https://padlet.com/pbriggs1/y457g1jymptu en-us 2016-10-04 22:45:52 UTC 2019-07-03 03:39:28 UTC hello@padlet.com tvandenhul https://padlet.com/pbriggs1/y457g1jymptu/wish/129672624 STAGE 1 (Goals)
*Coming to an understanding (Meaning) and applying prior learning (Transfer) requires an active process of meaning-making on the part of the learner.
*Essential questions help dig deeper instead of just "skimming" and "covering" the content. Help learner achieve greater focus, understanding, and efficacy when dealing with new challenges.
*Learning to ask and pursue important questions on one's own is the desired result, and arguably key to all genuine lifelong learning.
* While the standards are important to consider in unit design work, they are not usually the purpose of schooling! 
*Standard are necessary but not sufficient; knowledge and skills are means to understanding ends; and the essential questions are central to any work focused  on meaning-making and transfer.

STAGE 2 (Assessments)
**What kinds of evidence signify understanding or lack of it?
**When learners really understand something, they can effectively apply and explain in some performance. (use what they know to flexibly and intelligently use what they know, in a new complex situation where higher-order thinking in the use of content is required)
**Valid assessments reflect goals and all goals are covered by proposed assessments?

STAGE 3 (Instruction)
***

]]> 2016-10-11 02:01:08 UTC https://padlet.com/pbriggs1/y457g1jymptu/wish/129672624 https://padlet.com/pbriggs1/y457g1jymptu/wish/129998134 The ability to transfer is arguably the long-term aim of all education.

An understanding is an idea that results from reflecting on and analyzing one's learning.

Understandings can't be "covered". They have to be "uncovered".

Questions are the desired result, not answers.

The essentials are the knowledge and skills that are the building blocks for later meaning making and transfer.]]> 2016-10-12 00:13:48 UTC https://padlet.com/pbriggs1/y457g1jymptu/wish/129998134 lclark33 https://padlet.com/pbriggs1/y457g1jymptu/wish/130014262 The ability to transfer is arguably the long-term aim of all education. 

Understanding is the result of inference - developing and testing of ideas by learners along with teacher assistance to culminate in an idea that seems useful to the learner.

Essential questions point us in the direction of transfer and meaning.

Essential helps the learner achieve greater focus, understanding, and efficacy when dealing with new challenges.

Essential questions become learner's own and they use it to guide and organize all learning. 

Standards are not the purpose of schooling - do not reflect the ultimate aim of any design - do not encompass everything that matters

Assessments of understanding need evaluative criteria to judge student responses. 

Other evidence - place for assessments of knowledge, skill, standards, and other goals not assessed by performance tasks

Plan to adjust based on feedback

]]> 2016-10-12 02:33:44 UTC https://padlet.com/pbriggs1/y457g1jymptu/wish/130014262 lclark33 https://padlet.com/pbriggs1/y457g1jymptu/wish/130014885 Educators differ - 
Back and forth over time - start with Module D / Step by step - start with Module E

There can never be a recipe for creative and effective design 

Student understanding - focus on how to use related facts or skills to achieve understanding.

Lessons should be meaningful and connected chunks of learning events that build toward some important intellectual outcome in comparison to daily lessons, which are typically focused on isolated and discrete objectives.

Still need to identify transfer and understanding goals separately and develop appropriate assessments and activities even if direct instruction lessons come from a textbook

]]> 2016-10-12 02:41:57 UTC https://padlet.com/pbriggs1/y457g1jymptu/wish/130014885 pbriggs1 https://padlet.com/pbriggs1/y457g1jymptu/wish/130025337 Backward design is a way of thinking - 
2 connotations  - (1) applying your understandings, knowledge and skill effectively in new situations results in successful transfer; and (2) making inferences and grasping connections, to culminate in understanding. 

Process provides model for ensure alignment of goals (standards), assessments and activities area aligned. ( intended, enacted and assessed - viable curriculum) 

Desired results - What do we want students to understand?
Evidence of Learning- How will we know they have learned it? 
Learning Plan - Aligns with goals and assessments. However it is not a rigid plan and can adjust based on feedback - ( formative, pre- assessments)]]> 2016-10-12 05:09:08 UTC https://padlet.com/pbriggs1/y457g1jymptu/wish/130025337 https://padlet.com/pbriggs1/y457g1jymptu/wish/370036042 2019-07-03 03:39:28 UTC https://padlet.com/pbriggs1/y457g1jymptu/wish/370036042