learntolearn

Learn: what…why…how…you and…

Conceptual Learning by David Perkins

From Future Wise: Educating Our Children for a Changing World 2014

From the jacket….

“In Future Wise….David Perkins…offer “a toolkit for thinking through “what’s worth learning?”.  …

Through this vital resource, Perkins explores the key concepts, curriculum criteria, and techniques for prioritizing content so teachers can guide students toward the big understanding that matter”…

My takeaways:

From page 52: Big Understanding

“Big Understandings tend to be big in four ways:

Big in insight: The understandings help to reveal how our physical, social, artistic, and other worlds work.

Big in action:  The understanding empowers us to take effective action professionally, socially, politically, or in other ways.

Big in ethics: The understanding urges us toward more ethical, humane, caring mind-sets and conduct.

Big in opportunity: The understanding is likely to come up in significant ways in varied circumstances…

From page 74:

“Big questions address particular themes about humanity, our world, and our universe.  There are also very general questions that find significance in almost any context…..Later well see how such questions fall nicely into bundles that support inquiry and problem solving….”

“So what makes big questions big?  Like big understandings, big questions are big in offering

insight, action, ethics, and opportunity….

“…Questions are content too, with their own life-worthy flavor.  To know a big question, keep it alive in your mind, and develop skill in asking it is to have a certain kind of passion and power toward navigating the world….”

From page 97-

Lifeready Learning: Making what’s Worth Learning Ready for Life

Questions A:  What does a big understanding (or big questioning) need to be like to be lifeready?

Question B: What kinds of teaching and learning make it lifeready?

Building Understanding through Thinking, Applying, Noticing, and Caring

Details to follow with examples in the next posting.

Bolding of print mine

 

 

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Do Parents Know What Their Child’s Teachers Believe About Learning? Does It Matter?

Knowledge Matters by Ruth Wattenberg  Sept 2016

“Knowledge Matters” is a Model related to  Content/Concept/Knowledge learning that is somewhat different from the other two related models I have/will address:  Erickson’s Concept-Based Curriculum (and Instruction), 2014 and Perkins’ Future Wise: Educating Our Children for a Changing World, 2014.

http://knowledgematterscampaign.org/wp-content/uploads/2016/09/Wattenberg.pdf

Inside the Common Core Reading Tests: Why the Best Prep Is a Knowledge-Rich Curriculum By Ruth Wattenberg    Short excerpts:

“Who hasn’t experienced something like this? I just received in the mail yet another “explanation” from my health insurance company, which had denied several claims. I called to find out why, since the form in the mail was—to me at least—incomprehensible”…

“There was vocabulary that I didn’t understand, reasoning that made no sense, details I couldn’t absorb, unstated premises I couldn’t intuit. My frustration was total. And I realized:

This is exactly the frustration, the total mental confusion and, ultimately, paralysis and lost motivation that is experienced by students who can “read” but don’t have the content, the knowledge, the background, to make sense of what they’re reading. In general, I can follow logic and grasp details. But I knew too little about health care and insurance rules to make sense of either the written or verbal responses to my inquiries. This is the opposite of the joy of learning, yet it’s what too many students face in school day after day. “….

“Skills-based competencies are those that allow students to master the mechanics of reading. They are highly susceptible to instruction, are learned in the primary grades by the average student, and for the great majority of students are not a lasting source of difficulty…. These skills relate mostly to the “mechanics” of reading—the ability to map the letters onto their respective sounds in combinations, and thus read words”….

“Knowledge-based competencies, by contrast, must be developed over many years and are key sources of lasting individual differences in reading ability…. At a minimum, to make meaning from text, the reader needs relevant background knowledge related to the text’s vocabulary, topic, and structure”…

“Researchers have identified many ways in which background knowledge aids comprehension. Here are four important ones: First, vocabulary tends to grow along with knowledge, but when just 2% of the words in a passage are not known, comprehension begins to drop.4 Second, the ability to process multiple details in a reading passage is severely restricted when readers aren’t familiar with the topic(s) in the passage; cognitive scientist Daniel Willingham says that without adequate background knowledge, “chains of logic more than two or three steps long” can’t be well comprehended.5 Third, when we know a little about a topic (e.g., that Alaska is freezing cold), we use that bit to generate a picture in our mind that helps us make sense of a related passage (e.g. that animals without heavy coats or other means of staying warm will struggle to survive in Alaska). Fourth, when we already know much of what’s in a passage, we don’t have to focus on its basics, and we can think critically: Does this passage make sense? Do I agree with its argument? How do the different items and ideas in this or several passages relate to each other?” ….

