paving the way presentation 4 30 catawba (1)

8/12/2019 Paving the Way Presentation 4 30 Catawba (1)

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Paving the Way:

Understanding the Process of

Quality Curriculum Design

Catawba County Schools

April 30, 2012

Heather MullinsProfessional Development Consultant

NCDPI


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Overview

Where are we now?

Where are we going?


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Preparing for the Day

Great deal ofinformation

Feel free to askquestions and ask

for clarification

Goal: Ensure your

understanding ofbest curriculum

mapping practice

Initial Question:

Use stickieswhatdo you know aboutCurriculum Mapping


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What is Curriculum Mapping?

Curriculum Mapping is the process for

collecting and recording core skills and

content taught, processes employed,

and assessments used for each subjectarea and grade level.

The completed curriculum map then

becomes a tool that helps teachers keeptrack of what has been taught and plan

what will be taught.


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Why Curriculum Mapping?

allows review of curriculum to check for redundancies,inconsistencies, misalignments, weaknesses, and

gaps

documents the relationships between required

components of the curriculum and intended studentlearning outcomes

helps identify opportunities for integration among

disciplines

provides a review of assessment methods

identifies what students have learned, allowing

educators to build on previous knowledge


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Sounds Easybut

New StandardsBegin with theEnd in Mind

Overwhelming

Tendency toSkip the Most

Important StageSacred Cows


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Setting the Record Straight

UbD is ONE of many models of unit

building for curriculum mapping

Backward Design is NOT lock-step. Stage

1 does not have to be fully completedbefore work begins on stages 2-3.

Questions?


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Four Clear Learning Targets

I can explain stage 1 ofthe understanding by

design process.

I can develop ideasabout how to formulate a

plan to support ourcurriculum mapping

process in CatawbaCounty.

I can identify potential

pitfalls in the mappingprocess and know howto help teachers avoid

them.

I can use a variety of

tools and strategies toensure our district buildsquality curriculum maps.


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Suggested Support Documents


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To begin with the end in mind meansto start with a clear understanding of

your destination.

It means to know where youre going

so that you better understand where

you are now so that the steps you take

are always in the right direction.

-Stephen R. Covey

-The Seven Habits of High ly Effect ive Peop le


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How do you

design alearningexperience

for students?

What doyou dofirst?

What do

you donext?

What do

you dolast?


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Eye-Opening Moments

Without Backward Design..

Standards and goals are

not driving the planning

process

Integrity of the standards

may not be upheld.

Instruction is designed

around materials and

resources available

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4&page=5&tbnh=88&tbnw=122&start=82&ndsp=19&ved=1t:429,r:5,s:82


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Grant Wiggins Quotes Mae West

If it is worthdoing, it is worth

doing slowly.

Backward designtakes time.

Backward design

takes support.


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Three Stages of Backward Design

page 12

Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence thatStudents have Achieved Desired Results

Stage 3: Plan Learning


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Stage 1: DesiredResults

EstablishedGoals

EnduringUnderstandings

EssentialQuestions

Knowledge andSkills

Stage 2:Assessment

Evidence

PerformanceTasks andRubrics

Other Evidence

Self-Assessment

Stage 3: LearningPlan

Teaching andLearningActivities


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Looking at a lesson

before and afterPages 6-11


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Exercises to Support Deep

Understanding

Ensure that teachers consider the intent of

the standards

Facilitate conversations with other

teachers to help reduce misconceptions

NCES

CCSS
http://localhost/var/www/apps/conversion/tmp/scratch_6/Alexander%20Mapping/Digging%20into%20the%20Essential%20Standards.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Alexander%20Mapping/Digging%20into%20the%20Common%20Core%20State%20Standards.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Alexander%20Mapping/Digging%20into%20the%20Common%20Core%20State%20Standards.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Alexander%20Mapping/Digging%20into%20the%20Essential%20Standards.docx


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Initial Thoughts

+

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=83&ty=49


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Understanding Backward

Design

Three Stages of Design


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Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence thatStudents have Achieved Desired Results

Stage 3: Plan Learning


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Stage 1: Identify Desired

Results

What overarching understandings are

desired?

What are the overarching essential

questions?

What will students know and be able to do

as a result at the end of this lesson/unit?


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Understanding Stage 1: page 14


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Four Elements of Stage 1

Established Goals

Transfer

Meaning

Acquisition


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Established Goals

North CarolinaStandard Course of

Study

Common Core State

Standards

North Carolina

Essential Standards


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Transfer

states the long-term accomplishments

students should be able to do with knowledgeand skill, on their own

establishes relevance and answers the questions

Why? and What can you do with this?

refers to enduring understandings.


