Week 4 Assignment #1 - Reader Response

On backward design Stage 1 assignments I did last week, once the Established Goals had been set, I determined desired understanding based on each individual goal set.  Then, I will think of what questions I will ask the students in order to show me whether their understanding meets my desired level. For example, if the desired understanding is to learn about the animals categories, I will ask them what animal category lizard and crocodile fall under and why?

After that, I will determine knowledge and skills that can develop during the process of reaching the desired understanding.  For example, while learning all different animals categories, the students will get to know the common characteristics in each category (knowledge) and will be able to identify what animals belong to which animals category on their own (skill). 

Week 3: Assignment #2: Practice stage 1 design using Common Core State Standards in ELA-Writing

 

Stage 1 – Desired Results
Established Goals: CCS Standards: Writing W 6.2 – write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
Students will understand … ·         the contents, conventions, and other elements of the type of informational/ explanatory text for writing ·        the selection of relevant content ·       organization and formatting aid in introducing a topic and in comprehension  the purpose of a classification or process analysis essay	Essential Questions: ·       What are informative text/ explanatory text? ·       How do we select relevant content ? ·       How are some strategies aids in organization and comprehension?
Students will know… ·         The definition and difference between information text structures and explanatory text structures ·         informational/explanatory text includes an introduction, organized information, a conclusion, and text structure features that enhance comprehension	Students will be able to … ·        Write informative/ explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized ·        Determine the organizational structure that is most appropriate for the topic and purpose ·       Organize ideas, new information, and prior knowledge to clearly explain the topic ·         Analyze relevant content

Week 3: Assignment#1 Practice Stage 1 Design using Common Core State Standards in ELA-Reading

 

Stage 1 – Desired Results
Established Goals: CCS Standards: Reading – Informational Texts RI 6.3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) RI 6.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings RI 6.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text RI 6.7 – Integrate information presented in different media or format (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue
Students will understand … ·         Key individuals, events, timing and ideas on the subject ·         Author’s point of view through reading ·         Author’s intended meaning of his/her words and phrase by analyzing  about the word’s context ·         The subject more in depth by integrating information from different media such as video, internet research, picture and text, etc.	Essential Questions: ·         Can you summarize the story with answers of What? Who? When? Where? How? ·         What are the true meaning of the words or phrases that author used in the book based on the text that comes before and after it? ·         What is author’s point of view and how can you tell? ·         What other sources of information or media we can obtain more information about the topic?
Students will know… ·         Anecdote is a brief story about an interesting event.  Author might use examples and anecdotes to introduce special ideas or events to let reader have better understand ·         Words can be used in different ways, for different meaning, depends on how author writes on the word’s context ·         The definition of Figurative meaning, Connotative meaning and Technical meaning	Students will be able to … ·         Analyze how key individuals, events, or ideas are developed throughout a text ·         Use variety of strategies to determine word meaning ·         Determine author’s point of view and able to explain how it is conveyed in an information text ·         Gather more information using  variety of media for a coherent understanding of the topic

EDPC 605 Fall 2016 Teammates' blogs

EDPC 605 Fall 2016 Teammates' Blog Links

How Do People Learn?

Please see my presentation file posted in below link.  (Sorry I am still figuring how to do Jing Narrated presentation.  To submit by deadline, I will submit this assignment in tradition Powerpoint.)

How Do People Learn?

Thank you!

Karrie

Backward Design

Backward design is the effective design of curriculum that help accomplished teacher's goals for the students.  We first starts with the end result we desired, then think of how we can get there as a planning sequence for curriculum.

The desired end result should be a long term goal, with a blend of content and performance that can engage students.  What should students know, understand and be able to perform and be able to transfer knowledge in different settings.

Once we set the goal, we set assessment to validate that the desired goal has been achieved. Observation, quiz, informal checks for understanding and performance projects are some example of assessment methods teacher may consider.

After that, we can plan instructional activities toward the desired goal. We should think of what activities can equip students with the desired knowledge, skills and performance, what is the best way to teach and coach the students to reach the performance goal, etc.

Backward design helps set clear and specific knowledge, skills and performance that are essential to target for the lesson, so teacher can concentrate on most important and relevant topics. It is also easier for teachers to know what type of assessment methods and what areas we should focus assess on. Moreover, the assessment results can help give teachers ideas on what content needs to re-emphasised.