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Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. Social Action Papers Any writing assignment that connects learning targets with real issues in the community Uses: Develop research and persuasive writing skills Develop citizenship values and skills Student learn how to use […]
NOTE: ALL BOOK & LOGO IMAGES ARE ACTIVE HYPERLINKS TO BOOKS, WEB RESOURCES, OR ORGS. ENJOY! 🙂 01 : Why teach in the challenge zone? 02 : Scaffolding academic literacy 03 : Learning in the challenge zone 04 : What is curriculum literacy? 05 : Engaging in academic literacy 06 : Scaffolding […]
Chapter 11 in Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. 3 Stages of Backwards Design: Identify Desired End Results: study standards and learning goals identify learning goals and desired enduring understandings prioritize learning goals Determine Acceptable Evidence: determine what evidence […]
Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. Stage 1 Template Stage 1 Evaluation standards To what extend does the design focus on the big ideas of targeted content? Are the targeted understandings enduring, based on transferable, big ideas at the heart of the discipline and in need of uncoverage? framed by questions that spark meaningful connections, provoke […]
Chapter 10 in Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. Coverage coverage of surface details with little depth treats all facts as discrete parts of equal value teaching by mentioning tends to cover up big ideas Pitfalls to avoid: taking […]
Chapter 7 in Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. . Guiding Questions for Designing Assessments: What evidence can show that students have achieved desire results? (ALIGNMENT) What assessment tasks and other evidence will anchor projects and guide instruction? (ANCHORING) What […]
Chapter 7 in Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print. WHERETO Framework: Framework for developing good scaffolding W: How will I let students know WHAT they are learning and WHY they are learning it? […]
Chapter 7 in Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print. Use Essential Questions in Teaching use essential (driving) questions to launch projects and revisit throughout the project make questions provocative and student friendly […]
Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. The following project planning form was inspired by the backwards design process in Understanding by Design: Blank project planning form: link Sample completed planning form: ink Section 1: Standards: This section is used to […]
Chapter 4 in Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. Explanation: Can describe apt theories and illustrations that provide knowledgeable accounts of events, actions, and ideas How does this work? To what is this connected? What does this imply? How did this […]