1 / 24

Class 4

The Paradigm Shift from Instruction to Learning Paradigm Introduction to Understanding By Design Project Discussion/Teaming Classroom Assessment Technique (CAT). Class 4. Reconnecting the dots…. Facets of Understanding. Knowledge. Understanding. Instruction to Learning. The Shift.

velma-cardenas
Download Presentation

Class 4

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Paradigm Shift from Instruction to Learning ParadigmIntroduction to Understanding By DesignProject Discussion/TeamingClassroom AssessmentTechnique (CAT) Class 4

  2. Reconnecting the dots… Facets of Understanding Knowledge Understanding Instruction to Learning The Shift

  3. Assessment is the process of gathering and discussing information frommultiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning

  4. Clips to review • Dead Poets Society (56 sec) • Dead Poets Society II(5 min) • Math Class(6 min)

  5. Summary of Instruction vs. Learning Paradigm • Mission and Purpose

  6. Summary of Instruction vs. Learning Paradigm • Teaching and Learning Structure

  7. Summary of Instruction vs. Learning Paradigm • Learning Theory

  8. Hallmarks of Learner-Centered Teaching p.33 • Learners are actively involved and receive feedback • Learners apply knowledge to enduring and emerging issues and problems • Learners integrate discipline-based knowledge and general skills • Learners understand the characteristics of excellent work

  9. Con’t Hallmarks of Learner-Centered Teaching p.33 • Learners become increasingly sophisticated learners and knowers • Professors coach and facilitate, intertwining teaching and assessing • Professors reveal that they are learners, too • Learning is interpersonal, and all learners—students and professors are respected and valued.

  10. Teams

  11. Understanding by Design A blueprint for learning Overview

  12. Understanding by Design is also known as Backwards Design, why?

  13. Consider how you plan a trip. Do you use a backward design?

  14. What other kinds of work is best done backwards?

  15. The stages are logical but they go against traditional habits • Typically lesson and activity ideas are created before clarifying our performance goals for students • By thinking through the big ideas and assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results…learning. • Plan activities last, not first.

  16. Understanding By Design – 3 Stages 1-Identify desired results

  17. Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence

  18. Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence 3-Plan learning experiences

  19. Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence What are the outcomes of your course? Upon completing your course, what should students know, understand, and be able to do? 3-Plan learning experiences

  20. How will you know if your students have achieved the desired outcomes? What will you accept as evidence of proficiency? 1-Identify desired results 2-Determine acceptable evidence 3-Plan learning experiences

  21. With the identified results and evidence of understanding/proficiency in mind, what sequence of activities best suits the desired results? How can you make learning both engaging and effective given the goals and needed evidence? Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence 3-Plan learning experiences

  22. Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s t a g e 2 Learning Activities s t a g e 3 The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there?

  23. Planning • What is the context of your training/course/workshop/program? • Please provide an overview • Who is the target audience for this offerring? • Is this an authentic project for you?

More Related