Understanding by design activity is designed to be inclusive and have application beyond the learning experience. The experience should allow students to explore their own understanding. Students should be able to make connections between small ideas to arrive at a larger / great idea.
Understanding by design activity is designed to be inclusive and have application beyond the learning experience. The experience should allow students to explore their own understanding. Students should be able to make connections between small ideas to arrive at a larger / great idea.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
Understanding by design activity is designed to be inclusive and have application beyond the learning experience. The experience should allow students to explore their own understanding. Students should be able to make connections between small ideas to arrive at a larger / great idea.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
R. Ehrenberg Learns from history and understands the implications
J. Steele • Allows you to think outside of yourself, while taking a J. Dedrick different perspective R. Murphy Needs to question more Is self reflective Is able to communicate their understanding to others Understands the concept not just the question/statement
J. Martin • Can make connections between various small ideas to arrive
J. Horsman at a larger/great idea – Big Picture A.Trapini • Levels off understanding – rote knowledge to evaluation, synthesis, analysis, etc. Person is able to perform sometimes Empathy – feeling for others
D. Keough Can build new connections and make transfer
A. Manzella Can create new solutions to situations they encounter J. Rose Can understand concepts through other people’s eyes • Uses the layering of modalities, builds and deepens one’s understanding. Each layer strengthens the degree to which it is understood and then transfers to other situations.
M. Steffen Can demonstrate their learning
C. Lobdell • Can transfer/apply their knowledge to a new situation K. Greiner multiple times over time • Make connections between small or seemingly unrelated/discreet info to larger ideas to show relationship
C. Dresher Has good knowledge of facts
K. Bogert Evaluates and reevaluates their points of view/idea N. Verdile Accepting and understanding the complexity of an issue K. Flynn Can demonstrate their understanding through G. Kats application/performance Can apply familiar concepts to a foreign problem
R. Moore Can apply “it” appropriately
E. Dopp Can evaluate “it” D. Arnone Can explain “it” D. Savery Can recognize “it” Can extend “it” Can transfer “it” to other situations “It”: a skill, a concept, an event, a behavior
C. Fox Take knowledge and apply to next application
E. McNamara Can move beyond the recall and manipulate it V. McQuade Apply in new and novel situations Making it connect to prior knowledge Physically demonstrate their understanding across different modalities Take information and put it in a bigger content
What is Exemplary Design for Learning?
Well-designed learning…
R. Ehrenberg • The experience is designed to be inclusive and have
J. Steele application beyond the learning experience. J. Dedrick The learner should draw relevant connections. R. Murphy • Should allow students to explore their learning, while building upon what they already know. J. Martin Student directed learning J. Horsman Discovery based A.Trapini Hands-on Peer review/competition Multiple perspectives
D. Keough Is multifaceted and addresses all models.
A. Manzella Direct student involvement, self evaluation, observation of J. Rose others Through an activity, uncovers the essence of the lessons It hooks the students Multifaceted, enthusiastic, passion, interpersonal report • Construct it so (the lesson) that it inspires the student to think further/deeper and to question Relevant • Be empathetic, to assess what is happening in class and to modify their practice.
M. Steffen Problem/challenge oriented
C. Lobdell Purposeful/relevant/context K. Greiner Hands-on Performance related Respect for learner (styles)
C. Dresher Has a problem that needs to be solved
K. Bogert Allows for risk taking N. Verdile Starts with confusion K. Flynn G. Kats R. Moore Has a specific outcome (end) (demonstration of understanding) E. Dopp Scaffolded D. Arnone • Opportunities to practice (guided and D. Savery independent)/assessment with feedback Fluid/connected components C. Fox Hands on E. McNamara Purpose/relevance/authentic V. McQuade All ability levels can jump in on authentic tasks and assessments Children pose questions and gather answers Counter intuitive links on data, that force student to test their hypotheses Respect for the learner