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    188宝金博页面版: Good teaching requires most of all a thoughtful, caring ...

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    内容提示： LESSON PLAN EQ: How can a teacher design lessons, units and curricula that achieve course goals? Day 1 (J une 17, 1-5 p.m.) Introduction, Goals, and Assessments (90 instructional min) FRAMING QUESTIONS: What does teaching for understanding mean in principle and look like in practice? How do the principles of “backward design” help us teach for understanding? (a) What are teaching aims and learning goals? What are the characteristics of good learning goals? How can we write good learning go...

    文档格式：DOC | 页数：12 | 浏览次数：61 | 上传日期：2016-03-20 19:54:39 | 文档星级：
    LESSON PLAN EQ: How can a teacher design lessons, units and curricula that achieve course goals? Day 1 (J une 17, 1-5 p.m.) Introduction, Goals, and Assessments (90 instructional min) FRAMING QUESTIONS: What does teaching for understanding mean in principle and look like in practice? How do the principles of “backward design” help us teach for understanding? (a) What are teaching aims and learning goals? What are the characteristics of good learning goals? How can we write good learning goals for our own classes? (b) What is assessment, and what kinds of assessments are there? What are the relationships between goals and assessment? Objectives: By the end of class today, TSWBAT 1. Explain the basic principles of understanding by design: goals?assessments?activities 2. Identify and classify different types of goals. 3. Write and revise student-oriented cognitive learning goals that are clear, observable, and appropriate 4. Distinguish summative and formative assessment Prior student preparation: Readings: (1) Grant Wiggins and J ay McTighe (2005). Understanding by Design. Alexandria, VA: ASC D: 13-21. Strongly recommended: C hapter 2 (pp. 35-55). [RT] (2) Excerpts from David Perkins, “What is Understanding?” in Martha Stone Wiske, ed. (1998), Teaching for Understanding: Linking Research with Practice (San Francisco: J ossey-Bass), pp. 39-44, 51-57. [C P and iSite] Materials: computer/projector chart paper and markers white board markers or chalk “Formative Assessment: Identifying and C lassifying Goals” and “Guided Practice: Writing and Revising C ognitive Learning Goals” (front/back) (12) “C hecklist for Learning Goals (A Reminder)” and “C ognitive Learning Goals in History… ” (front/back) (12) Assessment Pretest (12) Bloom’s Taxonomy materials (2 pp. front/back [3 sides total], stapled) (12) Sticky notes or index cards and tape (12) To do before class: Agenda + objectives on board (or OHP) Photocopies make sure computer, projector work

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