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Assignment 2: understanding by design and learning objectives abcd

Assignment 2: Understanding by Design and Learning Objectives ABCD

HOW TO GET TO ASSIGNMENT 2:

One Way

To do this assignment, click on the link in color at the top of the page. When it appears, press "Save" and name the file so that you canwork on this assignment "off-line." You can type right on the assignmenttemplate. Be sure to save your assignment on a disk or on your computer hard drive.

Another Way

You can also copy the text below, and save it to your disk or computer.

GOAL: To connect your Learning Objective ABCD model with another

"start-with-the-ending" process called "Understanding by Design." This time, you will consider an entire unit ofstudy.

GIVE: Feedback to others on their assignments at the TWB Learning Cafe.

To do this assignment, please refer to the Understanding by Design template below:

Understanding By Design Template

Assignment 2: Understanding by Design and Learning Objectives ABCD

• Think about an entire unit you need to teach in the next few weeks (i.e. "the Water Cycle"). Name that unit below:
• Using the Understanding by Design template (above) as your guide, complete "Stage 1: Desired Results" of the Understanding by Design template by writing your response below:
• Using the Understanding by Design template as your guide, complete "Stage 2: Assessment of Evidence" of the Understanding by Design template by writing your response below:
• Expand on your initial ideas for "Stage 2: Assessment of Evidence" of the Understanding by Design template by doing the Learning Objectives ABCD model for this unit of study (as you did in Assignment 1 completing "C" and then "A, B, and D"; Bloom's domains - cognitive,affective, psychomotor; and action verbs) and write it below:
• Using the Understanding by Design template as your guide, complete "Stage 3: Learning Activities" of the Understanding by Design template by writing your response below:
• Write 1 -2 paragraphs reflecting on the process of creating a unit of study in this manner (steps 1 - 5 above).
• How might you modify either the Understanding by Design template to suit your needs or the Learning Objective ABCD model?

Required reading

Assessment as a Tool for Learning (online)

This article is an excellent overview on assessment and how we can use it to inform our teaching practices, and improvecommunication amongst students, faculty, parents, and schools.

PDF version below:

Assessment as a Tool for Learning

Toward Genuine Accountability: The Case for a New State Assessment System (online)

Grant Wiggens, a curriculum and assessment specialist, has written about the role of assessment in learning. Hisargument is persuasive. He believes that teachers must connect assessment with the learning process itself, rather than serve as a judgment placed onthe material and the student at the end.

Are the Best Curricular Designs "Backward"? (online)

The Understanding by Design Exchange is an excellent resource for learning more about this "start-with-the-ending" process of curriculum design.

To access an in-depth Understanding by Design template click here .

To see how teachers have applied Understanding by Design to specific units of study click here .

Assignment 3: active reading and creating dialogue

Assignment 3: Active Reading and Creating Dialogue

HOW TO GET TO ASSIGNMENT 3:

One Way

To do this assignment, click on the link in color at the top of the page. When it appears, press "Save" and name the file so that you canwork on this assignment "off-line." You can type right on the assignment template. Be sure to save your assignment on a disk or on your computer harddrive.

Another Way

You can also copy the text below, and save it to your disk or computer.

GOAL: To reflect on assessment issues through the use of a tool known as "Focused Freewriting."

GIVE: Feedback to others on their assignments at the TWB Learning Cafe.

Assignment 3: Active Reading and Creating Dialogue

• Read the article on the previous page called "Assessment as a Tool for Learning." Find a sentence or phrase within that article that captures your attention. Re-type thatsentence or phrase below and put it in quotation marks. Now, use that sentence or phrase as a trigger to do a "Focused Freewrite" (2 - 3paragraphs in length).
  A Focused Freewrite is when you use a phrase or sentence fromsomething you've read as a trigger for free-form writing - that is, you write any thoughts, questions, stories that come to mind as itrelates to this phrase or sentence. Focused Freewrites may end up 2-3 paragraphs in length, and sometimes you'll stick to thetrigger topic and sometimes your mind will wander into seemingly unrelated places. Give yourself permission to move between"wandering" and coming back to writing about the topic.
• Read the article on the previous page called "Towards Genuine Accountability: The Case for New State Assessment System." Find a sentence or phrase within that article that captures your attention. Re-type that sentence or phrasebelow and put it in quotation marks. Now, use that sentence or phrase as a trigger to do a "Focused Freewrite" (2 - 3 paragraphs in length).

HOW TO GET TO THE NEXT MODULE:

Usually, you just click "Next" to go to the next page. When you finish a section, however, (as you're about to do when you finishreading these two paragraphs), you need to click on the "Outline" button, which is on the bottom, right-hand side of the page. Look underneath the bluebar and click on the word "Outline."

When you click on "Outline," a screen will come up that will show you the outline for Course 3. Look for the next section to read andclick on the first topic in that next section. For example, when you get to the outline now, look under the next section called "A-REEF: Assessment" andlook for the first topic in black lettering called "Overview." Click on "Overview."