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Big Ideas

Transferable concepts,principles, and theories

that should serve as the

focal point or heart of

the curricula, instruction,assessment.

Review pages 69-77

5 minutes What big idea(s) do

you find?
http://www.authenticeducation.org/bigideas/nj_videos/bigideas.html


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Goal + Transfer

Established Goals areour North CarolinaStandard Course of

Study Standards


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Enduring Understanding

Understandingis the ability to transferlearning to new, different and unique

experiences. - Grant Wiggins


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Enduring Understandings

frame the big ideas that givemeaning and lasting importance

discrete curriculum elements as

facts and skills

can transferto other fields aswell as adult life

provide a conceptual

foundation for studying the

content area
http://www.authenticeducation.org/bigideas/nj_videos/eu.html


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Tool: Identifying the Big Ideas p.80


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American Revolution Unit

Pair Assignment: What are the major

conceptsthat serve as the foundation for

this unit?

What do we actually want students totransfer?

Turn these into statements or questionsthat extend beyond the American

Revolution.


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Enduring Understandings

Americans rebelled for many reasons, but not because theircolonial governments had been long oppressed by the British.

Ideals related to liberty and equality (e.g. no taxation without

representation) were developed by the colonial elite during this

period (based on old ideas) to justify the rebellion. Once the

ideals developed, they had different meanings for different

people.

A new nation was created during the American Revolution, but

American nationalism was not a strong motivating force for the

rebellion until its later years.

What concepts transfer? Turn them into statements or

questions.


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Tools for Building Units from the

Big Ideas

Pages 84-87

Use Big Ideas to Develop Understandings

and Essential Questions as well as

Predictable Misunderstandings and Errors.

Teachers provide an explanation of

student goals in their own words.

All goals and ideas are directly related tothe established goals (NCSCoS)


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Putting it into Practice

Choose a unit from pages32-35 or from this site

http://goo.gl/CttzK

Warning! Not

everything on the

page is a UbD plan.

Read Stage 1 Identify the concepts

and transferrable

knowledge we want

students to have basedon the understandings.

How can you help

teachers identify the big

ideas and transferrableknowledge?

5 minutes
http://goo.gl/CttzKhttp://goo.gl/CttzK


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Questions?

Break: 10 minutes

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Meaning Making

The Path to Transferrable

Understandings

What is meaning?


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Transfer

Use of learning to make decisions, evaluate information,recognize patters long after learning content

Depends on meaning-making

Meaning

Content-specific understanding that leads to transfer


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Meaning

is derived from content-specific

informationinherent in the specific

standards being taught

an important generalization, a new insight

a useful realization

makes sense out of priorexperience or learning that was

either fragmented or puzzling.


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Framing Enduring Understandings

Go to page 107 Review Properly and Improperly Framed

Understandings.

Complete Part I with a Partner

Complete Part II with a Partner

Try to revise one or more improperly framedunderstandings

See the samples on pages 108-111 for support


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Two Types of Enduring

Understandings pages 114-115

Overarching

Point beyond specifics of

a unit to larger,

transferrable insights wewant students to acquire

Reflect year-long course

or K-12 program

understandings

Topical

Subject- and topic-

specific

Focus on particularinsights students should

acquired about the topic

within a unit of study

Less likely to transfer toother topics


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Goals + Transfer + Understandings


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Some Examples


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What can you do to helpteachers understand

how to distinguish

enduring understandingsfrom important

knowledge and skills?


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Building Essential Questions


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Working Definition of EQ

Write an example of anessential question.

Think-Pair-Share

Define Essential Question

After viewing this short video,revisit your definition.

How does what we havediscussed regarding transfer

and meaning impact yourdefinition?

Revise your question.
http://localhost/var/www/apps/conversion/tmp/scratch_6/Alexander%20Mapping/Essentialref=Mullinshe(2).avi


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Misconception Alert

Essential Questions

In what ways does art

reflect culture as well as

shape it?

How do effective writers

hook and hold their

readers?

How do organisms

survive in harsh or

changing environments?

Topical Questions

What do masks and their

use reveal about Mayan

culture?

How do great mystery

writers hook and hold

their readers?

How do insects survive

when their environments

change?


