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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5 comments:
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.
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.
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