts or acquisition of skills. • Understanding means more than just having knowledge and skills. It means having knowledge or skills and being able to think about and use those skills or ideas in many ways.

  7. Understanding Goals: Examples • For a history unit with generative topic "Freedom at a Cost: Understanding the Bill of Rights": "Students will understand the relationship between rights and responsibilities in a democratic society." • For a geometry unit with the generative topic "Finding Out What's True: Proofs in Mathematics": "Students will develop their understanding of both inductive and deductive approaches to proving various statements (for examples, that two triangles are congruent, that two lines are parallel, and so on).”

  8. Performances of Understanding • Performances are the activities and tasks of your daily lessons. • The key to a performance of understanding is that it: • directly aims at furthering to one of your understanding goals, • allows students to show they understand the concept, • and pushes and guides students to a new level of understanding of the concept.

  9. Performances of Understanding: Example • For a mathematics unit with the understanding goals "Students will understand how percentages can be used to describe real-world happenings" and "Students will understand how to represent numerical information in clear graphs": • In small groups, students collect and compile data about school attendance over the course of two weeks. They calculate the percentage of students who fit various categories (percentage of students absent, percentage present, percentage tardy, and so on). They then create graphs to represent their data visually, collect feedback from the class, and revise their graphs accordingly.

  10. Ongoing Assessment • Look carefully at your Understanding Goals and Performances to brainstorm about assessment. • For each Performance, jot down ideas for how you will assess student understanding and provide feedback to the student

  11. Ongoing Assessment: Example Using the Performance of Understanding for the Mathematics Unit… • Criteria for ongoing assessment: The teacher shares with the students a sheet that describes the two categories of criteria for their work: qualities of an effective survey and characteristics of an effective use of percentages in survey work. • Feedback for ongoing assessment: Students share drafts of their surveys with one another for feedback and critique. They submit a first draft of their graphs and charts to the teacher for comment. The final draft is submitted with a self-evaluation that the teacher includes as part of their final grade.

  12. Projects: • Monica Albuixech • Christopher Brenner • Raul Castanon • Erik D’Entremont • Gretchen Gaynor • Daruis Green • Paul Hwang • Matthew Lake • Jonathan Makovec • Norm Martin • Ana Mateos • Donovan McLean • Patricia Murray • Aramndo Segura • Cheryl Ann Snyder-Samuel • Beverly Witten • Nicole Adams

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