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UBD: Designing for "AHA!"

Presented live in Week 2 of EDUU 609
by

Kimberly Greene, Ed.D.

on 2 November 2016

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Transcript of UBD: Designing for "AHA!"

UBD: Designing for "
AHA!
"

3 Stages of Backward Design
Stage 1 – Identify desired results
Stage 2 – Determine acceptable evidence
Stage 3 – Plan learning experiences and instruction
Stage 1: Identify Desired Results
Content Standards and Knowledge & Skills
Enduring Understandings
Essential Questions

Stage 2: Determine Acceptable Evidence
Determine
methods
of
assessment
/
feedback
Performance task(s)-
GRASPS
Other evidence
Quizzes, tests, prompts, work samples
Observations
Student self-assessment
Learning by doing/applying/exploring
Think
DEWEY!
“Education is a social process; education is growth; education is not a preparation for life but is life itself.”
Stage 3: Plan Learning and Instruction
Instructional activities/experiences
Constructivism/Constructionism

The Six Facets of Understanding

WHERE

TO

Misunderstandings/Blindspots
What's the Point?
Who are we "serving"?

What do we really do??

A, B, & C = ???

Transfer!!!!!!!!!!!!!!!!!!!!
Think about "Over Arching" vs. Topical
How does conflict create change?
Why does "power corrupt"?
When does a belief become dogma?
What if the South had won?
How does conflict affect a country's economy?
When you go on vacation, do you take only 1 picture to share your whole experience with the folks back home?
Think “Scrapbook” versus “Snapshot”
PERFORMANCE TASKS:
GRASPS
Goal * Role * Audience * Situation * Product/Performance & Purpose * Standards for Success
Kimberly Greene, Ed.D * kgreene@brandman.edu
Think
about
YOUR
definition
&
visual
for
Curriculum
Think about our threaded discussion for Week 1:
The History of Curriculum in America, Part I...
Why that video instead of just a timeline or a text to read?

Think about our Threaded Discussions...
Why
multiple
days?
Why "
outside resources
"?
Why "
involvement
" ... reading & reflecting?
Why "
engagement
" ... questions, other solutions, ...?
But "Backward Designing"
what
?
What is Curriculum?
(A) Why were you asked to reflect on your
best
college/university course?
Questions we will discuss
twice
in this meeting:
(B) Why were you asked to reflect on your
best
college/university course
from 2 different perspectives?
(1) "I"
(2) "My Classmates"
(C) Why were you asked to provide a picture/visual
to go along with your text definition of
"What is Curriculum"
(D) How do you assess/judge an activity to be worthy of your full time & attention versus one you consider to be busy work and ignore or race through to get it off your plate?
(E) To what extent is
curriculum
a living thing versus a static entity?
HOW
does
ALL THIS

work
IRL???
(F) Why is the word, "diverse" in the PLO for this course?
MAE PLO #5- Curriculum Design: Evaluate curriculum design and curricular decisions as they relate to meeting the
diverse
needs of students
(aside from a parent or relative)
Who is your hero?

http://www.wordle.net/create
EDUU 609:
*EU: The curriculum we design/teach must serve our students in that affords them meaningful, actionable, transferable understanding that guides thoughts and actions.

*EQ #1: How can the teacher/designer raise the chances that what is taught will be meaningful to more/most/all of the students when what is to be taught appears to be completely predetermined (standards, texts, etc.)?

*EQ #2: What role does the individual teacher play in great teaching/learning and how does active reflection by the teacher play a role in great teaching/learning?
Full transcript