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Online session October 11, 2011

Online session October 11, 2011. Project Brainstorming Enduring Understanding Development. Understanding by Design. To begin with the end in mind means to start with a clear understanding of your destination. . Understanding By Design Stages. 1. Blueprint. Identify desired results.

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Online session October 11, 2011

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  1. Online sessionOctober 11, 2011 • Project Brainstorming • Enduring Understanding Development

  2. Understanding by Design To begin with the end in mind means to start with a clear understanding of your destination.

  3. Understanding By Design Stages 1. Blueprint Identifydesired results

  4. Stage 1 *Ask yourself, “What do your students need to know or be able to do at the end of your course?”

  5. Establishing Priorities Worth being familiar with Important to know and do Enduring understanding

  6. Worth Being Familiar With Worth being familiar with • What do we want our students to hear,read, view, research, or otherwise encounter?

  7. Important to Know and Do • Important knowledge: Facts, concepts, principles • Important skills: processes, strategies, methods Important to know and do

  8. Enduring Understandings: Overarching • Lasting value beyond the classroom • Core processes at the heart of the discipline • Abstract, counterintuitive and often misunderstood ideas Enduring understanding

  9. Coverage vs. Uncoverage • Why would we cover anything? • Instead consider knowledge and skill as the means of addressing questions central to understanding key issues

  10. Uncoverage • The need to understand is heightened when an idea, fact, argument, or experience goes against our expectations or is counterintuitive. • A curriculum designed to develop understanding uncovers complex, abstract, and counterintuitive ideas by involving student in active questioning, practice trying out ideas. • “Uncoverage” describes the design philosophy of guided inquiry into abstract ideas.

  11. Higher Thinking Skills How can I provide students with opportunities to…… • Give knowledgeable and sophisticated explanations of the big ideas • Interpret the meaning of key concepts • Use knowledge effectively in new situations • Compare and contrast different points of view about big ideas • Evaluate important ideas • Speculate about alternative ideas

  12. How Can I Design Essential Questions That…... Will have no right or wrong answers? Will lead to more questions? Will allow students to question big ideas? Will hook students by provoking genuine inquiry? Will enable all students to participate and contribute to meaningful classroom discussions? Will focus learning towards the desired results? Will bring coherence to disconnected topics? Will encourage deep thought and reflection?

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