In case you have missed a meeting, by the 14th, read through chapter 10 of UBD. Josh put a little template in your email box.
Reading this book and a few others, is really stressing to me the importance of planning, big picture through small picture.
Thanks,
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如果成為一支火柴，也要點亮一個短暫的宇宙；如果是一隻烏鴉，也要叫疼閉塞的耳膜。.................................................................
今天心情很好..你心情好嗎？..................................................................
I just checked my e-mail and did not see any template from Josh. On a separate note, I am intrigued by Jenny's idea of writing the Objective in the form of a more focused question each day, and will continue to ponder ideas for how to make that practical. Why Didn't I Learn This in College is a great resource for specific ideas and examples on all of this type of stuff, as is anything by Marcia Tate.
Subtlety is better than force. ............................................................
Subtlety is better than force. ............................................................
一棵樹除非在春天開了花，否則難望在秋天結果。..................................................
不要去想沒拿到的東西，多想想自己手裡所擁有的..................................................
先為別人的快樂著想，是超人；先為自己的快樂著想，是凡人；使別人不快樂，自己也不快樂的，是笨人。..................................................
單純喜歡你的部落格 留個言跟您問聲好~~...............................................................
人生有些波折，才能有些成長，所以不論順逆，凡是成長、成功的助緣，都應該心存感激。..................................................
Thanks for the template, Josh. I know it took quite a bit of work, and it will be helpful as we use UbD more this year. I have a few comments from chapter 10 that I would like to share. I like that they reinforce the idea of backwards planning that we have talked about for years. Sometimes when I am teaching something I have used for a few years, I need to go back and reexamine the unit to see if I have indeed planned all of the activities around the desired results. Chapter 10 had some good reminders about this. I think we can’t hear them enough.
I also liked the emphasis they placed on using time and uncovering material. With the CSAP always looming (at least for another year) I find myself scrambling to get certain things done before testing. Sometimes, though, I think I am just covering the material and recall distracts me. I need to be more mindful of providing meaningful experiences to promote understanding. I like the way they described uncovering and the examples that were provided.
I also need to put more thought into the timing of my lessons and approaches. If I am going to help the students uncover the big ideas and concepts, I need to provide more time for them to explore and experiment. It is not enough to present the info, practice a bit, and then move on. This sounds obvious enough, but I am not always aware of how fast I am going until I realize I lost the students several steps back. The authors also reinforced that we need to plan our instructional approaches around the goals and types of learning. Sometimes I need to talk more, and sometimes the students need to do more on their own. Variety is obviously good, but their should be some thought behind the selection.
I will close with a few quotes that stuck with me. They must be important because I highlighted them in blue.
“My insights cannot become theirs simply through osmosis.”
“We are saying that the text is a tool; it is not the syllabus.”
“The most important ideas and claims must be tested, not just mentioned, if they are to be understood.”
“When choosing instructional approaches, think about what is needed for learning, not just what is comfortable for teaching.”
“A major mistake in teaching for understanding is not the over-reliance on a single approach but the failure to ponder timing in using the approach.”
Thanks for the template, Josh. I know it took quite a bit of work, and it will be helpful as we use UbD more this year. I have a few comments from chapter 10 that I would like to share. I like that they reinforce the idea of backwards planning that we have talked about for years. Sometimes when I am teaching something I have used for a few years, I need to go back and reexamine the unit to see if I have indeed planned all of the activities around the desired results. Chapter 10 had some good reminders about this. I think we can’t hear them enough.
I also liked the emphasis they placed on using time and uncovering material. With the CSAP always looming (at least for another year) I find myself scrambling to get certain things done before testing. Sometimes, though, I think I am just covering the material and recall distracts me. I need to be more mindful of providing meaningful experiences to promote understanding. I like the way they described uncovering and the examples that were provided.
I also need to put more thought into the timing of my lessons and approaches. If I am going to help the students uncover the big ideas and concepts, I need to provide more time for them to explore and experiment. It is not enough to present the info, practice a bit, and then move on. This sounds obvious enough, but I am not always aware of how fast I am going until I realize I lost the students several steps back. The authors also reinforced that we need to plan our instructional approaches around the goals and types of learning. Sometimes I need to talk more, and sometimes the students need to do more on their own. Variety is obviously good, but their should be some thought behind the selection.
I will close with a few quotes that stuck with me. They must be important because I highlighted them in blue.
“My insights cannot become theirs simply through osmosis.”
“We are saying that the text is a tool; it is not the syllabus.”
“The most important ideas and claims must be tested, not just mentioned, if they are to be understood.”
“When choosing instructional approaches, think about what is needed for learning, not just what is comfortable for teaching.”
“A major mistake in teaching for understanding is not the over-reliance on a single approach but the failure to ponder timing in using the approach.”
Thanks for the template, Josh. I know it took quite a bit of work, and it will be helpful as we use UbD more this year. I have a few comments from chapter 10 that I would like to share. I like that they reinforce the idea of backwards planning that we have talked about for years. Sometimes when I am teaching something I have used for a few years, I need to go back and reexamine the unit to see if I have indeed planned all of the activities around the desired results. Chapter 10 had some good reminders about this. I think we can’t hear them enough.
I also liked the emphasis they placed on using time and uncovering material. With the CSAP always looming (at least for another year) I find myself scrambling to get certain things done before testing. Sometimes, though, I think I am just covering the material and recall distracts me. I need to be more mindful of providing meaningful experiences to promote understanding. I like the way they described uncovering and the examples that were provided.
Oops!
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