Week 1 Notes
Week 1 Notes 345
Popular in Language and Literacy Development 2
Popular in Professional Education Services
This 2 page Class Notes was uploaded by Katherine Pawlicki on Monday August 24, 2015. The Class Notes belongs to 345 at Illinois State University taught by Dr. Cuenca-Carlino in Fall 2015. Since its upload, it has received 21 views. For similar materials see Language and Literacy Development 2 in Professional Education Services at Illinois State University.
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Date Created: 08/24/15
Curriculum and Backwards Design 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 Center 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 IEP 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 specific 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 3 Application using knowledge and skills in different settings 4 Perspective different points of view 5 Empathy have the students think differently walking in others shoes 6 Self Knowledge the students take the time to rethink and evaluate themselves
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