Understanding by Design and Enduring Ideas With Intel Education Thinking Tools
February 4th
1. Seeing Reason Tool Benefits.doc
Seeing Reason Tool Overview and Benefits.doc
2. Seeing Reason Tool Demo/Practice - Seeing Reason Tool.ppt
Seeing Reason Practice Map.doc
3. Discuss uses and Create your own.
December 3rd
1. Compare Intel Unit Plans for the Visual Ranking Tool to the Six Facets of Understanding and 21st Century Skills.
Unit plans are found at: http://intel.com/education/tools
K-2 (Seeing Reason)
3-6 (Visual Ranking)
In the Intel lesson plans lesson, identify the aspects of 21st Century Skills and the Six Facets of Understanding that are addressed
Enter your findings on the Google Doc for 21st Century Skills or on your own note paper
21st Century Skills
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Six Facets of Understanding
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Accountability and Adaptability
Communication Skills
Creativity and Intellectual Curiosity
Critical Thinking and Systems Thinking
Information and Media Leteracy Skills
Interpersonal and Collaborative Skills
Problem Identification, Formulation and Solution
Self-Direction
Social Responsibility |
Explanation
Application
Perspective
Self-Knowledge
Empathy
Interpretation
|
Google Doc for 21st Century Skills
2. Log into Visual Ranking workspace
3. Create student team logins and a Visual Ranking activity to go with a garden
4. Share activities through group participation
21st_Century_Skills 11 categories.doc
November 19th
Introduction to Intel Lesson Design and the Visual Ranking Tool - Teachers used the tool demo and created their own Visual Ranking activity
Materials Reviewed:
Revised_Blooms_Taxonomy_Words.doc Blooms_Taxonomy.ppt 21st_Century_Skills_Words.doc
Curriculum-Framing Questions (like the Enduring questions)
CFQs.doc
Questions for Visual Ranking Activity
What does it take to change the world?
- What is a community?
- Which of our community helpers is the most important?
- What are the duties of a firefighter?
- What does it take to change the world?
- How did early explorers change the world?
- What was Marco Polo's travel route?
- Why should we care?
- Why are rainforests worth saving?
- What plants and animals are unique to the rainforest?
- Where do stories come from?
- How much does mythology influence literature and our everyday life?
- Who are the Greek and Roman gods, and what are their attributes?
- What is essential for life?
- Am I really growing like a weed?
- Are rainforests worth saving?
- What is a rainforest?¶
- What lives in a rainforest?
- Where are rainforests located?
- What are igneous, sedimentary, and metamorphic rocks?
- How are rocks formed?
- What is the rock cycle?
- Is math more than numbers?
- What can music teach us about history?
- How does music inspire people today?
- What is the life cycle of a frog?
- What do frogs need to survive?
- Where do frogs live?
- Am I healthy?
- How is Ancient Egypt still with us today?
- Why is the universe the way it is?
- What is the capital of ______?
- What are three interesting places to visit in ______?
- How much would it cost to visit ______ for a week?
- How do our lives change with the seasons?
- What is it like right now in other parts of the world?
- Why do we need others?
- Why do we still read Shakespeare?
- How is Shakespeare’s work relevant to my life?
- What is density?
- What keeps a hot air balloon floating in the sky?
- How do you measure volume and mass of a solid and compute its density?
- Are we that different?
- What is that graph telling you?
- What are the qualities of a Greek hero?
- Who are some famous heroes of the 20th century?
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Six Facets of Understanding
- interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
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apply — effectively use and adapt what they know in diverse contexts
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have perspective — see and hear points of view through critical eyes and ears; see the big picture
- empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience
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have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard
Backwards Design
The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach which is to define what topics need to be covered. Their framework identifies three main stages:
Stage 1. Identify Desired Results
In other instructional design models this is known as defining goals and objectives. Wiggins and McTighe ask instructors to consider not only the course goals and objectives, but the learning that should endure over the long term. This is referred to as the “enduring understanding.” Wiggins and McTighe suggest that “the enduring understanding” is not just “material worth covering," but includes the following elements:
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Enduring value beyond the classroom
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Resides at the heart of the discipline
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Required uncoverage of abstract or often misunderstood ideas
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Offer potential for engaging students
“Backward design” uses a question format rather than measurable objectives. By answering key questions, students deepen their learning about content and experience an enduring understanding. The instructor sets the evidence that will be used to determine that the students have understood the content.
These questions focus on the following:
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To what extent does the idea, topic, or process reside at the heart of the discipline?
- What questions point toward the big ideas and understandings?
- What arguable questions deepen inquiry and discussion?
- What questions provide a broader intellectual focus, hence purpose, to the work?
Once the key concepts-questions are identified, develop a few questions that apply the line of inquiry to a specific topic.
Examples from Wiggins and McTight (1998)
Overall question:
Asking inquiry-based questions facilitates the students "uncovering" the answer.
Stage 2. Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).
The second stage in the design process is to define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions.
Wiggins and McTighe define three types of assessment:
- Performance Task— The performance task is at the heart of the learning.
A performance task is meant to be a real-world challenge in the thoughtful and effective use of knowledge and skill— an authentic test of understanding, in context.
- Criteria Referenced Assessment (quizzes, test, prompts)
These provide instructor and student with feedback on how well the facts and concepts are being understood.
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Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).
Stage 3. Plan Learning Experience and Instruction
In this stage it is determined what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding.
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