1. Developing a Rubric for the Design of Learning Spaces: Starting Points 4.17.06

2. Build IT - The Design Process A version of the design process cycle developed an IT curriculum developed for a middle school girls after-school program of the Girls Incorporated of Alameda County

3. An Informal Design Assessment An assessment rubric design to capture the development of various design skills taught in an after-school community technology center program using the Understanding by Design (UbD) framework.

4. Understanding by Design Wiggins & McTighe Key Design QuestionDesign ConsiderationFilters (Design Criteria) What the Final Design Accomplishes Stage 1. What is worthy and requiring of understanding? National standards. State standards. District standards. Regional topic opportunities. Teacher expertise and interest. (and….) Enduring ideas. Opportunities for authentic, discipline-based work. Uncoverage. Engaging. Unit framed around enduring understandings and essential questions. Stage 2. What is evidence of understanding? Six facets of understanding. Continuum of assessment types. Valid. Reliable. Sufficient. Authentic work. Feasible. Student friendly. Unit anchored in credible and educationally vital evidence of the desired understandings. Stage 3. What learning experiences and teaching promote understanding, interest, and excellence? Research-based repertoire of learning and teaching strategies. Essential and enabling knowledge and skills. WHERE Where is it going? Hook the students. Explore and equip. Rethink and revise. Exhibit and evaluate. Coherent learning experiences and teaching that will evoke and develop the desired understandings, promote interest, and make excellent performance more likely.

5. Learning Space Design Malcolm Brown

6. Learn Space Design Rubric??? CafeMuseumParkPreschoolHS ClassroomZooLibrary Affordances/Constraints Expectations: what are people expecting when they go there? Is learning part of their expectations for their experience? Expectations: what does the institution/program expect visitors/participants to experience? Environmental factors: what’s going on in that space? What is the context? Who decided? Extensions: what happens beyond the space? How does this happen? Participation structures: Opportunities for interactions? collaboration? What can you measure? How can you measure the learning?

7. Or…Learning Space Design Rubric?? Space/setting (context) Identify Audiences & Needs/Goals/ Enduring Interactions/ PFL