Curr design
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This document outlines the backwards design curriculum model, which involves 3 key steps: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student learning, and 3) planning learning experiences and instruction. It emphasizes starting with the end goal in mind by designing assessments before planning lessons. Within step 3, it references the 5E model of instruction which structures lessons around engaging, exploring, explaining, elaborating, and evaluating concepts.
Curr design
- 1. Designing Project Based Instruction CUIN 5303
- 2. Forward Design Follow the textbook Activity-based Disadvantages May not make sense to you Pacing May not be aligned with final assessments
- 3. Backwards Curriculum Design Identify desired results Determine acceptable evidence Planning Learning Experiences and Instruction
- 4. Identify Desired Results What should students know, understand and be able to do? Consider goals, examine established content standards, and review curriculum expectations. More content than can be “ covered ” so that we must make choices.
- 5. Establishing Curricular Priorities Middle ring is essential to student success - it specifies prerequisite knowledge and skills needed by students for them to accomplish key performances. Enduring understanding = big ideas
- 6. Determine Acceptable Evidence Teaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results. What is the final assessment? Design it first. Exam, debate, paper, presentation, website, etc., Consider a Continuum of Assessment checks of understanding-->traditional quizzes, tests-->open-ended prompts--->performance tasks and projects Simple complex Short duration long duration
- 7. Plan Learning Experiences and Instruction What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Is the overall design coherent and effective?
- 8. 5 E Model Engage Explore Explain Elaborate Evaluate Edutopia.org http://www.projectapproach.org/index.php?option=com_content&task=view&id=87&Itemid=9 club house http://www.projectapproach.org/index.php?option=com_bookmarks&Itemid=91&mode=0&catid=4&navstart=0&search=* http://www.edutopia.org/pbl_search?filter0=elementary+math&x=61&y=15
- 10. The 5E Model of Instruction Students redefine, reorganize, elaborate, & change initial concepts through self-reflection & interaction with peers & environment.
- 11. ENGAGE Students mentally focus on an object, problem, situation, or event Make connections to past & future activities Ask question, define problem, show discrepant event, acting out problematic situation
- 12. ENGAGE Ask a question. Which is longer, the distance around the tennis ball canister or the height of the canister? What do you call the labeled parts of the cylinder? Assess: Check prior knowledge listed. h C r
- 13. EXPLORE Give all students common, concrete experiences to build concepts, processes, and skills Explore objects, events, or situations to establish relationships, observe patterns, identify variables, and question events
- 14. EXPLORE Give students a concrete experience. Students carefully measure objects. Create a table comparing radius (r), diameter (d), and circumference (C) for various objects. Assess: Can you make a conjecture as to the relationship between C and d?
- 15. EXPLAIN Provides common use of terms relative to the learning experience. Ask students to give their explanations Connect explanations to experiences in engagement & exploration. Present concepts, processes, or skills briefly, simply, clearly, & directly.
- 16. EXPLAIN Observe the connection between the exploration and the solution to the specific problem being investigated. Assess: Clearly state and explain the solution.
- 17. ELABORATE Provide experiences that apply, extend, or elaborate the concepts, processes, or skills.
- 18. ELABORATE/EXTEND Draw a many-sided regular polygon and find the perimeter. Repeat the process with regular polygons containing more and more sides. Assess: What figure do the polygons look like, and what is the relationship between the perimeter and diameter of the polygons.
- 19. EVALUATE Students use skills they have acquired and evaluate their understanding. Students receive feedback on adequacy of their explanations. KEY: WRAP-UP the lesson by citing important objectives learned!
- 20. EVALUATE Explain and solve various circle situations and word problems involving circles. State important objectives learned Find C, d, or r using