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Thursdays' Schedule with Ken

Page history last edited by Ken Reissig 14 years, 4 months ago

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Week 1- September 1

Topics

  • Starting from the rear: What is Backwards Design
  • Course overview. Science vs the Art of Teaching

  

Activities 

 

Readings & Assignments

 

Week 2- September 8

 Topics

  1. What really matters in teaching? (the student)
  2. What really matters in learning? (the content)
  3. Why don't Kids like school? What needs to change?
  4. Applying research: Identifying Similarities and Differences  

 

 Activities  

  • "What if" activity.
  • Essential Questions vs. Enduring Understandings
    •  Peace Corps 
    • Essential question primer 
    • Criteria for essential questions  
    • The Three Questions....are they essential? 
  • Weekly Strategies  

 

Readings & Assignments

 

 

Week 3- September 15

 Topics

  • What really matters in planning for student success? (Ch 4)
  • Considering evidence of learning (Ch 5)
    • Six facets of understanding
    • Assessment
      • Formative
      • Summative
      • Performance 
      • Grasp  

Activities 

  • What really matters?...Ask our Kids...
  • "They came to school not so much seeking mastery in geometry and proficiency in paragraph writing as seeking themselves"
  • They come to the classroom first looking for things like affirmation, affiliation, accomplishment, and autonomy.  
    • Looking a Variance and Contributors 
    • Create and EU and EQ with kids for The South Will Rise Again.
    • What do we need to answer these questions: Knowledge and skills 
  • What really matters in learning? (the content)
    •  What are the "twin sins"
    • Looking at units 
  • What really matters?...why is it so hard? 
  • Compare and contrast Willingham, Kohn and Marzano (effort)
  • Summarizing Dweck
  • Teaching Allegories (Allegory of the Cave)

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More on Effort

 

 

 

EU Eval.ppt Objectives.pptx

Readings & Assignments 

 

Week 4- September 22

 Topic

 Putting Unit Design into Practice 

  • Stage 1: Identify desired results
    • What should students know, understand, and be able to do?
    • What content is worthy of understanding?
    • What enduring understandings are desired?
  • Stage 2: Determine acceptable evidence
    • How will we know if students have achieved the desired results?
    • What will we accept as evidence of student understanding and proficiency?
  • Stage 3: Plan learning experiences and instruction
    • What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
    • What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals?
    • What materials and resources are best suited to accomplish these goals?

Activities 

  • Collaborative unit design

 

  

Readings & Assignments 

 

Week 5- September 29

 Topic

 Putting Unit Design into Practice 

  • Stage 1: Identify desired results
    • What should students know, understand, and be able to do?
    • What content is worthy of understanding?
    • What enduring understandings are desired?
  • Stage 2: Determine acceptable evidence
    • How will we know if students have achieved the desired results?
    • What will we accept as evidence of student understanding and proficiency?
  • Stage 3: Plan learning experiences and instruction
    • What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
    • What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals?
    • What materials and resources are best suited to accomplish these goals?

Activities 

  • Collaborative unit design

Readings & Assignments

 

Week 6- October 6

 Topic

 Putting Unit Design into Practice 

  • Stage 1: Identify desired results
    • What should students know, understand, and be able to do?
    • What content is worthy of understanding?
    • What enduring understandings are desired?
  • Stage 2: Determine acceptable evidence
    • How will we know if students have achieved the desired results?
    • What will we accept as evidence of student understanding and proficiency?
  • Stage 3: Plan learning experiences and instruction
    • What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
    • What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals?
    • What materials and resources are best suited to accomplish these goals?

Activities 

  • Collaborative unit design

  • Revisit UBD/DI Chapter 8-9 

Readings & Assignments

 

Week 7- October 13

 Topic

 Putting Unit Design into Practice 

  • Stage 1: Identify desired results
    • What should students know, understand, and be able to do?
    • What content is worthy of understanding?
    • What enduring understandings are desired?
  • Stage 2: Determine acceptable evidence
    • How will we know if students have achieved the desired results?
    • What will we accept as evidence of student understanding and proficiency?
  • Stage 3: Plan learning experiences and instruction
    • What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
    • What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals?
    • What materials and resources are best suited to accomplish these goals?

Activities 

  • Collaborative unit design

  • Revisit UBD/DI Chapter 8-9  

 

Week 8- October 20

 Topic

 Putting Unit Design into Practice 

  • Stage 1: Identify desired results
    • What should students know, understand, and be able to do?
    • What content is worthy of understanding?
    • What enduring understandings are desired?
  • Stage 2: Determine acceptable evidence
    • How will we know if students have achieved the desired results?
    • What will we accept as evidence of student understanding and proficiency?
  • Stage 3: Plan learning experiences and instruction
    • What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
    • What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals?
    • What materials and resources are best suited to accomplish these goals?

Activities 

  • Collaborative unit design

 

Week 9- October 27

Topic:

  1.  Putting Unit Design into Practice 
  2.  Teaching the Democratic Way

Guiding Question(s):

  • What does democracy in schools look like?
  • What is the purpose of "education" in the USA?
  • National Middle School Association's Position Statement on Curriculum, Instruction, and Assessment 
  • Do 21st century skills align with what we are seeing in the classroom?      

Assignment(s) & Reading(s):

  •  Beane; 1-17 

Resources:

http://www.nmsa.org/AboutNMSA/PositionStatements/Curriculum/tabid/767/Default.aspx

Core curriculum?

http://www.p21.org

1. Core Subjects and 21st Century Themes

2. Learning and Innovation Skills

 

Week 10- November 3

Topic:

  1. Putting Unit Design into Practice 
  2. Teaching for Democracy and Social Justice 

Guiding Question(s):    

  • How should student be involved in their education?
  • What's worth teaching?
  • Who decides? 
  • What is student voice? What does it look like?  

Assignment(s) & Reading(s):

Beane; 18-61

Resources:

Adam Fletcher 

 

Week 11- November 10

Topic:

  1. Putting Unit Design into Practice 
  2. Living the Democratic way 

Guiding Question(s):    

Can a classroom be a democratic community? How? When? Why?

What' s the roles of teacher and students in a  democratic classroom?

What' s the roles of teacher and students in developing curriculum?  

Assignment(s) & Reading(s):

Beane; 62-85

 

 Week 12- November 17

 

Topic:

  1. Putting Unit Design into Practice 
  2. Being a Democratic Teacher

Guiding Question(s):    

Who are we and what do we believe about YA, our schools, our communities, our obligations. 

How do we do this? 

Assignment(s) & Reading(s):

Beane; 86-109

Resources:

http://www.rethinkingschools.org

http://www.tolerance.org

http://esrnational.org/

 

 

Week 13- December 1

Topic:

  1. Putting Unit Design into Practice 
  2. Sustaining and Reclaiming the the Democratic Way

Guiding Question(s):  

Revisit; Who are we and what do we believe about YA, our schools, our communities, our obligations. 

What my role in my learning?..and how do I design my own learning?

Assignment(s) & Reading(s):

Beane; 110-139

 

 

Week 14- November 8

Unit Presentations

 

 

 

 

 

 

 

 

 

 

 

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