Class+3

toc =Stage 1 Understandings and Essential Questions=

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Sharing of Essential Belief Statements.

Team Selections
Selection of teams using the data from Multiple Intelligences and Learning Style. A member of the team will create a Team Blog.

The teacher plans learning experiences and instruction (choice about teaching methods, sequence of lessons and resource materials) **AFTER** identifying the desired results and assessment. Having a clear goal helps the teacher to focus on planning with a purposeful action towards the intended results.

__**Stages of Backward Planning Design**__ __**Stage 1:**__ Identify Desired Results, __**Stage 2:**__ Determined Acceptable Evidence and __**Stage 3:**__ Planning learning experiences and Instruction.

=Stage 1=

**Identify Desired Results**
What should students know, understand and be able to do?

Goals (G)
These typically include national, state, local or professional standards.
 * MAINE LEARNING RESULTS** [[file:MLR ch132_102207.pdf]]

**Understanding (U)**
The understandings specify what we want students to come to understand about the big ideas. The Big Ideas are based on the transferable big ideas that give the content meaning and connect the facts and skills. What big ideas are worthy of understanding and implied in the goals (e.g., content standards, curriculum objectives)? What “enduring” understandings are desired? • Involves the Big Ideas that give meaning and importance to facts. **(So you can create new knowledge)** • Can transfer to other topics, fields, and adult life. **(Making connections)** • Is usually not obvious, often counterintuitive, and easily misunderstood. **(Must be uncovered, and not just covered)** • May provide a conceptual foundation for the basic skills. **(Extend skills to new situation and discipline)** • Is deliberately framed as a generalization – the “ moral of the story.” **(Insights gained from the study)**

**Essential Questions (Q)**
Opened-ended questions designed to guide student inquiry and focus instruction for uncovering the important ideas of the content. Will guide student inquiry and focus instruction for uncovering the important ideas of the content. What provocative questions are worth pursuing to guide inquiry into these big ideas? • Have no simple “right” answer; they are meant to be argued. **(Not straightforward facts that end the matter)** • Are designed to provoke and sustain student inquiry, while focusing learning and final performances. **(So engaged until the final performance)** • Often address the conceptual or philosophical foundations of the discipline. **(Thinking like an expert)** • Raise other important questions. **(Leads students across other discipline)** • Naturally and appropriately recur. **(Response deepens with age, experience and understanding)** • Stimulates vital, ongoing rethinking of big ideas, assumptions and prior lessons. **(Forced us to ask deep questions about the nature and origin of our understandings)** __**Overarching Questions**__ - These essential questions point beyond the particulars of a unit to the larger, transferable Big Ideas and enduring understandings. __**Topical Questions**__ – Frame a unit of study. They guide the exploration of Big Ideas and process within particular subjects.

**Knowledge and Skills (K), (S)**
More discrete objectives that we want students to know and be able to do.

**Six Facets of Understandings**

 * Higher Order Thinking**

**1. Explain**
Explanation and theories that provide knowledgeable and justified accounts of events, actions, and ideas: Why is that so? What explains such events? What accounts for such action? How can we prove it? To what is this connected? How does this work?

**2. Interpret**
Narratives, translations, metaphors, images, and artistry that provide meaning: What does it mean? Why does it matter? What of it? What does it illustrate or illuminate in human experience? How does it relate to me? What makes sense?

**3. Apply**
Ability to use knowledge effectively in new situations and diverse contexts: 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?

**4. Perspective**
Critical and insightful points of view: From whose point of view? From which vantage point? What is assumed or tacit that needs to be made explicit or considered?

**5. Empathy**
The ability to get “inside” another person’s feelings or world-view: How does it seem to you? What do they see that I don’t? What do I need to experience if I am to understand? What was the author, artist, or performer feeling, seeing, and trying to make me feel and see?

**6. Self-Knowledge**
The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding: 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? How do I learn best? What strategies work for me?


 * Venn Diagram** - Facets vs [|Bloom's Taxonomy]

**Sharing of Abstracts and Reflections**
Chapters 1 & 2 DI/UbD and Chapters 1 & 2 MI

=Resources=

[| Maine Learning Results] Maine Department of Education Regulation - Maine //Learning Results//: //Parameters for Essential Instruction (//effective October 22, 2007)

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