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Big Ideas and Essential Questions

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Big Ideas and Essential Questions February 15, 2008 Today s Learning Goals Why big ideas and essential questions are crucial for student learning? – PowerPoint PPT presentation

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Title: Big Ideas and Essential Questions


1
Big Ideas and Essential Questions
  • February 15, 2008

2
Todays Learning Goals
  1. Why big ideas and essential questions are crucial
    for student learning?
  2. What are the criteria for big ideas and essential
    questions?
  3. Time to work in your content area to evaluate
    your big ideas and essential questions and make
    any revisions or refinements.

3
Organization
  • How we will treat one another?
  • Please use cell phones, e-mail, and blackberries
    during breaks or outside of the room if it is an
    emergency.
  • Engage in the learning and discussions with your
    colleagues for continued life long learning and
    critical thinking. Focus discussions during
    activities and collaboration time on the task.
  • Finding partners for later activities
  • Clock discussions
  • Table partner
  • Table family

4
Agenda
  • 730 800 Coffee
  • 8-915 - Why big ideas and essential questions
    and what are they?
  • 915 1030 - Department or grade level
    collaboration time
  • 1030 1050 - Wrap up

5
District initiatives Where have we been and
where are we going?
  • 1st Identify standards and performance
    indicators to be assessed in each unit (two
    years)
  • 2nd Refine big ideas and essential questions
  • 3rd Focus on assessments aligned to the
    standards as a means to monitor student
    achievement and guide instruction.
  • 4th Identify knowledge and skills

6
DVD Moving Forward with Understanding by Design
  • UbD The Experts and Practitioners Speak
  • What are the Challenges (344)
  • Classroom Examples (Return to main menu)
  • Chose appropriate level (6-9 minutes)
  • Reflective questions Talk to your partner
  • To what extent do you agree with the assertions
    the expert made in the video?
  • To what extent do you disagree?
  • Discuss how the principles demonstrated are being
    used in your respective schools.

7
Why big ideas and essential questions are crucial
for Pioneer students
  • Marzano guaranteed and viable curriculum 1 for
    school improvement and student achievement.
  • Big ideas and essential questions guide feedback
    so students can make progress toward a key
    learning goal and we know that feedback increases
    student achievement by 32.
  • Big ideas and essential questions allow for focus
    on content that is relevant and applicable to
    real life in order to achieve motivation and
    engagement.

8
Big ideas and essential questions allow 21st
century learners to be successful
  • Core subjects content linked to meaningful
    application
  • Thinking and learning skills Critical thinking,
    problem solving, creativity innovation,
    communication information , collaboration
  • Life skills- leadership, self direction
    responsibilities, accountability, ethics,
    adaptability
  • Technology Literacy access the world,
    information as your finger tip
  • 21st Century Content global, entrepreneurship,
    civic awareness, financial economic business
    literacy, health and wellness

9
Why are we focusing on big ideas and essential
questions? Students link all learning
experiences to key concepts derived from real
life applications.
  • Not all standards are created equal.
  • Learning without practical and meaningful
    application is quickly forgotten.
  • Understanding occurs when individuals seek
    answers to important questions and make
    connections.

10
Essential Questions for Today
  • 1. How does linking knowledge and skills to a
    greater purpose impact deep understanding of
    concepts?
  • 2. How do the mandates of accountability both
    support and challenge the focus of learning away
    from larger concepts towards details?
  • 3. How do you find a balance between
    accountability and creative problem solving
    focused on big ideas and application of concepts?
  • Activity Discuss answers to these questions
    with your 1200 date.

11
  • Curriculum design requires us to make choices
    about what is essential now to help our learners
    for their future.

12
  • Since knowledge is infinite
  • focus on which concepts and skills will be needed
    in the 21st century if students are to become
    marketable, global citizens is essential.

13
Advanced Big Ideas 101
A big idea offers a conceptual framework
allowing the learner to explore answers to the
essential questions involving a unit of study.

- Grant Wiggins
14
How to identify the big idea
  • Big ideas are typically revealed through
  • Focusing themes
  • On going debates and issues
  • Insightful perspectives
  • Underlying assumptions
  • Paradox/problems/challenges
  • Organizing theory
  • Overarching principle
  • Provocative questions
  • Processes- problem solving, decision making

15
Some Big Ideas by Type
Concepts Economics- Its not the money you have, but how you allocate it.
Themes Good triumphs over evil.
Debates Winning is dependent upon offense vs defense.
Perspective Life is shaped by your attitude my cup half full or half empty.
Paradox Freedom involves responsibility.
Theory Form follows function you are what you eat.
Principle Less is more.
Assumption Non-fiction text always depicts truth.
16
From concept to ? Big Idea
Concept Big Idea
nutrition You are what you eat
westward expansion Hardship forged a nation
persuasive writing Powerful media can influence beliefs and behaviors
fairness (mathematical) Statistics can be manipulated to obscure the truth
17
Big idea check.
  • Does it have many layers not obvious to the
    inexperienced learner?
  • Does one have to dig deep to truly understand its
    meaning or implications?
  • Is it prone to disagreement?
  • Might you change your mind about it over time?
  • Does it reflect the core ideas as judged by
    experts?

