the big picture. image - shipping coal to newcastle
Post on 21-Dec-2015
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The Big PictureThe Big Picture
Image - shipping coal to Newcastle
Image - shipping coal to NewcastleQuickTime™ and a
TIFF (Uncompressed) decompressorare needed to see this picture.
Image - preaching to the choir
Image - preaching to the choir
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Image - tug-o-warThe man…
Admin
Image - tug-o-warThe man…
Admin
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QuickTime™ and aTIFF (Uncompressed) decompressor
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NCLB & AYP
High stakes testing
Narrow assessments
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District guidelines
Textbook publishers
Curriculum developers
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Understanding by DesignUnderstanding by Design
by Wiggins & McTigheby Wiggins & McTighe
ACTIVITIES AND LESSON PLANSHow can you support
students' ability to master the objectives?
EVIDENCE OF CONTENT MASTERYWhat will you accept as evidince
that your students have met objectives?
LEARNING OBJECTIVESWhat do you want your students to learn?
STANDARDS/GUIDESHow do these map to big ideas?
ENDURING UNDERSTANDINGS(The big ideas)
ACTIVITIES AND LESSON PLANSHow can you support
students' ability to master the objectives?
EVIDENCE OF CONTENT MASTERYWhat will you accept as evidince
that your students have met objectives?
LEARNING OBJECTIVESWhat do you want your students to learn?
STANDARDS/GUIDESHow do these map to big ideas?
ENDURING UNDERSTANDINGS(The big ideas)
ACTIVITIES AND LESSON PLANSHow can you support
students' ability to master the objectives?
EVIDENCE OF CONTENT MASTERYWhat will you accept as evidince
that your students have met objectives?
LEARNING OBJECTIVESWhat do you want your students to learn?
STANDARDS/GUIDESHow do these map to big ideas?
ENDURING UNDERSTANDINGS(The big ideas)
ACTIVITIES AND LESSON PLANSHow can you support
students' ability to master the objectives?
EVIDENCE OF CONTENT MASTERYWhat will you accept as evidince
that your students have met objectives?
LEARNING OBJECTIVESWhat do you want your students to learn?
STANDARDS/GUIDESHow do these map to big ideas?
ENDURING UNDERSTANDINGS(The big ideas)
What’s for Dinner?What’s for Dinner?
1. Form grade-alike groups (n ~ 4)
2. Plan a day’s worth of meals that use the food items I brought. (Feel free to list additional items you’d like to use as well).
3. Investigate the location of origin of the food items on your menu.
4. Estimate how far the food on your menu must travel to your plate.(you might use a globe, an
online mapping tool, etc.)
What’s for Dinner?What’s for Dinner?
1. What are your insights!
2. What are some of the “big ideas” that underpin this activity?
3. Use the UBD model to create a “defensible” lesson (or series) centered on this activity.
ACTIVITIES AND LESSON PLANSHow can you support
students' ability to master the objectives?
EVIDENCE OF CONTENT MASTERYWhat will you accept as evidince
that your students have met objectives?
LEARNING OBJECTIVESWhat do you want your students to learn?
STANDARDS/GUIDESHow do these map to big ideas?
ENDURING UNDERSTANDINGS(The big ideas)
ACTIVITIES AND LESSON PLANSHow can you support
students' ability to master the objectives?
EVIDENCE OF CONTENT MASTERYWhat will you accept as evidince
that your students have met objectives?
LEARNING OBJECTIVESWhat do you want your students to learn?
STANDARDS/GUIDESHow do these map to big ideas?
ENDURING UNDERSTANDINGS(The big ideas)
Let’s hear your lesson ideas!
Let’s hear your lesson ideas!