THINK PAIR SHARE

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THINK PAIR SHARE

• Think about what large ring means. Examples?
  Exchange thoughts with a partner.
• Share in large group.
• Repeat with rings 2 and then 3.

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STAGE 1. IDENTIFY DESIRED RESULTS

• WORTH BEING FAMILIAR WITH
• Since we cannot cover all areas, the largest ring
  represents knowledge that the students will hear,
  read, view, research or encounter.

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STAGE 1. IDENTIFY DESIRED RESULTS

• IMPORTANT KNOWLEDGE/ SKILLS
• These are the facts, concepts and
  principals,processes, strategies and methods that
  are essential for mastery of the course.

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IDENTIFY DESIRED RESULTS

• ENDURING UNDERSTANDING
• big ideas that anchor a course.
• -what they will remember when many details are
  forgotten

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IDENTIFY DESIRED RESULTS

• FOUR CRITERIA FOR SELECTION
• To what extent does the idea, topic, process
  represent a big idea having enduring value
  beyond the classroom? linchpin idea
• Is this worth an adults knowing it?

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IDENTIFY DESIRED RESULTS

• 2. To what extent does the idea, topic or process
  reside at the heart of the discipline?
• Will this involve an authentic learning
  situation?
• 3. To what extent does the idea, topic or process
  require uncoverage?
• What concepts do students have trouble grasping?

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IDENTIFY DESIRED RESULTS

• 4.To what extent does the idea, topic or process
  offer potential for engaging students?
• Can we frame this in ways that provoke and
  connect to students interests (as questions,
  issues or problems) so that they will become
  engaged in sustained learning?

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STAGE 2. DETERMINE ACCEPTABLE EVIDENCE

• When planning to collect evidence of
  understanding, teachers should consider a range
  of assessment methods. (1.3, 1.4 1.5)
• Assessment of understanding involves a range of
  evidence over time rather than a single event.
  (test, project)
• Our unit or course will be anchored by
  performance tasks or projects.

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STAGE 3 PLAN LEARNING EXPERIENCES

• KEY QUESTIONS
• What enabling knowledge and skills 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 how to achieve
  performance goals?
• What materials and resources are best suited?
• Is the design coherent and effective? (1.6)

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WHAT SHOULD BE UNCOVERED?

• Complex, abstract and counterintuitive ideas
• Examples?
• students are involved in active questioning and
  practice to try out ideas and rethink what they
  thought they already knew
• Examples?

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WHAT SHOULD BE UNCOVERED?

• HOW?
• Educators need to know what will need to be
  uncovered from the students point of view.
• We will need to go beyond most textbooks to bring
  important issues to life. Students must believe
  topic is worth uncovering.

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FOCUSING ON PRIORITIES

• What knowledge is worth understanding - worth
  spending time on to uncover?
• What kind of achievement target is understanding
  and how does it differ from other targets or
  standards?
• What are matters of understanding in any
  achievement target? How does an educator
  identify or select the understanding element
  embedded or contained in any complex achievement
  target, such as ministry documents?

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What knowledge is worth understanding?

• Enduring
• At the heart of the discipline
• Needing uncoverage
• Potentially engaging
• 3 degrees of specificity in program guidelines
• topical statements
• general understandings
• specific understandings

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What kind of achievement target is understanding
and how does it differ from other targets or
standards?

• Students are able to use knowledge and/or skills
  in sophisticated , flexible ways.
• Students need to make conscious sense and apt use
  of the knowledge they are learning and the
  principles underlying it.
• Students have made links between facts/skill and
  can apply it in context.
• Students can apply this knowledge in authentic
  situations.

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What are matters of understanding in any
achievement target?

• What conceptual or theoretical elements might lie
  within any objective?
• Example persuasive writing?
• Other examples?

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What curricular elements are best suited for
enduring understanding?

• Principles, laws, theories or concepts that are
  meaningful to students
• counterintuitive, nuanced, subtle or easily
  misunderstood ideas
• Conceptual or strategic element of any skill-
  what works, what doesnt and why?

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QUESTIONS

• GROUP WORK Half of the group answer question 1
  other half answer question 2 and be prepared to
  share major points of discussion.
• What is the role of questions in traditional
  curriculum?
• How is this role different in backwards design?

