McRel Content Knowledge Standards - Review of Process Mid-continent Research for Education & Learning
Presentation on theme: "Backward Design Stages Identify Student Learning Expectations/ Targets Determine acceptable Evidence of student learning. Plan Learning Experiences & Instruction."— Presentation transcript:
Backward Design Stages Identify Student Learning Expectations/ Targets Determine acceptable Evidence of student learning. Plan Learning Experiences & Instruction. Understanding by Design by Grant Wiggins & Jay McTighe
Identify Desired Results What should students know, understand, and be able to do? What big ideas are worthy of understanding and implied in the established goals? What enduring understandings are desired? What questions are worth pursuing to guide student inquiry into these big ideas?
Determine Acceptable Evidence How will we know if students have achieved the desired results and met the content standards? How will we know that students really understand the identified big ideas? What will we accept as evidence of proficiency?
Plan Learning Experiences and Instruction What will be taught and coached? How should it best be taught, in light of the performance goals? What sequence of activity best suits the desired results?
Types of Knowledge Procedural Knowledge (processes) ~ The learner is able to.….. Declarative Knowledge (information) ~ The learner understands ….. Contextual Knowledge (unique context) ~ The learner…
When We Truly Understand, We…. Can Explain Can Interpret Can Apply Have Perspective Can Empathize Have Self-knowledge
When we truly understand, we… 1. Can Explain 2. Can Interpret 3. Can Apply 4. Have Perspective 5. Can Empathize 6. Have Self-knowledge Understanding by Design (Wiggins & McTighe, 1998)