March 4 - 8 Byrd Middle School Senators ALL Ready for Liftoff!
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Transcript of Copyright © 2013 Pearson Education, Inc. All rights reserved. Burden/Byrd Methods for Effective...
![Page 1: Copyright © 2013 Pearson Education, Inc. All rights reserved. Burden/Byrd Methods for Effective Teaching: Meeting the Needs of All Students, 6/e USING.](https://reader035.fdocuments.us/reader035/viewer/2022062407/56649e615503460f94b5cc33/html5/thumbnails/1.jpg)
Copyright © 2013 Pearson Education, Inc.All rights reserved.
Burden/ByrdMethods for Effective Teaching: Meeting the Needs of All Students, 6/e
USING A SYSTEMATIC APPROACH WHEN DESIGNING LESSONS
Fatih Ari & Raymond Flores
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Session Agenda:
Backwards Mapping (5 minutes)
Tips for designing learning objectives, assessments, and activities (15 minutes)
Group Activity (30 minutes)
Group Presentations (25 minutes)
Session Overview
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Planning
What is Planning?
• Planning instruction: Decisions made about the organization, implementation, and evaluation of instruction
• The goal of planning is to ensure student learning
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Components of Instruction
1) Learning Objectives: Goals
2) Instructional Activities: Teaching and Learning activities
3) Assessments: Measurements used to assess whether goals were met
Essential question:How can I systematically design instruction?
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Backward Mapping
Learning Objectives
Teaching & Learning Activities
Assessment(Outcomes)
•First, identify desired results (essential goals, essential questions, essential content)
• Next, back up to identify assessment evidence for use during and after instruction.
• Finally, you back up further to identify the learning plan (the major learning activities and lessons)
• Helps ensure that all 3 components are closely aligned.
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Backward Mapping cont’d
• Students will be confused on exams covering topics that you did not discuss.
• Students will not learn or practice the skills that they will be evaluated on.
What happens if components are not aligned?
Learning
Objectives
Teaching & Learning Activities
Assessment
(Outcomes)
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Tips for Designing the 3 Components
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Learning Objectives
What do I want my students to know or be able to do after
this lesson?
GoalsOutcomes
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Learning Objectives
Objectives are clear statements which describe what students will be able to (SWBAT) do as a result of instruction.
Example:“After this session, participants will be able to apply the backward-mapping approach for designing instruction”
Workshop Related:
Students will be able to differentiate the key sub-dimensions within the overall cyber-security subject area.
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Qualities of an Effective Objective
S – states exactly what the learner will be able to do
M - can be observed and measured by the end of the lesson
A – Attainable for the participants within scheduled time and specified conditions
R – Relevant to the needs of the learner
T – achievable by the end of the lesson or unit
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Writing Learning Objectives
To create Specific, Measurable, Attainable, Relevant, and Time-framed objectives:
• Add an observable action verb that describes what the participant should be able to do (see handout for examples of action verbs).
Example:
“After this session, participants will be able to apply the backward-mapping approach for designing instruction”
SWBAT differentiate the key sub-dimensions within the overall cyber-security subject area.
• Avoid difficult to define verbs that are open to a variety of interpretations (e.g., understand, learn, grasp); instead use terms that describe observable behaviors directly.
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Levels of the Cognitive Domain
Higher-level objectives
Level 6 Creating
Level 5 Evaluating
Level 4 Analyzing
Level 3 Applying
Level 2 Understanding
Level 1 Remembering
Lower-level objectives
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How can you make this objective higher order?
• SWBAT name the implications of the WikiLeaks case
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Assessments
What kinds of tasks will reveal whether my students achieved the learning objectives?
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Two major categories:
•Formative
•Summative
“When the cook tastes the soup, that’s formative assessment;
When the customer tastes the soup, that’s summative assessment.” Paul Black
Assessments
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• On-going assessments, reviews, and observations
• To monitor how well the instructional goals and objectives are being met.
• To catch deficiencies so that the proper learning interventions can take place
Examples:
• In class discussions, homework
• Quizzes, essays, etc.
• Diagnostic tests
Formative Assessments
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Summative Assessments
• To evaluate the effectiveness of an instructional intervention at the end of the intervention.
• To make judgment of student competency/learning
• To determine whether students mastered the specific competencies
Examples:
• Final/midterm exams
• Final projects
• Final paper
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Learning Activities
What kinds of activities will reinforce the learning
objectives and help my students prepare for
assessments?
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Learning Activities
• Select instructional activities that will enable students to learn the material and reach the student learning outcomes.
• Use more interactive (student-student, student-instructor), student-centered learning activities
• Design learning activities where students can practice 21st century skills (e.g., creativity and innovation, critical thinking and problem solving, communication and collaboration, etc.)
• Give students choices on activities
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Group ActivityBased on the topics related to this workshop, your group task will be to:
• Design two objectives higher order, and
• come up with at least one assessment that can be used to determine whether students have me the objective
• Come up with at least one activity that can be used to help students prepare for the assessment
You will have 30 minutes!!
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Group Presentations
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Group Discussion
What tips or ideas did you get out of this session which you plan to take back to
your schools and apply?