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ESSENTIAL AND UNIT QUESTIONS

• UNIT QUESTIONS
• provide subject and topic doorways to essential
  questions
• have no obvious right answer
• are deliberately framed to provoke and sustain
  student interest

• ESSENTIAL QUESTIONS
• go to the heart of a discipline
• recur naturally throughout ones learning and in
  the history of the field
• raise other important questions

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ENTRY POINT QUESTIONS

• Four Criteria
• framed for maximum simplicity
• worded in student friendly language
• provoke discussions and questions
• point towards larger essential and unit questions

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WHAT CAN PEOPLE DO WHEN THEY REALLY UNDERSTAND?

• Can explain
• Can interpret
• Can apply
• Have perspective
• Can empathize
• Have self-knowledge

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SIX FACETS OF UNDERSTANDING

• PERSPECTIVE
• EMPATHY
• SELF-KNOWLEDGE

• EXPLANATION
• INTERPRETATION
• APPLICATION

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EXPLANATION

• definition
• sophisticated and apt explanations and theories,
  which provide knowledgeable and justified
  accounts of events, actions and ideas
• includes knowledge of why and how and warranted
  opinions

• Examples
• Questions
• Why is that so?
• What explains these events?
• How can we prove it?
• How does this work?
• What is implied?
• To what is this connected? How?

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WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

• 5 W questions
• use unit and essential questions that demand
  student theories and explanations
• explain not just recall
• link facts to big ideas
• justify connections
• show their work, multiple solutions
• support conclusions

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INTERPRETATION

• Examples?
• Questions
• What does it mean?
• Why does it matter?
• What does it illustrate or illuminate about human
  experience?
• How does it relate to me?
• What makes sense?

• definition
• interpretations, narratives and translations that
  provide meaning
• interpret, translate, make sense of, show the
  significance of, decode or make a story
  meaningful.

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WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

• Teach children to build stories not just
  passively take them in.
• Give out 2 or 3 versions of same event and have
  students create the real event.
• Peacemakers students each give their version of
  the story of what happened. Then they are
  encouraged to come up with a common version.

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APPLICATION

• Definition
• the ability to use knowledge effectively in new
  situations and diverse contexts
• You need to walk the walk, not just talk the
  talk.

• Examples?
• Questions
• How and where can we use this knowledge, skill or
  process?
• How should my thinking and action be modified to
  meet the demands of this particular situation?

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WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

• Matching an idea to a context
• We show our understanding of something by using
  it, adapting it and customizing it.
• Real world problems
• Make the situation as close as possible to the
  situation face by a scholar, artist, engineer or
  other professionals.

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PERSPECTIVE

• Definition
• critical and insightful points of view.
• making tacit assumptions explicit.
• By shifting perspective one can create new
  theories, stories or applications.
• Any answer to a complex question involves a
  point of view.

• Examples?
• Questions
• From whos point of view?
• From which vantage point?
• What is assumed?
• What is justified or warranted?
• Is there adequate evidence?
• Is it reasonable? plausible?
• What are the strengths and weakness of the idea?

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WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

• Teach perspective in advertising, newspaper
  writing and editorials, television programming,
  text book writing and novels being studied.
• Provide explicit opportunities for students to
  confront alternative theories and diverse points
  of view involving the big ideas.
• Examples?

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EMPATHY

• Definition
• The ability to get inside another persons
  feelings of worldview.
• The ability to walk in anothers shoes, to escape
  ones own emotional reaction and grasp anothers.
• gt change of heart

• Examples?
• Questions
• How does it seem to you?
• What do they see that I dont?
• What is the artist, songwriter, performer
  feeling, seeing and trying to make me feel or see
  too?

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WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

• Offer multiple perspectives on things such as
• human rights issues
• environmental issues
• accounts of history
• topics in the news
• issues debated for an election
• controversial laws such as gun legislation.
• Have students experience things from anothers
  point of view. Examples?

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SELF-KNOWLEDGE

• Examples?
• Questions
• How does who I am shape my views?
• What are the limits of my understanding?
• What are my blind spots?
• What am I prone to misunderstand because of
  prejudice, habit or style?

• Definition
• the wisdom to know ones ignorance and how ones
  patterns of thought and action inform as well as
  prejudice understanding.

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WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

• We need to continue teaching self reflection and
  assessing in the broadest terms.
• Increase time spent on metacognition.
• Uncover prejudices and thinking in either/or
  terms.

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GROUP WORK

• Read the example about the nutrition unit. (p.35)

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GROUP WORK

• What are the essential questions in the unit plan
  you have chosen?
• What are the unit plan questions?