“But to understand the reading passage sufficiently to answer the questions, students at every grade need command of substantial subject-matter knowledge. Specifically, to do well on the third-grade items that I reviewed, students need familiarity with a wide range of content, including:…….

 

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Models of Learning from Textbooks and Online Searches

“Models” of learning are part of almost every undergrad/grad course on learning.  See for example: J.P. Byrnes (Cognitive Development and Learning, 2nd Edition), R. Siegler, J DeLoache and N. Eisenberg (How Children Learn), and D. J. Bjorklund (Children’s Thinking: Cognitive Development and Individual Differences).

Each offers chapters on several “Models” of learning: Social Construction of Mind, Piaget and Neo-Piagetians, Information-Processing (Bjorklund); Thorndike, Piaget, Schema, Information Processing, Vygotsky, Connectionist); Piaget, Information-Processing, Sociocultural, Core-Knowledge and Dynamic Systems).

My focus will be on those models that explain Information-Processing, Connectivism , and Socio (Cultural) Construction.

*****

https://courses.lumenlearning.com/suny-educationalpsychology/chapter/major-theories-and-models-of-learning/    This is a 22 page article.  Here are a few excerpts:

3 Models with detailed definitions of each: Behaviorist, Constructivism, Social Constructivism

CC LICENSED CONTENT, SHARED PREVIOUSLY

 

Major theories and models of learning

“Several ideas and priorities, then, affect how we teachers think about learning, including the curriculum, the difference between teaching and learning, sequencing, readiness, and transfer. The ideas form a “screen” through which to understand and evaluate whatever psychology has to offer education. As it turns out, many theories, concepts, and ideas from educational psychology do make it through the “screen” of education, meaning that they are consistent with the professional priorities of teachers and helpful in solving important problems of classroom teaching. In the case of issues about classroom learning, for example, educational psychologists have developed a number of theories and concepts that are relevant to classrooms, in that they describe at least some of what usually happens there and offer guidance for assisting learning. It is helpful to group the theories according to whether they focus on changes in behavior or in thinking. ….The rest of this chapter describes key ideas from each of these viewpoints….each describes some aspects of learning not just in general, but as it happens in classrooms in particular. So each perspective suggests things that you might do in your classroom to make students’ learning more productive.”

Behaviorism: changes in what students do

“Behaviorism is a perspective on learning that focuses on changes in individuals’ observable behaviors— changes in what people say or do. At some point we all use this perspective, whether we call it “behaviorism” or something else. The first time that I drove a car, for example, I was concerned primarily with whether I could actually do the driving, not with whether I could describe or explain how to drive. For another example: when I reached the point in life where I began cooking meals for myself, I was more focused on whether I could actually produce edible food in a kitchen than with whether I could explain my recipes and cooking procedures to others. And still another example—one often relevant to new teachers: when I began my first year of teaching, I was more focused on doing the job of teaching—on day-to-day survival—than on pausing to reflect on what I was doing.”….

Constructivism: changes in how students think

“Behaviorist models of learning may be helpful in understanding and influencing what students do, but teachers usually also want to know what students are thinking, and how to enrich what students are thinking. For this goal of teaching, some of the best help comes from constructivism, which is a perspective on learning focused on how students actively create (or “construct”) knowledge out of experiences. Constructivist models of learning differ about how much a learner constructs knowledge independently, compared to how much he or she takes cues from people who may be more of an expert and who help the learner’s efforts (Fosnot, 2005; Rockmore, 2005). For convenience these are called psychological constructivism and social constructivism (or sometimes sociocultural theory). As explained in the next section, both focus on individuals’ thinking rather than their behavior, but they have distinctly different implications for teaching.”….

Social Constructivism: assisted performance

“Unlike Piaget’s orientation to individuals’ thinking in his version of constructivism, some psychologists and educators have explicitly focused on the relationships and interactions between a learner and other individuals who are more knowledgeable or experienced. This framework often is called social constructivism or sociocultural theory. An early expression of this viewpoint came from the American psychologist Jerome Bruner (1960, 1966, 1996), who became convinced that students could usually learn more than had been traditionally expected as long as they were given appropriate guidance and resources. He called such support instructional scaffolding—literally meaning a temporary framework like the ones used to construct buildings and that allow a much stronger structure to be built within it. In a comment that has been quoted widely (and sometimes disputed), Bruner wrote: “We [constructivist educators] begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.” (1960, p. 33). The reason for such a bold assertion was Bruner’s belief in scaffolding—his belief in the importance of providing guidance in the right way and at the right time. When scaffolding is provided, students seem more competent and “intelligent,” and they learn more…..