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Establishrelevance

Sustain StudentInquiry

Provide a clearfocus for thelesson or unit

Initiate creativeand critical

thinking

Focus on keytransferrable

concepts implicitin the curriculum

ESSENTIAL QUESTIONS


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Each student brings


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Quiz: EQ or Not

Work with Partner

Answer Y or N

How do we create EQs out of non-EQs?
http://localhost/var/www/apps/conversion/tmp/scratch_6/EQ%20Quiz.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/EQ%20Quiz.doc


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EQs

Which President of the United States hashad the most disappointing legacy?

What is healthful living?

To what extent are science and commonsense related?

What do you suppose would happen if the

government took away the Internet? How can our nation best handle the influx

of immigrants?


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Revised EQs

Who were the real winnersand losers of the Civil War?

Are Toad and Frog reallyfriends?

What are copyright lawsgoverning new

technologies? Why was the Magna Carta

important?

How do insects survive sowell?

Why do you suppose the

character in the storydecided to abandon hisfriend?

Who are the real winnersand losers in war?

Who is a true friend? Howwill you know?

How should the copyrightlaws be adjusted to take into

account the impact of newtechnologies?

What qualities guaranteethat a political documentendures over time?

In nature, do only the strong

survive? What is survivalstrength?

Why do some friendshipsend?


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Unrevised Questions

What are the

characteristics of the

organic molecules?EssentialConcept

SpecificTopic


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Adding the Essential Questions


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Some Examples


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Acquisition of Knowledge and Skill

Be able to KNOW be SKILLED


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Be able to KNOW be SKILLED

at

Knowledge (Declarative)

What we want

students to know:

Vocabulary

Definitions Concepts

Laws, Formulas

Key facts

Critical details

Sequence & timelines

Skills (Procedural)

What we want

student s to be skilled at:

Decoding, computation

Communication skills-listening, speaking, writing

Thinking skillscompare,infer, analyze

Researchinquiry,investigate

Study Skillsnote taking

Group skills

Grant Wiggins, Jay McTighe, Understanding by Design, 2004

Acquisition: Building Blocks for


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Acquisition: Building Blocks for

Meaning-Making and Transfer

Facts

Vocabulary

BasicConcepts

DiscreteSkills

Using

Tools


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The Challenges

Avoid arbitrary facts or definitions that donot contribute to understanding

Only place in Stage 1 what you intend to

access and teach explicitlynot what justgets mentioned

Tip: Some find it helpful to state knowledge

goals as recall questions students should beable to answer on their own by units end.


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g

S E l


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Some Examples


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Skim samples of drafts ofStage 1 on pages 123-130.

How might you use thismodel or aspects of this

model with your teachers?
http://localhost/var/www/apps/conversion/tmp/scratch_6/Alexander%20Mapping/Stage%201%20Feedback%20Tool.docx


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Stage 1

Feedback

Tool

Pl i Ti
http://localhost/var/www/apps/conversion/tmp/scratch_6/Alexander%20Mapping/Stage%201%20Feedback%20Tool.docx


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Planning Time

Lets use the next 30-45 minutes to planyour next steps in terms of Stage 1.

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F Cl L i T t


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Four Clear Learning Targets

I can explain stage 1 ofthe understanding by

design process.

I can develop ideasabout how to formulate a

plan to support ourcurriculum mappingprocess in Catawba

County.

I can identify potentialpitfalls in the mappingprocess and know howto help teachers avoid

them.

I can use a variety of

tools and strategies toensure our district buildsquality curriculum maps.


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Contact Information

E-mail: [email protected]

Skype: waterlovers3Phone: 828.244.8759 (H)

Blog: www.mullinshe.wordpress.com

Wiki: www.rt3region7.ncdpi.wikispaces.netTwitter: @carolinablondie
mailto:[email protected]://www.mullinshe.wordpress.com/http://www.rt3region7.ncdpi.wikispaces.net/https://twitter.com/https://twitter.com/https://twitter.com/https://twitter.com/http://www.rt3region7.ncdpi.wikispaces.net/http://www.mullinshe.wordpress.com/mailto:[email protected]


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Stage 2: Evidence

Think Like an Assessor

A t E id


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Assessment vs. Evidence

Whats thedifference?

Think-Pair-Share

Evidence is collected over time

instead of a singleevent

ongoing andfrequent to catchmisunderstandingsin the early stages

Includes a wide

range of differenttypes ofassessments

Th B i Q ti


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Three Basic Questions

1) What kinds of evidencedo we need to find hallmarksof our goals, including that of understanding?

2) What specific characteristicsin the student

responses, products, or performances should weexamine to determine theextent to which the desired

results were achieved?

