Study guide for Midterm
Study guide for Midterm 345
Popular in Language and Literacy Development 2
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This 5 page Study Guide was uploaded by Katherine Pawlicki on Sunday September 20, 2015. The Study Guide belongs to 345 at Illinois State University taught by Dr. Cuenca-Carlino in Fall 2015. Since its upload, it has received 17 views. For similar materials see Language and Literacy Development 2 in Professional Education Services at Illinois State University.
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Date Created: 09/20/15
Study Guide Curriculum Can be a program course or unit that focuses on learning experiences The three outcomes that educators hope to achieve acquisitions of cognitive skills bodies of knowledge their affects Components Clear outcomes Matching assessments Instructional strategies Engaging learning experiences Students at the Cente Students should be the center of your learning With that in mind you need to make sure the lesson is meaningful provide precise learning targets and multiple opportunities to learn Backwards Design 1 Why do you want the students to take away at the end 2 What evidence will you provide showing the students understanding 3 What instruction and activities will this lesson compose of Stage 1 Stage one should be aligned with a common core standard or the students lEP goals This is what the student should feel comfortable doing or knowing by the end of the lesson Stage 2 Stage two focuses on the evidence showing the understanding of the student As a teacher you need to think of how you will monitor the students understanding Stage 3 Stage three focuses on how you will teach the student the speci c targeted area This includes the overall lesson the environment prompts materials and activities What is Understanding Understanding is demonstrated when a student can take what they know and apply it to other situations The other situations can involve other people other environments or with other materials Six Facets of Learning 1 Explanation tell why or how you know the student has an understanding 2 Interpretation this involves inferences and asking the students to think in different ways Application using knowledge and skills in different settings Perspective different points of view Empathy have the students think differently walking in others shoes Self Knowledge the students take the time to rethink and evaluate themselves Four Major Components of Stage One Design 1 Establish the goal which should be done by choosing a common core standard that can be unpacked 2 Enduring understandings which focuses on the big idea 3 Essential Questions This guides the instruction the main concepts and the overall why 4 Enabling knowledge and objectives Focuses on the target skills Unpacking Standards In the common core standards what are they asking us to teach When looking at the standard you should Underline the nouns or noun phrases Circle the verbs Pick out vocabulary or additional skills Decide what the quotbig ideasquot are Develop essential questions P P FPquot Blooms Taxonomy Revised Remembering basic different verbs memory Understanding grasping the concept Applying use information Analyze break the information into different parts Evaluating make decisions Creating new ideas or information Week 3 notes Continuing stages of backwards design Stage 1 1 Circle and underline a Circle all the verbs actions the students will need to do b Underline the verbs knowledge the students will need to know 2 What do you need to teach the students a Use the nouns you underlined for this section 3 How will you teach the students a Use the verbs you underlined for this section 4 Think about big ideas and essential questions a Big ideas what you want the student to take away from the lesson b Essential questions questions that you can ask students and they will be able to answer them c Essential questions should link to the big idea Stage 2 What assessments will you use with your students 1 Pre assessment a A baseline to see where your students are 2 Progress monitoring a Checking to see how well your students are understanding the material 3 Post assessments a The end of the unit assessment Stage 3 Plan and instruction 1 Complete the statement quotMy goal is toquot a What do you want the student to do accomplish at the end of thelesson 2 Identify skills activities you will complete with the student a These skills will be put in order 3 Stage Three where we develop and deliver instruction to meet our goals What acquisition What meaning making What practice and feedback Blue print understanding and transfer WWhere why what and ways H How will you engage E How will you equip R Revise rethink review E Selfevaluate and selfexpress T Tailor speci c unit to students 0 Organize teaching Articulation of goal Communication of expectation Establishment of relevance and value Diagnosis Hook Experiential and inductive learning Direct instruction Homework and other out of class experiences Differentiated Instruction lnstructional approach Ongoing basis Adjust instruction Variety of options Grouping format Content what Process how Product Demonstrate Affect Connect Learning Environment Questions to ask yourself What are the three stages of backwards design Describe components in each stage of the backward design What are the 6 facets of learning and describe them When unpacking a standard what are the components you should rst identify Describe Blooms Taxonomy What are the components in Where To gtUUl 39 mu
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