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Welcome! Please pick up a name tag and handouts!

Welcome! Please pick up a name tag and handouts!. Understanding by design. “how can comprehensive planning lead to engaged learning?”. MN South Lutheran Educators Host: Mayer Lutheran High School June 5, 2013. Opening and Introductions. Opening Prayer Introductions Lynn Gehrke

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Welcome! Please pick up a name tag and handouts!

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  1. Welcome! Please pick up a name tag and handouts!

  2. Understanding by design “how can comprehensive planning lead to engaged learning?” MN South Lutheran Educators Host: Mayer Lutheran High School June 5, 2013

  3. Opening and Introductions Opening Prayer Introductions Lynn Gehrke Kelly Lamkin Details about the day

  4. STUDENT ENGAGEMENTWhat makes Classroom experiences worthwhile?

  5. STUDENTENGAGEMENT THE MODE (Delivery) THE WHAT(Content) The How(Strategies)

  6. Avoid the twin sins of unit planning: Activity oriented teaching Content coverage Remember that textbooks are organized by topic not transferable goals.

  7. Student Engagement = Understanding

  8. Understanding Teaching for UnderstandingAsking the Essential Questions • Beyond the Discipline • Within the Discipline • Essential Questions Transfer ¹

  9. Example:Critical Thinking & Academic Language • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. • Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) • Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology • Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Begin with the end in mind! ELA Standard 9.11.4.4 The Power of Language

  10. Example:Critical Thinking & Academic Language Activity What are two essential questions we could use for this example?- Within the discipline-how does this matter to the internal learning, the next step in the process, etc.? Beyond the discipline-how will this apply to another subject discipline; will the learner be able to apply this to a future study, life experience, etc.? The Power of Language

  11. Teaching for Understanding Threshold of Higher Critical Thinking ¹

  12. Teaching for UnderstandingWhen we understand, we… can explain can apply can interpret have perspective have self-knowledge can empathize

  13. Example:Critical Thinking & Academic Language • Vocabulary VocabList The Power of Language

  14. Critical Thinking, Vocabulary, & the Creative Process… Engagement Focus: Constructing & Reinforcing understanding through the creative process Engagement Focus: Analysis & Evaluation • Setting Engagement Focus: Application & Synthesis EngagementFocus: Recall and Understanding The Power of Language

  15. The Power of Language Guiding students to uncover the power of language and helping them build a strong foundation of understanding paves the way to future learning.

  16. Teaching for UnderstandingEssential Questions Activity Write two essential questions related to your unit: Within the discipline-how does this matter to the internal learning, the next step in the process, etc.? Beyond the discipline-how will this apply to another subject discipline; will the learner be able to apply this to a future study, life experience, etc.?

  17. Activity-Lesson Questions In your selected unit identify where the learners have the opportunity to: Explain? Interpret? Apply? Gain perspective? Gain empathy?

  18. Teaching with Intentionality …by Design

  19. Formative Assessment • Assessment in the service of instruction. McAfee & Leong, 2010 • Popham, 2006, Shepard, 2008 say we should only call it formative assessment when through its use instruction is improved.

  20. Evaluation which is directly related to the teaching-learning process as it unfolds can have highly beneficial effect on the learning of students, instructional process of teachers, and the use of instructional materials by students and teachers. (Bloom, 1969, p. 50)

  21. Knowledge Embedded Understanding Daily Formative Assessment Useable Connected to the learning targets Skills Anecdotal Influence plans for the unitand development Real activities within the unit Reteach Instructional strategies Differentiate Embedded Change an activity Graded?

  22. Formative Assessment resource

  23. Transfer Soccer Video Stories

  24. Guided Practice

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