3) Does the proposed evidence enable us to infer astudents knowledge or understanding?


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Understanding Stage 2:


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Understanding Stage 2:

Evidence

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Changing the Paradigm about


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g g g

Quality Evidence and Assessment

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Brain Dump


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Brain Dump

What are the characteristics of a qualityassessment?

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Quality assessments aretasks that require

students to demonstrate

their understanding of theTransfer and Meaning

elements of Stage 1.

Stage 2: Assessment and Evidence


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Stage 2: Assessment and Evidence

To what extent do the assessments providevalid, reliable and sufficient measures of the

desired results?

What will students do to show they understand?

What is the most appropriate assessment(s)

method?

Tip: The Digging In Tool could be revisited at this point to determine

how teachers perceived the best way to assess the standards. Acomparison of initial thoughts and the information in the Transfer andMeaning sections will provide direction for next steps.

Reflect and Share


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Reflect and Share

What does this quote mean to you?

Think like an assessor, not an activity

designer.

Reframing Assessment


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Reframing Assessment

Review stripswith apartner

Does the stripprovide a

characteristicof thinking likean assessor

or activitydesigner?

Sortstrips

Thinking Like an Assessor Thinking Like a Activity

D i


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Designer

What would be sufficient evidence

of understanding?

What would be interesting and

engaging activities on this topic?

What performance tasks must

anchor the unit and focus the

instructional work?

What resources and materials are

available on this topic?

How will I be able to distinguish

between those who really

understand and those who dont

(though they may seem to)?

What will students be doing in and

out of class? What assignments will

be given?

Against what criteria will I

distinguish work?

How will I give students a grade and

justify it to parents?What misunderstandings are likely?

How will I check for those?

Did the activities work? Why or

why not?

Review


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Review

Why is it important to think like anassessor and not an activity

designer?

Six Facets of Understanding


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Six Facets of Understanding

Mach20

05

UbD Facet Description

Explanation Sophisticated explanations and theories

Interpretation Interpretations, narratives, and translations

Application Use knowledge in new situations and contexts

Perspective Critical and insightful points of view

Empathy Ability to get inside another person's feelings

Self-knowledge To know one's ignorance, prejudice, and understanding

Facet 1: Explanation


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Facet 1: Explanation

Impact on Instruction

Students need to express

the big picture or big

idea in their own words.

Criteria

Accurate

Coherent

Justified Systematic

Predictive

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Facet 3: Application


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Facet 3: Application


Students must use their

knowledge and skills in new

situations.

Criteria

Effective

Efficient

Fluent Adaptive

Graceful

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Facet 4: Perspective


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Facet 4: Perspective


Students need

opportunities to see things

from different points-of-

view, articulate the

opposing side of an issue, or

take a critical stance.

Criteria

Credible

Revealing

Insightful Plausible

Tactful

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Facet 5: Empathy


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Facet 5: Empathy


Students demonstrate

empathy when they can

appreciate people who

think and act differently

from themselves.

Criteria

Sensitive

Open

Receptive Perceptive

Tactful

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d%253D1&w=1500&h=1125&ei=1QEKT7iCBsu3tweS-PnPBg&zoom=1&iact=hc&vpx=608&vpy=345&dur=206&hovh=194&hovw=259&tx=142&ty=97&sig=114730900127101918374&page=1&tbnh=123&tbnw=120

&start=0&ndsp=21&ved=1t:429,r:10,s:0


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Rubric for the Six Facets of


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Understanding

Electricity Activity
http://localhost/var/www/apps/conversion/tmp/scratch_6/Six%20Facets%20Rubric.docx


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Electricity Activity

Use the six facets of understanding andthe student tasks to complete the hexagon

graphic organizer.

http://www.google.com/imgres?q=electricity&hl=en&client=firefox-a&hs=IN1&sa=X&rls=org.mozilla:en-

US:official&biw=1366&bih=664&tbm=isch&prmd=imvnsb&tbnid=rESrye1eU8O4EM:&imgrefurl=http://sowrock.com/electricity/&docid=yq2H__lbUPzl

9M&imgurl=http://sowrock.com/electricity/electricity3.gif&w=550&h=500&ei=nwoKT4z6CInAtgeC3KDQBg&zoom=1&iact=rc&dur=310&sig=114730

900127101918374&page=1&tbnh=140&tbnw=154&start=0&ndsp=20&ved=1t:429,r:2,s:0&tx=61&ty=82

Questions?


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Questions?

