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Intro & Ch. 1 Vocab

Vocabulary of Understanding by Design Text

TermDefinition
activity-oriented curriculum students participate in a variety of hands-on activities
coverage orientation marching through the textbook irrespective of priorities, desired results, learner needs and interests, or apt assessment evidence
twin sins activity oriented curriculum and coverage oriented curriculum
big idea concept, theme, or issue that gives meaning and connection to discrete facts and skills
curriculum (according to the book) specific blueprint for learning that is derived from desired results
assessment (according to the book) act of determining the extent to which the desired results are on the way to being achieved and to what extent they have been achieved
desired results intended outcomes, achievement targets, or performance standards
to understand to make connections and bind together our knowledge into something that makes sense of things; not just knowing but being able to do
design to have purposes and intentions; to plan and execute
content focused design when a teacher chooses a topic, gathers a resource, and chooses a specific instructional method without focus on the result
result focused design when a teacher has a desired result in mind and plans a lesson to meet that specific result.
three stages of backward design identify desired results, determine acceptable evidence, plan learning experiences and instruction
Stage 1 Consider goals, examine established content standards, and review curriculum expectation; calls for clarity about priorities
stage 2 Think about unit or course in terms of collected assessment evidence needed to document and validate the desired learning has been achieved
Stage 3 Time to fully think through most appropriate instructional activities; instructional planning
Elements of Stage 1 G (established goals), U (understandings), Q (essential questions), K (students will know), & S (students will be able to)
Elements of Stage 2 T (performance tasks), OE (other evidence), SA (self Assessment/Reflection
Elements of Stage 3 WHERETO
W in WHERETO Where student is going, what is expected, where students are coming from
H in WHERETO Hook students, hold interests
1st E in WHERETO Equip students, help Experience key ideas, and Explore
R in WHERETO Rethink and Revise
2nd E in WHERETO Students Evaluate their work
T in WHERETO Tailored or personalized
O in WHERETO Organized
3 ways Standards contribute to design work reference point during design, use in self assessment and peer reviews, quality control of completed designs
Created by: superstudent2020
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