october 25 th, 2011 workplace & apprenticeship 20

OCTOBER 25TH, 2011

WORKPLACE & APPRENTICESHIP 20

GOALS OF THE WORKSHOP

• To use the curriculum outcomes and indicators connected to Chapters 4 and 5 to plan instruction

• To become more comfortable with the content of the course and plan for instruction using the resource as a guide

• To network with other teachers in the division that are teaching the course – share ideas, resources, etc

FEEDBACK FROM CHAPTERS 2 & 3

What went well?

What concerns do you have?

Feedback for future teachers/publisher?

UNDERSTANDING BY DESIGN: THE BACKWARD DESIGN MODEL

"To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction." (Covey, 1994)

The backward design model is comprised of the following three stages:

•I. Identify desired results •II. Determine acceptable evidence •III. Plan learning experiences and instruction

IDENTIFY DESIRED RESULTS

• Start with the curriculum - Examine the outcomes

• What are students expected to understand, know and do?

DETERMINE ACCEPTABLE EVIDENCE

• What will we accept as evidence of student understanding and proficiency?

PLAN LEARNING EXPERIENCES AND INSTRUCTION

What learning activities will enable students to achieve the learner outcomes?

CHAPTER 4 - TRIGONOMETRY OF RIGHT TRIANGLES

•Intro to Chapter 4 & Project (p. 164 – 165)

•Go through each section and be prepared to share & discuss with group using the questions provided as a guide

•Puzzle it out p. 184

•Do we need to supplement anything to meet the desired results?

What are the key concepts of this section?   What prior knowledge is required?   Based on the curriculum outcomes/indicators, what aspects of this section are important?  

What aspects of this section may be challenging to our students?   How would you use the approach teaching this section (i.e. what activities would you focus on)?  

CHAPTER 5 – SCALE REPRESENTATIONS

• Curriculum Outcomes WA 20.10 and 20.5

• Intro to Chapter & Project p. 208 - 209

• Go through your assigned section and be prepared to share & discuss with group using the questions provided

• Do we need to supplement anything to meet the desired results?

What are the key concepts of this section?   What prior knowledge is required?   Based on the curriculum outcomes/indicators, what aspects of this section are important?  

What aspects of this section may be challenging to our students?   How would you use the approach teaching this section (i.e. what activities would you focus on)?  

FINAL ITEMS

•Questions

•Feedback

•Thanks for coming!