After reading Chapters 9 & 10 by Wiggins and McTighe, please answer the following questions: Go back to your lesson 1 and 2. Develop Stage 3 for your lesson plan using the ‘Where To’
After reading Chapters 9 & 10 by Wiggins and McTighe, please answer the following questions:
- Go back to your lesson 1 and 2. Develop Stage 3 for your lesson plan using the "Where To" spreadsheet (WHERETO) below.
- where to worksheet
- Make sure you include Stages 1 and 2.
Textbook: Understanding Design by Grant Wiggins & Jay McTighe
link to book libgen.rs
Chapter 9: Planning for Learning focuses on Stage 3 representing the planning of learning activities. Stage 3 shifts from the designer to the learner, with an emphasis on what the learner needs in order to accomplish the desired results. Learning activities need to be chosen based on whether or not they are the most appropriate choices for meeting the desired results and performances. Characteristics of the best designs include clear goals, hands-on learning, consideration of important and relevant ideas, helpful feedback, time for reflection, and a safe environment that encourages risk-taking. The acronym WHERETO serves as a reminder of the key aspects of instructional planning: (1) teachers should make it clear Where the instruction is headed and Why, (2) teachers should Hook students' attention and Hold it, (3) they should Equip students with what they need to meet learning targets, (4) they must allow time for Reflection, Rethinking, and Revision, (5) teachers should give opportunities for students to Evaluate progress, (6) teachers need to Tailor learning activities to learner needs, and (7) teachers must Organize for deep understanding.
Chapter 10: Teaching for Understanding addresses the role of textbooks. The textbook should not be the syllabus but should be used to assist students in meeting learning goals. The teacher's crucial role is in designing experiences that lead to targeted understandings and performances. Understandings must be earned through experiences; such "uncoverage" of ideas is essential, not optional. Expert knowledge is achieved through trial and error, inquiry, and argument that is not evident in a textbook. Students must learn to "question the text." For example, to say that George Washington "broke the rules of war" with a surprise attack is to assume that war has rules. This can lead to an essential question: "Is all fair in war?". This chapter also discusses the "expert blind spot" of teachers. This concept refers to teachers' knowledge of the content that complicates the ability to see the content as novice learners do. This blind spot can lead to inappropriate instructional choices.
As you work on your Stage 3, keep in mind the usefulness of the WHERETO acronym and the teachers' blind spot.
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Journal 4
Latoria Johnson
EDG6250
Professor Iuspa
September 18, 2022
Journal 4
When it comes to meeting the specific needs of each student, teachers frequently find themselves up against insurmountable obstacles. However, if we want these students to develop into self-sufficient individuals who continue to learn throughout their lives, we must do so. This is a significant break from the decades-old practice of "teaching to the exam," which can be characterized as radical. There is the potential for instructors and their pupils to have less conflict with one another if they adopt a more personal approach to teaching. Every class must adhere to a predetermined standard for arranging the classroom's furniture and accessories.
Each person needs to have a curriculum, knowledge of that curriculum, the ability to manage to learn, the desire to learn, and acceptance of the fact that individual circumstances will periodically disrupt the learning environment. All students that fall into these categories have variable levels of skill and need. These variances become more of a benefit than a problem when education moves toward a more customized model of delivery, which is the current trend. Students will be more motivated to learn and will remember what they have learned if their teachers can offer them some latitude in how they approach the lessons. Think of students as juries think of the accused: innocent (of understanding, skill, and so on) until proven guilty by a preponderance of evidence that is more than circumstantial (Wiggins & McTighe, 2005, p. 148).
Because of this, the cognitive aspect is also made possible; difficulties of misunderstanding may be addressed as they happen rather than being overlooked for an excessive amount of time, as has been the case for years, because of the emphasis placed on having everyone on the same page. However, even the students with the most difficulty are given assignments that are appropriate for their current ability level. The more proficient students have more work than those with the most problem. Students take on a more collaborative role in the classroom when they actively participate in determining what they need to know to meet their educational goals.
Students can feel they are actively participating in class rather than merely attending. Students who are more engaged in their education will acquire a growth mentality, which will serve them well in their academic and professional pursuits. This mindset will help them well in both their academic and professional endeavors. By shifting the focus away from merely the content that will be on the test, it broadens the scope of the issues that are discussed in the classroom.
Conducting a needs assessment to understand better the school's current state and the areas in which it has room for improvement is one strategy for improving the academic outcomes for students. An assessment approach grounded in authentic work calls for students (and teachers) to come to two important understandings: first, learning how adults in the larger world beyond the school really use or don’t use the knowledge and skills that are taught in school; and second, how discrete lessons are meaningful, that is, how they lead to higher-quality performance or mastery of more important tasks (Wiggins & McTighe, 2005, p. 155). Educators can utilize the results of a needs assessment to zero in on tried-and-true solutions that have been demonstrated to increase student performance. This can be accomplished by identifying problem areas, establishing priorities, and focusing on specific solutions.
