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เรื่องเล่าเช้าวันอาทิตย์

Understanding by Design. เรื่องเล่าเช้าวันอาทิตย์.

vernon-kidd
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เรื่องเล่าเช้าวันอาทิตย์

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  1. Understanding by Design เรื่องเล่าเช้าวันอาทิตย์ A One-Day Seminar in Bangkok presented byGrant P. Wiggins, Ed.dhttp://www.authenticeducation.org grant@authenticeducation.org เสาร์ที่ 2 กุมภาพันธ์ 2551เวลา 08.00-17.00น. ณ ห้องบอลรูม ศูนย์การประชุมแห่งชาติสิริกิติ์ กรุงเทพมหานคร อาทิตย์ที่ 17 กุมภาพันธ์ 2551 ณ โรงแรมแม็กซ์ กรุงเทพมหานคร อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  2. บรรยากาศภายในห้องบอลรูม ศูนย์การประชุมแห่งชาติสิริกิติ์ อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  3. 4ประเด็นของเนื้อหาสำคัญ คือ A One-Day Seminar in Bangkok presented byGrant P. Wiggins, Ed.dhttp://www.authenticeducation.org grant@authenticeducation.org 4ประเด็นของเนื้อหาสำคัญ คือ 1. Introduction to Understanding By design 2. The “Backward design” Instructional design model 3. Big Picture of Design Approach 4. The Six Facets of Understanding อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  4. ? EQ. 1. Introduction to Understanding By design • What is understanding?How do you know when learners “got it”? What’s the difference between “getting it” and mere accurate recall of what was taught? • What does understanding as a goal require of our “designs” - our planning?How do we teach, and assess for understanding by design? อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  5. จุดเน้น “backward design” To solve common lesson planning weaknesses จุดเน้น “understanding” Making sense of facts and skills via big ideas and transfer of learning Backward design from understanding Content mastery is NOT the long-term goal of curriculum and instruction: The ability to use content, wisely and effectively, is the long-term goal. อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  6. 2. The “Backward design” Instructional design model KEY: 3 Stages of (“Backward”)Design Backward design logic Stage 1: If the desired results are for learners to… Identify desired accomplishments Stage 2: then you will need evidence of the student’s ability to… Determine acceptable evidence Stage 3: so, the learning activities must prepare students for… Plan learning experiences & instruction อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  7. 3. Big Picture (Idea) of Design Approach UbD big Idea Why important? If not… Plans need to be well Aimless activity & aligned to be effective coverage It is the essence of Students fail to apply, understanding and poor results on tests the point of schooling that’s how transfer Learning is fragmented happens, makes more difficult, less learning more engaging connected that’s what is most You lose many kids engaging and inviting over time Backward design Transfer as goal Focus on big ideas Meaningful learning อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  8. 4. The Six Facets of Understanding • You really understand when you can: • explain, support, defend your views • interpret, find patterns • apply & adapt • see from different perspectives • show empathy • reveal self-understanding อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  9. Effective units of study balance these three goals Acquire Learning for Understanding Make Meaning Transfer อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  10. Template The logic of “Backward design” Stage 1 Stage 2 Stage 3 If the desired result is for learners to…Desired Results then, you need evidence that the student can… Assessment Evidence then, the learning activities need to… Learning Plan อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  11. UBD Template Stage 1: Desired Results Established goal (s): Understanding (S): Essential Question (S): Students will understand that… Students will be able to… Students will know… Stage 2: Assessment Evidence Other Evidence: Performance Task (s): Stage 3: Learning Plan Learning Activities: อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  12. “Big Ideas” Topic concepts themes Issues/debates problems/challenges processes theories paradoxes assumptions/perspectives อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

  13. Summary of good design... • Clear goals and explicit performance requirements • Models and modeling provided • A genuine challenge/problem frames work that stretches you-real, meaningful work • Lots of focused practice, feedback and opportunities to use it • Trial and error, reflection and adjustment are expected, encourage and designed in • The teacher is more of a facilitator, coach • There is a safe, supportive environment of risk-taking • Designed in variety, choice and attention to difference • A good mix of a collaboration/solo work • Immersion, active, multi………………… อ.ดร.เกษมรัสมิ์ วิวิตรกุลเกษม

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