CHAPTER 3 PRESENTED BY JAMES HIGGS The FACTS of Design CHAPTER 3 PRESENTED BY JAMES HIGGS

Your humble presenter

The Teacher as Designer Not a “Sage on The Stage” but a “Guide at The Side” Teachers as Coach, Facilitator, Cognitive Mentor

GET OUT OF THE BOX TEACHER AS DESIGNER DESIGNING LEARNING FOR OUR STUDENTS Planning OUR CLASSROOM COMMUNITIES Structuring Provisioning OUR CLASSROOMS PERSONALITIES Orchestrating OUR STUDENTS NEEDS

and now for something different Time for a survey: I will ask the question. U will answer Remember ve have ways to make you annswwer

Raise your hand for yes Do you use CSCOPE in your classroom? Do you use the Exemplary Lessons? Are you allowed to use something else? Do you like it?

Each piece fits in to create a whole F.A.C.T.S. Design It’s like a puzzle Each piece fits in to create a whole F- oundtaion: students needs A-ctivities: engaging students in learning C-ontent: what to teach T-ools: needed to accomplish goal S-ystem: of assessment to see effectiveness

Foundations The overall vision of what we want students to know, do and be SCANS report: (Secretary’s Commission on Achieving Necessary Skill) translated by……….me Students should be knowledgeable, problem-solvers, learn how to live their life, be connected to others, and be able to use various tools to achieve these goals

Activities Anchored in a problem Designed to engage different learning styles Designed to engage all students of varying abilities and challenges Relevant to student’s life or real world

Activities Authentic: to do this we must know this, meaningful connected to subsequent activity, bridges from isolated information to interconnected useful knowledge

Activities Building Knowledge Activities: knowledge needed to do, understand, solve problem: demonstrations, read/discuss, view films, structured experiments, examples Constructing Activities: using knowledge to solve problem, perform, experiment, hypothesis and proof Sharing Activities: I know, can do, have learned: what can u do

Content State Requirements Texas Essential Knowledge and Skills (TEKS) Everything is rooted in this Job requirements Relate culture, current events, student interests

Conclusion 1 Problem Based Lessons with information presented in context of solving the problem and activities designed to give the students the abilities to think through and solve the problem using their own ideas and beliefs.

What is needed to: Support, Enhance, Engage, Students in Learning Tools What is needed to: Support, Enhance, Engage, Students in Learning

Tools Examples: Books: introduce, overview, background information Television, Film, Video: setting contexts, introduce topics, show social and emotional consequences of actions, ideas Skills Software: develop skills, remember information

Tools Computer Graphics: Visualization, interactivity with data, simulations sharing with others, creative/artistic expression Word Processing, Blogging, Desktop Publishing active learning, analysis-application-synthesis- evaluation, process of writing, tool selection for desired audience, design principles

Tools Databases: organize and analyze Telecommunications: emails, chats, blogging, twitter distance learning Internet: accessing, researching, evaluating

Tools Simulations: experimenting, structuring Multimedia/hypermedia: present, collect, cross media types Mathematical devices: collecting, modeling

Conclusion 2 Tools are selected to help students develop the skills to solve relevant problems and accommodate the individual special needs students have.

Assessing Student Learning Rubrics Portfolios peer critiques Exhibitions performance assessment

The Learning Environment organized consistent promote independence encourage use of skills

The FACTS Based Design Web Tool http://www.norton.wadsworth.com

Design Mentors Demonstration of : FACTS Design Tool Sutton: The TimberLake Detective Agency Reading, Writing, Science 4th / 5th grade White: The Perfect Presidential Candidate Civics/ Government High School

Design Challenges Tutorials on Each Piece of the Design Given a Problem to Solve Use with a Partner Place to Practice / Play

Design Examples Sample Lessons from Others Different grade levels and subjects Created by teachers You Have a Chance to Include your work

Conclusion 3 The Environment is organized to provide support, a feeling of safety to experiment, useful feedback, relative comfort and to arouse intellectual curiosity Assessments authentic products designed to demonstrate mastery of the knowledge and are used to improve instruction

Putting It All Together Again

Restatement of Conclusions Problem Based Lessons with information presented in context of solving the problem and activities designed to give the students the abilities to think through and solve the problem using their own ideas and beliefs. Tools are selected to help students develop the skills to solve relevant problems and accommodate the individual special needs students have.

Restatement of Conclusions The Environment is organized to provide support, a feeling of safety to experiment, useful feedback, relative comfort and to arouse intellectual curiosity Assessments authentic products designed to demonstrate mastery of the knowledge and are used to improve instruction