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Creating Engaging Lesson Plans: Aligning Curriculum, Assessment, and Instruction

Explore strategies in aligning curriculum, assessment, and instruction to create effective learning experiences. Learn the UbD process and unpacking standards to develop enduring understandings. Discover how to assess learning effectively and plan engaging activities for students. Collaborate with resources like Picasso website for educational support.

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Creating Engaging Lesson Plans: Aligning Curriculum, Assessment, and Instruction

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  1. The Spotlight onAligning Curriculum, Assessment, and InstructionBarber Middle School November 4, 2008Session Facilitator: Ashlynn Campbell, Area 5 ALT

  2. How is teaching like Lucy working in the candy factory? Feeling a little stressed?

  3. Essential Question How can today’s information assist me with aligning my curriculum, assessment, and instruction?

  4. The UbD Process STAGE 1 Identify desired results STAGE 2 Determine acceptable evidence STAGE 3 Plan learning experiences and instruction Grant Wiggins & Jay McTighe, Understanding by Design, 2004

  5. Stage 1 – Desired Results • What should students know, understand, and be able to do? • What “enduring” understandings are desired? • What essential questions will be explored?

  6. Enduring Understanding Ideas that are • Central to a discipline • Transferable to new situations • Have lasting value beyond the classroom • What do we want students to understand and be able to use several years from now, after they have forgotten the details?

  7. Unpacking the Standards Identify the nouns and verbs. Decide what students must KNOW and how they will DEMONSTRATE this knowledge. • Circle verbs • how students will demonstrate what they know • Underline nouns • what the students are required to know

  8. Unpacking a 6th grade Social Studies Standard PS3: POLITICAL SYSTEMS The learner will be able to describe and compare government systems and their development. *SS.6.3.1 Various Types of Government • The learner will be able to describe ways in which citizensparticipate in various types of government. ***SS.6.3.2.Political Developments • The learner will be able to outline important political developments and how conflict and cooperation contribute to these developments. *SS.6.3.3 Political Systems • The learner will be able to compare and contrastpoliticalsystems. Social Studies Standards 6th grade, Picasso

  9. Concept Map Citizens Participation Development of Political Systems (Europe) describe outline compare & contrast Political Developments Government & Political Systems Fascism Authoritarian Fall of Berlin Wall WWI & WWII Parliamentary Russian Revolution Collapse of Soviet Union Democracy

  10. Your turn! • Unpack the standards of your next unit. • Circle verbs • Underline nouns • Create a concept map

  11. Stage 2 – Assessment Evidence • What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? • Look at the standard(s) you just unpacked, and think of some ideas.

  12. Performance Tasks (GRASPS) Other Evidence: Quizzes Tests Question & Answer Observations Class Discussions Homework Journals Ticket Out the Door • Goal • Role • Audience • Situation • Product • Standards What assessments will YOU utilize? Grant Wiggins & Jay McTighe, Understanding by Design, 2004

  13. Stage 3 – Learning Plans • What activities, instruction, and learning experiences are best suited to help students reach the desired results? • When you are planning the learning activities, remember the WHERETO. • Look at the standards you have with you today, what ideas do you have?

  14. WHERETO • What is the expected outcome? – learning goals, reason for learning, what is required • Hook to hold interest – problem/issue, mystery, challenge, experiment, personal experience • Equip students – direct instruction, inductive learning, out of class experiences • Rethink and revise – provide timely feedback • Evaluate – provide opportunities for self-evaluation • Tailor to address different needs and abilities • Organize – sequence learning for the most engaging and effective learning What learning activities will take place? Grant Wiggins & Jay McTighe, Understanding by Design, 2004

  15. We don’t have to be stressed out like Lucy! • Collaborate! • Use your helpful resources!

  16. Helpful Resources • Picasso – http://picasso.cobbk12.org • Quick Reference • UbD Template • Weekly Planning Template • Assessment Matrix • Barber Teacher Resources Thank you to Dianne Cellini and Renee Rains!

  17. Please complete the evaluation before you leave!

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