How is understanding developed and demonstrated? Performances of Understanding using multiple...
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Transcript of How is understanding developed and demonstrated? Performances of Understanding using multiple...
How is
understanding developed and demonstrated?
Performances of Understandingusing multiple intelligences
How to Teach for UnderstandingT527 on 15 October 2009
T-527 Fall 2009
Goals for today• Understand how to clarify/refine goals to focus
on understanding important content, methods, purposes, and forms
• Understand how to design performances that help learners ramp up their understanding of target goals through a coherent, challenging, accessible sequence of activities: introductory, guided, culminating
• Understand how to select, employ, and justify new technologies to foster understanding
• Understand how to use readings, the rubric, and colleagues to reflect on your own understanding and to request constructive feedback
T-527 Fall 2009
Activities for today
• Talk with Arzu Mistry and Todd Elkin about using
technology to enhance performances of
understandng
• Reflect on the process of curriculum design
• Discuss readings to clarify criteria for effective
performances of understanding/uses of technology
• Work/consult on projects: use the rubric to assess
topic/goals and plan learning/technology activities
• Mid-course assessment
T-527 Fall 2009
Curriculum Design as a collaborative, reflective process
• Reflect on readings: Disrupt your prior ideas,
habits, expertise
• Consult with your partner to connect theory with
practice without becoming too constrained
• Share draft work
• Keep with the schedule
• Surface dilemmas, request and provide feedback
• Respond to feedback revisions
T-527 Fall 2009
Defining your topic
Throughlines, Big Purposes, Overarching Goals
Curriculum Standards Required Content
Generative Topic
Target of Difficulty
T-527 Fall 2009
Finding a Target of Difficulty
Important toUnderstand
Difficultto Teachand Learn
Helpedwith New
Technology
T-527 Fall 2009
Understanding goals
Boix Mansilla &Gardner– Knowledge
– Methods
– Forms
– Purposes
Focus on big ideas
Align coherently: long-term, units, lessons;basic knowledge and skills to higher-order goals
T-527 Fall 2009
Nested Goalsfocus coherent learning
Throughlines: Overall goals
Understanding goals: Unit goals
Subgoals: Lesson goals
specific skills andknowledge
T-527 Fall 2009
Publicize explicit goals
• Veenema and Gardner: Unless educators are
clear about their goals and their own priorities, the
technology will becoming a tool of obfuscation
rather than clarification.
Goals define assessment criteriaand drive design of performances
T-527 Fall 2009
Effective Learning ActivitiesPerformances of Understanding
– Develop and demonstrate understanding of
target goals
– Require active learning and creative thinking
– Build through coherent, challenging, accessible
performances: introductory, guided, culminating
– Include a rich range of entry points, levels of
difficulty, multiple intelligences
– Provide multiple opportunities for assessment
and feedback
T-527 Fall 2009
Use technologies to enrich Performances of Understanding
Multiple Intelligences Theory
• Represent ideas in multiple ways to engage learners
• Allow learners to use multiple intelligences to
access, analyze, and express information and ideas
• Enable learners to choose different pathways
through material they are studying
• Provide scaffolding that learners can select and
tailor to serve their needs
• Use mindtools to engage and facilitate critical
thinking and higher order thinking
T-527 Fall 2009
Work on your projects
• How do your topic and goals look in relation
to the rubric criteria?
• Plan learning activities with today’s
readings in mind
• How might you use technologies to engage
learners, make goals clear, provide
multiple/flexible methods to develop, apply,
and express understanding?
T-527 Fall 2009
Complete midcourse feedbackby Monday, October 19
• Download file from assignments in course
website and email or deliver to Stone’s mailbox
in 321 Longfellow Hall
OR • Complete the online form in Survey Monkey at
• http://www.surveymonkey.com/s.aspx?sm
=27cGOxF7dfWLhPUIJZ_2b6tg_3d_3d