18
Big Idea Jeopardy
  • Jeopardy.ppt

19
(No Transcript)
20
Unwrapping the Standards as a strategy for
identifying big ideas and core tasks.
  • Looking at key nouns and verbs helps to
  • identify key learning which can than be
  • taught in the context of big ideas and
  • essential questions.

21
Unwrapping the standard
  • Standard
  • Comprehend and interpret information from a
    variety of graphic displays including diagrams,
    charts, and graphs.
  • Big Idea
  • Graphic displays of information enhances
    comprehension and interpretation of information.

22
Unwrapping the standard
  • Standards
  • Relate data and facts from informational texts to
    prior information and experience with assistance.
  • Identify and interpret facts taken from maps,
    graphs, charts, and other visuals, with
    assistance.
  • Big Idea
  • Prior experiences can impact the degree to which
    we relate to and interpret visual
    representations.

23
Unwrapping the standardsYou try it.
  • Activity Unpack this standard with your table
    partner by
  • 1. Finding the nouns and verbs
  • 2. Write big ideas
  • Standard (Possible examples on next slide)
  • Students interpret, analyze, and evaluate
    informational text in order to extend
    understanding and appreciation . (ELA 11)

24
Possible examples
  • Students interpret, analyze, and evaluate
    informational text in order to extend
    understanding and appreciation .
  • Big ideas We interpret information and draw
    conclusions both from what we read and experience
    in life.
  • Knowing the difference between fact and opinion
    and inferences can help you become more
    discerning.

25
Advanced Essential Questions 101
An essential question is well, essential
important, vital, at the heart of the matter
the essence of the issue. - Grant Wiggins
  • A question is essential when it 
  • Causes genuine INQUIRY into the big ideas and
    core content
  • ARGUABLE provokes deep thought, lively
    discussion, sustained inquiry, and new
    understanding as well as more questions
  • Requires students to CONSIDER alternatives, WEIGH
    evidence, SUPPORT their ideas, and JUSTIFY their
    answers
  • Stimulates vital, on-going rethinking of big
    ideas and assumptions
  • Sparks meaningful CONNECTIONS with prior learning
    and personal experiences

26
  • Essential
  • What traits and characteristics determine a
    classification?
  • Where do artists get their ideas?
  • What determines value?
  • What distinguishes a fluent foreigner from a
    native speaker?
  • How does where we live influence how we live?
  • Not Essential
  • How many legs does a spider have?
  • Did nature influence Monet?
  • How many dimes in a dollar?
  • What is the meaning of the Greek term technology
    from its Greek root techne?
  • Why were settlements developed around lakes and
    rivers?

27
Revisit unpacking standards to big ideas AND
essential questions.
Students interpret, analyze, and evaluate
informational text in order to extend
understanding and appreciation.
  • Big Ideas
  • We interpret information and draw conclusions
    both from what we read and experience in life.
  • Knowing the difference between fact and opinion
    and inferences can help you become more
    discerning.
  • Essential questions
  • How do you determine if a main idea is
    believable?
  • How can we decide if what we read is true or
    accurate?
  • Facts, opinion and inferences, why do they matter?

28
Revisit unpacking standards to big ideas AND
essential questions.
Relate data and facts from informational texts to
prior information and experience with assistance.
  • Big Ideas
  • Graphic displays of information supports
    comprehension and interpretation of information.
  • Prior experiences can impact the degree to which
    we relate to and interpret visual
    representations.
  • Essential questions
  • How can information be represented through visual
    displays?
  • How do some types of visuals better represent
    information than others?
  • What knowledge do I need to bring to the
    information in order to make meaning and sense of
    the concepts?

29
Essential or not????? Activity
  • Essential or NOT.doc
  • Find your 3 oclock partner and complete this
    page.

30
Answer key
  • Essential or NOT answer key

31
Collaboration Time and Tools
  • Locate the following tools in your packet
  • Tips for Essential Questions
  • Essential question starter based on the six
    facets of understanding
  • Rubric for big ideas and essential questions
  • Directions
  • Identify the map you will work on
  • Log on to Rubicon Atlas
  • review your questions
  • make changes as necessary
  • Report back at 1030 for a wrap up
  • Bring specific examples of big ideas and
    essential questions you changed to share.
  • Bring ideas and questions that you struggled
    with and would like to collaborate with your
    colleagues.

32
Resources
  • Here are some samples
  • http//www.authenticeducation.org/bigideas/resourc
    e_carousel_list.lasso
  • See also Rubicon Atlas
  • ELA - 6th, 9th
  • Math - 3rd, 6th
  • Science - 3rd, 6th
  • Social Studies - 3rd, 8th, Collaboration
    Global History/Geography II

33
Final Reflection Complete UBD Report Card
Self Reflection ChecklistNow ask What is MY
next step for implementation?Set goals
personal, department, grade level.
  • 1050-1130 Lunch on your own
  • 1130 230 Break out sessions
  • Thank you and have a great afternoon
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