how is understanding developed and demonstrated? performances of understanding using multiple...

How is

understanding developed and demonstrated?

Performances of Understandingusing multiple intelligences

How to Teach for UnderstandingT527 on 15 October 2009

T-527 Fall 2009

Goals for today• Understand how to clarify/refine goals to focus

on understanding important content, methods, purposes, and forms

• Understand how to design performances that help learners ramp up their understanding of target goals through a coherent, challenging, accessible sequence of activities: introductory, guided, culminating

• Understand how to select, employ, and justify new technologies to foster understanding

• Understand how to use readings, the rubric, and colleagues to reflect on your own understanding and to request constructive feedback

T-527 Fall 2009

Activities for today

• Talk with Arzu Mistry and Todd Elkin about using

technology to enhance performances of

understandng

• Reflect on the process of curriculum design

• Discuss readings to clarify criteria for effective

performances of understanding/uses of technology

• Work/consult on projects: use the rubric to assess

topic/goals and plan learning/technology activities

• Mid-course assessment

T-527 Fall 2009

Curriculum design as a collaborative reflective process

T-527 Fall 2009

Curriculum Design as a collaborative, reflective process

• Reflect on readings: Disrupt your prior ideas,

habits, expertise

• Consult with your partner to connect theory with

practice without becoming too constrained

• Share draft work

• Keep with the schedule

• Surface dilemmas, request and provide feedback

• Respond to feedback revisions

T-527 Fall 2009

Using theory

To design and analyze practice

T-527 Fall 2009

Defining your topic

Throughlines, Big Purposes, Overarching Goals

Curriculum Standards Required Content

Generative Topic

Target of Difficulty

T-527 Fall 2009

Finding a Target of Difficulty

Important toUnderstand

Difficultto Teachand Learn

Helpedwith New

Technology

T-527 Fall 2009

Understanding goals

Boix Mansilla &Gardner– Knowledge

– Methods

– Forms

– Purposes

Focus on big ideas

Align coherently: long-term, units, lessons;basic knowledge and skills to higher-order goals

T-527 Fall 2009

Nested Goalsfocus coherent learning

Throughlines: Overall goals

Understanding goals: Unit goals

Subgoals: Lesson goals

specific skills andknowledge

T-527 Fall 2009

Publicize explicit goals

• Veenema and Gardner: Unless educators are

clear about their goals and their own priorities, the

technology will becoming a tool of obfuscation

rather than clarification.

Goals define assessment criteriaand drive design of performances

T-527 Fall 2009

Effective Learning ActivitiesPerformances of Understanding

– Develop and demonstrate understanding of

target goals

– Require active learning and creative thinking

– Build through coherent, challenging, accessible

performances: introductory, guided, culminating

– Include a rich range of entry points, levels of

difficulty, multiple intelligences

– Provide multiple opportunities for assessment

and feedback

T-527 Fall 2009

Use technologies to enrich Performances of Understanding

Multiple Intelligences Theory

• Represent ideas in multiple ways to engage learners

• Allow learners to use multiple intelligences to

access, analyze, and express information and ideas

• Enable learners to choose different pathways

through material they are studying

• Provide scaffolding that learners can select and

tailor to serve their needs

• Use mindtools to engage and facilitate critical

thinking and higher order thinking

T-527 Fall 2009

Work on your projects

• How do your topic and goals look in relation

to the rubric criteria?

• Plan learning activities with today’s

readings in mind

• How might you use technologies to engage

learners, make goals clear, provide

multiple/flexible methods to develop, apply,

and express understanding?

T-527 Fall 2009

Complete midcourse feedbackby Monday, October 19

• Download file from assignments in course

website and email or deliver to Stone’s mailbox

in 321 Longfellow Hall

OR • Complete the online form in Survey Monkey at

• http://www.surveymonkey.com/s.aspx?sm

=27cGOxF7dfWLhPUIJZ_2b6tg_3d_3d