9982183
Description
UNDERSTANDING BY DESIGN FRAMEWORK BY
JAY MCTIGHE AND GRANT WIGGINGS
- IS A PLANNING PROCESS AND STRUCTURE
- TO GUIDE
- CURRICULUM-ASSESSMENT-INSTRUCTION
- CURRICULUM-ASSESSMENT-INSTRUCTION
- TWO KEY IDEAS
- FOCUS ON
- TEACHING AND
ASSESSING FOR
UNDERSTANDING AND
TRANSFER
- DESIGN CURRICULUM
"BACKWARD" FROM
THOSE ENDS
- TEACHING AND
ASSESSING FOR
UNDERSTANDING AND
TRANSFER
- FOCUS ON
- TO GUIDE
- IS BASED IN 7 KEY TENENTS
- 1) LEARNING
ENHANCEMENT
- THINK PURPOSEFULLY
ABOUT CURRICULAR
PLANNING
- NO RIGID
PROCESS
- NO RIGID
PROCESS
- 2) FOCUS
CURRICULUM
AND TEACHING
- ON DEVELOPMENT
DEEPENING OF
STUDENT
UNDERSTANDING
AND TRANSFER OF
LEARNING
- 3) STUDENTS MAKE SENSE OF
AND TRANSFER
- UNDERSTANDING INDICATORS SIX
FACETS
- CAPACITY TO
EXPLAIN
- INTERPRET
- APPLY
- SHIFT PERSPECTIVE
- EMPATHIZE
- SELF ASSESS
- CAPACITY TO
EXPLAIN
- 4) EFECTIVE CURRICULUM
PLANNED BACKWARD
FROM LONG TERM
- THREE STAGE DESIGN PROCESS
- DESIDERED RESULTS
- EVIDENCE
- LEARNING PLAN
- TEXT BOOK IS A
RESOURCE NOT
A CURRICULUM
- TEXT BOOK IS A
RESOURCE NOT
A CURRICULUM
- DESIDERED RESULTS
- 5) TEACHERS ARE COACHES OF
UNDERSTANDING
- ENSURE TEACHING
HAPPENS
- SUCCESFUL MEANING MAKING
AND TRANSFER BY THE LEARNERS
- SUCCESFUL MEANING MAKING
AND TRANSFER BY THE LEARNERS
- 6) REGULAR REVISION OF
UNITS AND CURRICULUM
- AGAINST
- DESIGN STANDARS
- DESIGN STANDARS
- REVISION ENHANCES CURRICULAR
QUALITY AND EFECTIVENES
- PROVIDES ENGAGING AND
PROFESSIONAL DISCUSSIONS
- PROVIDES ENGAGING AND
PROFESSIONAL DISCUSSIONS
- REFLECTS CONTINUAL
IMPROVEMENT APPROACH TO
STUDENT ACHIVEMENT AND
TEACHER CRAFT
- AGAINST
- ENSURE TEACHING
HAPPENS
- THREE STAGE DESIGN PROCESS
- UNDERSTANDING INDICATORS SIX
FACETS
- ON DEVELOPMENT
DEEPENING OF
STUDENT
UNDERSTANDING
AND TRANSFER OF
LEARNING
- THINK PURPOSEFULLY
ABOUT CURRICULAR
PLANNING
- 1) LEARNING
ENHANCEMENT
- IS GUIDED FROM TWO
STREAMS
- THEORETICAL RESEARCH IN
COGNITIVE PSICHOLOGY
- RESULTS OF STUDENT
ACHIEVEMENT
- THEORETICAL RESEARCH IN
COGNITIVE PSICHOLOGY
- BACKWARD DESIGN
- 1) IDENTIFY DESIDERED
RESULTS
- WHAT SHOULD
STUDENTS KNOW,
UNDERSTAND AND BE
ABLE TO DO
- RESULTS UNDERSTANDINGS
QUESTIONS GOALS EXAMINE
STABLISHED TANDARS NATIONALE
STATE PROVINCE AND DISTRICT
- REVIEW CURRICULUM
EXPECTATIONS
- CALLS FOR CLARITY
ABOUT PRIORITIES
- LONG TERM
GOALS
- LONG TERM
GOALS
- CALLS FOR CLARITY
ABOUT PRIORITIES
- REVIEW CURRICULUM
EXPECTATIONS
- RESULTS UNDERSTANDINGS
QUESTIONS GOALS EXAMINE
STABLISHED TANDARS NATIONALE
STATE PROVINCE AND DISTRICT
- WHAT SHOULD
STUDENTS KNOW,
UNDERSTAND AND BE
ABLE TO DO
- 2)DETERMINE
ASSESSMENT EVIDENCE
- REFLECTS DESIDERED
RESULTS
- PERFOMANCE
TASKS AND OTHER
EVIDENCE
- APPLY LEARNIGN TO NEW AND
AUTHENTIC SITUATION TO ASSESS
UNDERSTANDING AND ABILITY TO
TRANSFER THEIR LEARNING
- CONSIDER IN ADVANCE THE
ASSESSMENT EVIDENCE TO
VALIDATE TARGETED LEARNIGN
HAS BEEN ACHIEVED
- CONSIDER IN ADVANCE THE
ASSESSMENT EVIDENCE TO
VALIDATE TARGETED LEARNIGN
HAS BEEN ACHIEVED
- APPLY LEARNIGN TO NEW AND
AUTHENTIC SITUATION TO ASSESS
UNDERSTANDING AND ABILITY TO
TRANSFER THEIR LEARNING
- PERFOMANCE
TASKS AND OTHER
EVIDENCE
- REFLECTS DESIDERED
RESULTS
- 3)PLAN
LEARNING
EXPERIENCES
AND
INSTRUCTIONS
- PLAN MOST
APPROPIATE
LESSONS
- LEARNING
AC TIVITIES
- TRANSFER
MEANING AND
ACQUISITION
- ENSURE THREE
GOALS ARE
ADRESSED IN
INSTRUCTION
- TRANSFER
MEANING AND
ACQUISITION
- PRESENTING
INFORMATION
- MODELING BASIC SKILLS FOR
ACQUISITION NOT
EXTENDING LESSONS
- MODELING BASIC SKILLS FOR
ACQUISITION NOT
EXTENDING LESSONS
- PRESENTING
INFORMATION
- TRANSFER
MEANING AND
ACQUISITION
- ENSURE THREE
GOALS ARE
ADRESSED IN
INSTRUCTION
- TRANSFER
MEANING AND
ACQUISITION
- LEARNING
AC TIVITIES
- PLAN MOST
APPROPIATE
LESSONS
- 1) IDENTIFY DESIDERED
RESULTS
- Cibergrafia:http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
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