how is understanding developed and demonstrated? performances of understanding using multiple...
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How is
understanding developed and demonstrated?
Performances of Understandingusing multiple intelligences
How to Teach for UnderstandingT527 on 15 October 2009
T-527 Fall 2009
Goals for today• Understand how to clarify/refine goals to focus
on understanding important content, methods, purposes, and forms
• Understand how to design performances that help learners ramp up their understanding of target goals through a coherent, challenging, accessible sequence of activities: introductory, guided, culminating
• Understand how to select, employ, and justify new technologies to foster understanding
• Understand how to use readings, the rubric, and colleagues to reflect on your own understanding and to request constructive feedback
T-527 Fall 2009
Activities for today
• Talk with Arzu Mistry and Todd Elkin about using
technology to enhance performances of
understandng
• Reflect on the process of curriculum design
• Discuss readings to clarify criteria for effective
performances of understanding/uses of technology
• Work/consult on projects: use the rubric to assess
topic/goals and plan learning/technology activities
• Mid-course assessment
T-527 Fall 2009
Curriculum Design as a collaborative, reflective process
• Reflect on readings: Disrupt your prior ideas,
habits, expertise
• Consult with your partner to connect theory with
practice without becoming too constrained
• Share draft work
• Keep with the schedule
• Surface dilemmas, request and provide feedback
• Respond to feedback revisions
T-527 Fall 2009
Defining your topic
Throughlines, Big Purposes, Overarching Goals
Curriculum Standards Required Content
Generative Topic
Target of Difficulty
T-527 Fall 2009
Finding a Target of Difficulty
Important toUnderstand
Difficultto Teachand Learn
Helpedwith New
Technology
T-527 Fall 2009
Understanding goals
Boix Mansilla &Gardner– Knowledge
– Methods
– Forms
– Purposes
Focus on big ideas
Align coherently: long-term, units, lessons;basic knowledge and skills to higher-order goals
T-527 Fall 2009
Nested Goalsfocus coherent learning
Throughlines: Overall goals
Understanding goals: Unit goals
Subgoals: Lesson goals
specific skills andknowledge
T-527 Fall 2009
Publicize explicit goals
• Veenema and Gardner: Unless educators are
clear about their goals and their own priorities, the
technology will becoming a tool of obfuscation
rather than clarification.
Goals define assessment criteriaand drive design of performances
T-527 Fall 2009
Effective Learning ActivitiesPerformances of Understanding
– Develop and demonstrate understanding of
target goals
– Require active learning and creative thinking
– Build through coherent, challenging, accessible
performances: introductory, guided, culminating
– Include a rich range of entry points, levels of
difficulty, multiple intelligences
– Provide multiple opportunities for assessment
and feedback
T-527 Fall 2009
Use technologies to enrich Performances of Understanding
Multiple Intelligences Theory
• Represent ideas in multiple ways to engage learners
• Allow learners to use multiple intelligences to
access, analyze, and express information and ideas
• Enable learners to choose different pathways
through material they are studying
• Provide scaffolding that learners can select and
tailor to serve their needs
• Use mindtools to engage and facilitate critical
thinking and higher order thinking
T-527 Fall 2009
Work on your projects
• How do your topic and goals look in relation
to the rubric criteria?
• Plan learning activities with today’s
readings in mind
• How might you use technologies to engage
learners, make goals clear, provide
multiple/flexible methods to develop, apply,
and express understanding?
T-527 Fall 2009
Complete midcourse feedbackby Monday, October 19
• Download file from assignments in course
website and email or deliver to Stone’s mailbox
in 321 Longfellow Hall
OR • Complete the online form in Survey Monkey at
• http://www.surveymonkey.com/s.aspx?sm
=27cGOxF7dfWLhPUIJZ_2b6tg_3d_3d
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