                                   

 

 

 

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Beliefs about Learning: Vygotsky’s Sociocultural Theory

Vygotsky’s theory of cognitive development was an early influence in my study of Models of Learning.   His work gained wide attention in the 1970’s.

https://www.psychologynoteshq.com/vygotsky-theory/   BY PSYCHOLOGY NOTES HQ · MAY 2  2018

Lev Semenovich Vygotsky, a Russian psychologist who lived during the Russian Revolution, developed a theory of development known as the Sociocultural Theory of Cognitive Development in the early twentieth century.    As a proponent of the sociocultural perspective to development, Vygotsky’s sociocultural theory gained worldwide recognition. It began to exert influence when his work was finally translated into English in 1962 and the importance of both sociocultural perspective of development and cross-cultural research was recognized.

Vygotsky’s main assertion was that children are entrenched in different sociocultural contexts and their cognitive development is advanced through social interaction with more skilled individuals. The Vygotsky theory of cognitive development is mainly concerned with the more complex cognitive activities of children that are governed and influenced by several principles. Believing that children construct knowledge actively, Vygotsky’s sociocultural theory is also one of those responsible for laying the groundwork for constructivism.’ Highlight or Color in red for distinguishing factors

ZONE OF PROXIMAL DEVELOPMENT

‘Vygotsky is most recognized for his concept of Zone of Proximal Development or ZPD pertaining to the learning of children. Children who are in the zone of proximal development for a specific task can almost perform the task independently, but not quite there yet. However, with an appropriate amount of assistance, these children can accomplish the task successfully….’

‘The lower limit of a child’s zone of proximal development is the level of analysis and problem-solving reached by a child without any help. The upper limit, on the other hand, is the level of additional responsibility that a child can receive with the support of a skilled instructor…’

‘As children are verbally given instructions or shown how to perform certain tasks, they organize the new information received in their existing mental schemas in order to assist them in the ultimate goal of performing the task independently…  ..his conviction that social influences, particularly instruction, are of immense importance on the cognitive development of children.’

MORE KNOWLEDGEABLE OTHER

‘….These adults (parents and teachers) need to direct and organize the learning experiences to ensure that the children can master and internalize the learning.

….any person who possesses a higher skill level than the learner with regard to a particular task or concept is called a More Knowledgeable’…

SCAFFOLDING

‘….Scaffolding refers to the temporary support given to a child by More Knowledgeable Others, until such time that the child can already perform the task independently.’

‘Scaffolding entails changing the quality and quantity of support provided..in the course of a teaching session. The more-skilled instructor adjusts the level of guidance needed in order to fit the student’s current level of performance. For novel tasks, the instructor may utilize direct instruction. As the child gains more familiarity with the task and becomes more skilled at it, the instructor may then provide less guidance’.

….’ When the child has learned to complete the task independently, the scaffolds are removed by the adult, as they are no longer needed ‘.

….research attention has been shifted from the individual onto larger interactional units such as parent and child, teacher and child, or brother and sister.

‘Vygotsky’s theory likewise called attention to the variability of cultural realities,….. ….It would not be fitting, therefore, to utilize the developmental experiences of children from one culture as a norm for children from other cultures.’

‘Vygotsky’s sociocultural theory of cognitive development has significant ramifications in education and cognitive testing. Vygotsky was a strong advocate of non-standard assessment procedures for the assessment of what and how much a child has learned and in the formulation of approaches that could enhance the child’s learning. His ideas have effected changes in educational systems through the increased importance given to the active role of students in their own learning process and the encouragement of teacher-student collaboration in a reciprocal learning experience.’

 

 

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“Winning at Learning” 2.0

An Earlier Version of “Winning at Learning” provided a brief introduction.

This upcoming version will expand the ideas, provide multiple links, and suggestion classroom and home-based activities.  It will offer “mini” workshops.

It will focus on Executive Function Skills and suggest ways to extend those skills to learning to read!

