Monday, February 22, 2016
Week 4 Assignment/Task 1
In week 3 assignment, in order to identify the desired result, I first identified what the desired goal and purpose that was looking to be executed using common core state standards in ELA for the 6th grade. I had to figure out what this design will address and what the objective was for students to learn when reading informational texts. After reviewing the ccs and identifying the desired result, I had to ask what were the essential questions that will be most important in the transfer of learning and understanding to the students. For example, in RI.6.6., essential questions will be “what is the author’s point of view?” The desired understanding in this example is the student will understand the author’s point of view and hw it is conveyed in informational texts. Overall stage 1 is about determining what the students should know, understand, and be able to do.
I would need to use stage 2 of backwards design in order to determine what knowledge and skills the students acquired as a result of learning. What evidence shows the students understanding and proficiency? I have to determine through what performance tasks (quizzes, tests, homework, observations, journals) will exhibit the student’s knowledge and skills that were learned. Once students can explain, can interpret, can apply, have prospective, can empathize, and have self-knowledge then they truly understand.
Tuesday, February 16, 2016
Week 3 Assignment 2
|
STAGE 1- DESIRED RESULTS FOR ELA-READING
|
|
|
Established Goals:
Students will be able to write texts to examine a topic.
Students will be able to convey ideas, concepts, and information
through relevant content.
Students will be able to introduce the topic of their text.
|
|
|
Students will understand…
•
How to write informative and explanatory texts.
•
How to convey ideas, concepts, and information through selection,
organization, and analysis of relevant content.
•
How to introduce the topic of their text.
|
Essential questions:
•
What is informative topic?
•
How will your ideas be conveyed?
•
What is the relevant content to support your text?
•
How will you introduce the topic?
|
|
Students will know….
•
How to write an informative text.
•
How to convey topics and ideas through their writing.
•
The selection, organization, and analysis of the relevant content.
•
How to introduce the topic of their text.
|
Students will be able to…
•
Write an informative text.
•
How to write text in order to convey their topic.
•
Convey their ideas through the proper selection, organization, and
analysis of relevant content.
|
Week 3 Assignment 1
|
STAGE 1- DESIRED RESULTS FOR ELA-READING
|
|
|
Established Goals:
Students will be able to analyze how key individuals, events, or ideas
are developed throughout a text.
Students will be able to determine and explain author’s point of view
by using different media.
|
|
|
Students will understand…
•
How key individuals, events, and ideas are introduced, illustrated,
and elaborated.
•
How to determine the meaning of words and phrases used in text.
•
How to determine and convey an author’s viewpoint.
•
How to integrate information to develop a clear understanding of
topic.
|
Essential questions:
•
Who are the key individuals, events, and ideas in the text?
•
What are the meaning of the words and phrases used in the text?
•
What is the author’s viewpoint and how is it conveyed?
•
Was there a clear understanding of the topic?
|
|
Students will know….
•
The key individual, event, or idea that was introduced, illustrated,
and elaborated.
•
The meaning of words and phrases that were used in the text.
•
The author’s point of view and purpose.
•
How the author’s point of view was conveyed.
|
Students will be able to…
•
Use a variety of strategies to determine word meaning of informational
texts.
•
Use a variety of media to develop and deepen their understanding of
the topic or idea.
|
Monday, February 8, 2016
Assignment # 3 Understand by Design
My understanding of Backward Design is that it is not a philosophy of
teaching or an approach of teaching but it is a planning framework. Backward
Design is more goals focused for short term plans and long term goals. It
centers on keeping your long term goals in view and getting the blend of ‘content’
and ‘performance’ right so as a teacher you can better engage learners. With
Backward Design, you can see the difference between desired and actual results.
There is a lot of critical and creative thinking involved so you can see what is
working and not working for the students. Once you have your long term goals
for the course, you then need to ask what follows. This can be done through assessment
and instruction. Assessing how you are doing against your goals and what should
occur in the classroom instructionally while trying to reach your goal, the use
of textbooks is very important. A textbook is not the course but it is a
resource to use in support of your goals. You must prioritize the use of
textbooks by selecting which chapters should be highlighted, skimmed, skipped
or re sequenced. In most cases, it is important to not open the textbook on day
one of class but open it by day 3. Aside from textbooks, goals can be obtained
through group discussions in which asking a group to come up with two different
answers to a problem. As a teacher, you should have design incentive for every
course, every lesson, every unit and every day.
Subscribe to:
Posts (Atom)