Predictable Concerns


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Predictable Concerns

But we dontknow what thetest is going to

look like!

This approachtakes too muchtime! I have toomuch to cover!

Why cant we justuse the tests and

assessments wealready have!

How will you

respond?

The new standards aredesigned to encourageinquiry, exploration, and

enduring understandings.Our assessments must

reflect these goals.

The new standards arefewer, clearer, and deeper.

By focusing on the enduringunderstandings, we can

develop assessments to helpstudents retain knowledge

for longer.

Our old assessments maynot be aligned to the new

standards. Anything that isaligned and is quality can

certainly be used ormodified.

What else?

A Continuum of Assessments


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A Continuum of Assessments

Pass the Page What is it?

Examples

+

Informal Checks

For

Understanding

Observations

And

Dialogue

AcademicPrompts

TestsAnd

Quizzes

PerformanceTasks


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Observations and Dialogue


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Observations and Dialogue

TeacherQuestions,

Student

Questions

Pre- and Post-Questionnaire

Think-Pair-Share, Five-

Step Partners

SocraticSeminar

3-2-1, The MostImportant

Thing, + ?

Body Language


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Performance Tasks


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Performance Tasks

Are not secure: The task, evaluativecriteria, and performance standards are

known in advance and guide student

work.

Involve a real or simulated setting and

the kind of constraints, background

noise, incentives, and opportunities an

adult would findin a similar situation.


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Performance Tasks


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e o a ce as s

Typically requirestudents toaddress an

identified audience

Are based on aspecific purposethat relates to the

audience

Allow studentsgreater opportunityto personalize the

task

Are generallyevaluated with a

complex rubric

Can address all sixfacets of

understanding

Developing Performance Tasks


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GGoal

RRole

A -- Audience

SSituation

PProduct, Performance, and Purpose

SStandards and Criteria for Success


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How will you supportteachers as they rethink

collection of evidence ofstudent understandingin Stage 2?

Examples


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p

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reviews/&docid=pTg3JnTRo5pEVM&imgurl=http://www.techfume.com/wp-

content/uploads/2011/03/review.jpg&w=400&h=300&ei=zn0mT7P7KdTMtgeGr4CiCw&zoom=1&iact=hc&vpx=314&vpy=177&dur=1196&hovh=

194&hovw=259&tx=136&ty=83&sig=114730900127101918374&page=1&tbnh=117&tbnw=152&start=0&ndsp=21&ved=1t:429,r:1,s:0



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g

Some Examples


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http://localhost/var/www/apps/conversion/tmp/scratch_6/Stage%202%20Feedback%20Tool.docx


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Stage 2

Feedback

Tool

Planning Time
http://localhost/var/www/apps/conversion/tmp/scratch_6/Stage%202%20Feedback%20Tool.docx


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g

Lets use the next 30-45 minutes to planyour next steps in terms of Stage 2.

http://www.google.com/imgres?q=stop&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=Vgyx3BKJV1ajDM:&imgrefurl=http://sociablesusan.blogspot.co

m/2011/01/stop-stopping-yourself.html&docid=6AVY8XnUSNWA9M&imgurl=http://4.bp.blogspot.com/_-

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Whats Next?


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What will you donext as a team? Andas an individual

leader?

What training,

materials, or supportdo you need to

prepare teachers forstages 1 and 2?

Sage Advice


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g

Move slowly Clear, specific directions

Ensure teams adhere to deadlines

Develop procedures and tools forfeedback on both your professional

development and on their work

Use upcoming RESA Process SupportDays to your advantage

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US:official&biw=1366&bih=664&tbm=isch&tbnid=qSlhKJ4_XcEK_M:&imgrefurl=http://blog.sironaconsulting.com/sironasays/2009/03/ten-things-you-must-

understand-when-looking-for-a-job.html&docid=6jYQGB6kBfngcM&imgurl=http://blog.sironaconsulting.com/.a/6a00d8341c761a53ef011168fc5d4c970c-

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Clear Learning Targets


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g g

I can explain stages 1and 2 of the

curriculum mappingprocess.

I can design a plan tosupport our

curriculum mappingprocess.

I can identify potentialpitfalls in the mapping

process and knowhow to help teachers

avoid them.

I can use a variety oftools and strategies to

ensure our districtbuilds quality

curriculum maps.


