Week3-+Access+for+All-Backwards+Design

  =What Will You Students Remember in Five Years? =

===The instructional design process evaluate the effectiveness of teaching based on learner outcomes. ===


===If we don’t get the outcomes that we desire, we go back through the instructional design process until we are satisfied that we have achieved high levels of performance for all of our learners. The process allows us to better understand what went well and what needs to be improved. ===


===There are many learning models. However, it is convenient to group these models as on a continuum between a behaviorist approach and a constructivist approach to learning. ===


===Just to review, behaviorists believe that knowledge is most efficiently acquired by having an expert chunk the information into appropriate sizes. These chunks are presented to the learner in such a way that the behavior of the learner is “shaped” from not knowing to having the knowledge specified by the expert. Generally, the behaviorists’ approach to learning is more efficient (faster) in transferring knowledge than the constructivist approach. ===


===The constructivists’ approach to learning is based on the belief that knowledge cannot be transmitted from teacher to student. Rather, knowledge is constructed in the mind of the learner as a consequence of solving problems, creating something original, or conducting research based on the learner’s interests and needs. Generally, the constructivists’ approach to learning provides the student with more enduring and potentially life-changing knowledge than the behavioralist approach. ===

 =Task #1 = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;"> ===<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Using the Discussion Tab on the tool bar at the top of this page, post your thoughts about your teaching practice. Is your instructional practice a behaviorist approach?A constructivist approach? An eclectic approach? ===

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">How much do you think your instructional practice is defined by the your subject area and/or grade level?
===<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">What coincidence or contradiction exists between educational theory and your instructional practice? [|Coach on the Side vs Sage on the Stage] Once you have posted your own thoughts, respond to the posts of three other class members. === =<span style="color: #8e62c6; font-family: 'Comic Sans MS',cursive;">Task #2 = =<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;"> = ===<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Consider the overview of the Understanding By Design process provided by the course readings assigned for Week Three. Review the links under Stage One - Essential Questions/ Enduring Understanding on the page below. ===

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Consult Millis curriculum documents for the course you teach.-
===<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">- Using these resources, identify 3-5 Essentials Questions that can provide an overarching umbrella for ALL the units you teach throughout the year. ===

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">[|Backwards Design]
<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;"><span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">[|Understanding By Design links] <span style="color: #8e62c6; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">[|Additional Links]

===<span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Using the Discussion Tab above, post your "Essential Questions" and "Enduring Understandings" then reflect on the process. How did identifying "Essential Questions" and "Enduring Understandings" deepen/expand/change your thinking about the class your teach? ===

<span style="color: #8e62c6; font-family: 'Comic Sans MS',cursive;">
= = =<span style="color: #8e62c6; font-family: 'Comic Sans MS',cursive;">Task Three = =<span style="color: #8e62c6; font-family: 'Comic Sans MS',cursive;"> =

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Write your position papers about the ideas in these articles.
===<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Consider how the identification of " Essential Questions" and " "Enduring Understandings" inform your thinking about creating assessments that measure those ideas,differentiating your content, providing feedback that help students access your objectives.<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;"> ===

===<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Papers due at the January 5th class || || Tagging pages is now done in a new place. Once you have saved your changes, click on the "Page" tab and select "Details and Tags". || || || || || || || || ===