References:
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Association For Supervision And Curriculum Development.
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Topic: Industrialization Grade Level: 8-10 Duration: 2 hrs. |
Subject Area: History Education Standards Addressed: CCSS.ELA-LITERACY.RH.9-10.2
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Stage 1 – Desired Results |
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Established Goals: For students to understand the beginning and progress of the Industrial Revolutions from past history to present day industries. |
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Understanding(s)/goals: Students will understand that: · Inventions made over the years · Development and trade resultant from industrialization · Impact of governments to industrialization · Progress made over the years · Difference in modern day processes in comparison to past years industrialization inventions and equipment’s Students will know: · Key years of industrial revolution · Key inventions made · Key terms · Tools used · Progress made in the years before and after the industrial revolution · Events that supersede the growth seen today in industrial revolutions and tools such as iron and steel and resultant impact in the span of the years. |
Essential Question(s): · Why are these events important? · What effect did the Industrial Revolution have on people's sense of independence? · In what ways did the manufacturing of iron alter during the age of the factory? · Why did urban areas expand during and after the advent of industrialization? Reviewed Questions · Explain the impacts of industrial revolution on the people’s sense of independence over the years? · Did the manufacturing of iron tools and equipment’s alter the manufacturing during the age of the industrial revolution, in what ways? · Explain the reasons for urban and trade expansions after the industrial revolution? · viewed Questions · alisatial as ofrributes. learning tends to crease a more deheir understandin · How did the advent of the industrial age affect families in the working class? |
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Student objectives (outcomes): Students will be able to: Compare: To compare tools and equipment used in the industrial revolution in comparison to today’s equipment’s and determine the difference in progress made over the years in over two past centuries Apply: The grade 8 to 10 students will be able to apply the inventing ideology gained from past history progresses to better their lives in professions they end up in in order to continue the progress to always make work easier and improvements in investments. They will appreciate the progress made over the years and learn on the use of tools and equipment’s at their disposal. Describe: describe processes involved in the industrial revolution and dictate the events that supersede the process of industrialization. The worldwide expansion of the economy is largely attributable to industrialization. Performance is up, mass production is possible, and that has raised everyone's level of living. |
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Stage 2 – Assessment Evidence |
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Performance Task(s): · Document Years and events · Create a chart of progresses made during the industrialization · Make relations between data in the two industrializations to modern day events. · Answer assignment questions on learned outcomes and events as instructed by the teacher. Performance Task Criteria: · In groups established by the teacher students will come up with a concept map of inventions made in the period of industrial revolution and processes involved. · Students should mentions and list types of inventions made in the industrial revolution and products. |
Other Evidence: · Engage in history discussion of years after and the second revolution difference with the first. · Reflect in what is learned previously on the progresses and inventions that led to the industrial revolutions. |
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Stage 3 – Learning Plan |
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Learning Activities: |
G.R.A.S.P.S.
A tool for designing authentic tasks
Goal:
· Your task is studying historic events and industrialization.
· The goal is to understand events that transpired and led to the industrialization.
· The problem or challenge is different types of students and ESL learners.
· The obstacles to overcome are lack of historic resources and time constraints.
Role:
· You are the teacher.
· You have been asked to educate and teach on industrialization.
· Your job is educating children on historic concepts.
Audience:
· Your clients are students.
· The target audience is students.
· You need to convince parents of quality learning.
Situation:
· The context you find yourself in is teaching.
· The challenge involves dealing with different types of students and ESL learners.
Product, Performance, and Purpose:
· You will create a presentation in order to enhance student understanding of concepts.
· You need to develop a chart so that learners get a better understanding of events that led to industrialization and post industrialization.
Standards and Criteria for Success:
· Your performance needs to reflect students understanding.
· Your work will be judged by students’ academic performance.
· Your product must meet the following standards
· Every class must adhere to a predetermined standard for arranging the classroom's furniture and accessories.
· Students take on a more collaborative role in the classroom when they actively participate in determining what they need to know to meet their educational goals.
· A successful result will indicate students understanding of concepts of historic events surrounding industrialization.
Rubric for Performance Tasks
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Document Years and events |
Demonstrates understanding of the events and when they happened. |
Able to document a few events and when they happened . |
Partially demonstrates the years of events . |
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Create a chart of progresses made during the industrialization |
Chart includes most all of information relevant to progresses during the industrialization. |
The chart is done and shows that the student is capable of some understanding of the progresses made during industrialization. |
Chart is missing multiple elements and lack of information. |
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Make relations between data in the two industrializations to modern day events. |
Integrates relevant and sufficient information to address industrializations to modern day events. |
Attempts to make relations between data in the two industrializations. |
Unable to make relations between data in the two industrializations to modern day events. |
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Answer assignment questions on learned outcomes and events as instructed by the teacher. |
Answer all questions on the outcomes and events. |
Minimally addresses questions. |
Has not demonstrated knowledge of questions asked on assignment. |
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