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Next Steps

Stage 3 for Professional Development

Leaders

Sneak Peek


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Evaluation


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http://www.google.com/imgres?num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=dgj_NRSMZKb4FM:&imgrefurl=http://www.toonp

ool.com/cartoons/KING%2520EXECUTIONER%2520EVALUATION%2520FORM_24867&docid=ZVYqQRYNzIeUnM&imgurl=http://www.toon

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art=0&ndsp=21&ved=1t:429,r:9,s:0


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Contact Information

E-mail: [email protected]

Skype: waterlovers3Phone: 828.244.8759 (H)

Blog: www.mullinshe.wordpress.com

Wiki: www.rt3region7.ncdpi.wikispaces.netTwitter: @carolinablondie

A Resource for You: Taxonomy of

Computer-Based Assessments
mailto:[email protected]://www.mullinshe.wordpress.com/http://www.rt3region7.ncdpi.wikispaces.net/https://twitter.com/https://twitter.com/https://twitter.com/https://twitter.com/http://www.rt3region7.ncdpi.wikispaces.net/http://www.mullinshe.wordpress.com/mailto:[email protected]


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Computer-Based Assessments

ReferencesBrookhart, Susan M. (2006). Formative assessment strategies for every classroom. Alexandria, Virginia:
http://pages.uoregon.edu/kscalise/taxonomy/taxonomy.html


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Association for Supervision and Curriculum Development.

Brookhart, Susan M. (2009). Exploring formative assessment. Alexandria, Virginia: Association for

Supervision and Curriculum Development.

Brookhart, Susan M. (2008). How to give effective feedback to your students. Alexandria, Virginia:Association for Supervision and Curriculum Development.

Brookhart, S., & D'Arcangelo, M. (2008). The power of formative assessment to advance learning.

Alexandria, Virginia: Association for Supervision and Curriculum Development.

Chappuis, J. (2005). Helping students understand assessment. Educational Leadership, 63(3), 39-43.

Clark County School District-Assessments & Accountability and Educational Testing Services (ETS).

(2007). Using Quality Assessments to Target Instruction.

Cotton, K. (1991). Close-Up #11: Teaching Thinking Skills. Retrieved date, from Northwest Regional

Educational Laboratory's School Improvement Research Series Web site:

http://www.nwrel.org/scpd/sirs/6/cu11.html

Covey, S. R. (2004). The 7 Habits of Highly Effective People. New York City: Free Press.

Duncan, A., Kryza, K., & Stephens, S. J. (2007). Inspiring Middle and Secondary Learners: Honoring

Differences and Creating Community Through Differentiating Instructional Practices. Thousand

Oaks, CA: Corwin Press.Essential questions. (2005.). The question mark. Retrieved November 10, 2009, from

http://questioning.org/mar05/essential.html

Essential Questions (2008). Essential questions. Retrieved August 1, 2008, from Spartanburg School

District 3 Web site: http://www.spa3.k12.sc.us/essentialquest.htm

ReferencesFraming Essential Questions. (1996). Retrieved September 23, 2009, from
http://www.nwrel.org/scpd/sirs/6/cu11.htmlhttp://questioning.org/mar05/essential.htmlhttp://www.spa3.k12.sc.us/essentialquest.htmhttp://www.spa3.k12.sc.us/essentialquest.htmhttp://questioning.org/mar05/essential.htmlhttp://www.nwrel.org/scpd/sirs/6/cu11.html


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www.fno.org/sept96/questions.html (2002). Writing essential questions. Retrieved August 1, 2008,

from myprojectpages.com Web site: http://www.myprojectpages.com/support/ess_questpopup.htm

Formative Assessment Workshop. (n.d.). Retrieved September 26, 2009, from

http://www.slideshare.net/elliottsfourthgrade/formative-assessment-workshop-presentationMarzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-

based strategies for increasing student achievement. Alexandria, VA: Association for Supervision

and Curriculum Development.

McTighe, Jay. "Essential questions: Doorways to understanding." Northeast ASCD Affiliate Conference.

Northeast ASCD, n.d. Web. 15 Nov. 2009.


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Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association for Supervision & Curriculum

Development: Alexandria, VA.

Wiggins, G. & McTighe, J. (2004). Understanding by Design Professional Development Workbook.

Association for Supervision & Curriculum Development: Alexandria, VA.

Wiggins, G., What is an essential question?. Retrieved August 17, 2008 from Big ideas, an authentic

e-journal: Web site: http://www.authenticeducation.org/bigideas/article.lasso?artId=53
http://www.authenticeducation.org/bigideas/article.lasso?artId=53http://www.authenticeducation.org/bigideas/article.lasso?artId=53