Image result for children clipart winning

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Connecting Executive Function (Metacognition) to Learning

In  conversations  with students about their learning, we need to understand what they know about the “topic” of learning.  We need to ask where they acquired their knowledge of the topic of “learning.”  Ideally we hope they will compare their beliefs against their experiences as learners.

I believe that there is an expectation that teachers in their preparation (training) were required to “take” a course on learning.  What do teachers take away from such a course and apply to their teaching?  How does a teacher’s knowledge base about “learning” change over time?  Do teachers and students believe the same things about learning?  Do they talk about those beliefs?

As a starting place, I have researched recent articles on the topic of learning.  Over the next few weeks, I will blog about a few of these.

I start with a series of videos about learning featuring Linda Darling-Hammond and published by the Annenberg Foundation.  Here is the link:

https://www.learner.org/resources/series172.html

This is a series of 13 videos about learning covering a range of topics

The first is “How People Learn – Introduction to Leaning Theory and focuses on a discussion with teachers.

https://www.learner.org/courses/learningclassroom/session_overviews/intro_home1.html

 

 

 

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Coming Back Soon

Coming Back Soon

I’ve been busy teaching a graduate course (Development, Learning and Individual Differences) at St. Michael’s College.  But I’ll be back soon.  In the meantime, you might like to see my Learning How to Learn wiki, which I will also update in a week or so.  Here’s the link:

http://explorience1.pbworks.com/w/page/50544993/NOW%20WHAT

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Specific Executive Function Resources

From the most recent blog posted on April 5th:

Looking across these frameworks it is possible to see that we expect students to become increasingly independent as learners. How well they can/will become independent learners depends on what learners know about learning in general and their own learning in particular. And that will depend at least in part on their teacher(s) and the learning environment.

Next the focus will shift to resources specific to “Executive Function” as it applies in general, in the classroom, and for students who struggle with learning.

Some sources/resources

Metacognition, Strategy Use and Instruction by Waters and Schneider, 2010, Guilford Press.

The Table of Contents shows a wide range of topics from Skilled Memory to Math and Science (focusing on conceptual knowledge), and Reading and Writing.  In describing themes across the chapters, the editors comment on several major themes:

“What develops has been replaced with a more complex set of questions that focus on the interplay between content knowledge, metacognition and strategy use….One of the most striking features of the chapters included in this volume, is the increasing prominence of metacognition…driven by the move into math and science areas and the corresponding importance of explanation and reflection on ongoing problem solving…. Forcing the issue of transfer….within a more metacognitive mind-set.” (pp. 281-2)

They follow up with separate sections on (a) goal-directed activity, (b) the interplay between metacognitive knowledge and self-monitoring, types of knowledge, and individual differences, the shift to microgenetic designs, the move into the classroom and peer support.

Along with this overview of Metacognition/Executive Function, a number of authors focus on one specific Executive Function skill, for example, working memory (See, for example, Gathercole and Alloways, Working Memory and Learning: A Practice Guide for Teachers (Sage Press, 2008) and Dehn’s Working Memory and Academic Learning (John Wiley and Sons, 2008).

And some authors focus on a specific population of children; for example:

Russell Barkley’s Executive Functions focuses on children with ADHS (Guilford Press, 2012)

Lynn Meltzer’s (Ed.) book on Executive Function in Education: From Theory to Practice (Guilford Press, 2007) has chapters specific to ADHD, Learning Disabilities, Nonverbal Learning Disabilities and Autism Spectrum Disorders.

Joyce Cooper-Kahn and Margaret Foster in Boosting Executive Skills in the Classroom, A Practical Guide for Educators (Jossey-Bass, 2013) does not focus on a specific type of disability but comments on ADDH, specific learning disabilities and Autism Spectrum Disorders.

Two other “Executive Function” (EF) texts focus on specific E. F. skills rather than specific types of disabilities.  They provide lists of skills that are part of EF skills.

Peg Dawson and Richard Guare, Smart but Scattered, Guilford Press, 2009

Lynn Melzer, Promoting Executive Function in the Classroom, Guilford Press, 2010

In the next blog post, look for a chart listing the Executive Function Skills from the work on the last 3 authors.

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General Frameworks About Learning

As a final post in this series of posts looking at general  frameworks about learning, I want to contrast the degree to which the frameworks specifically mention “metacognition,” “executive function” and/or “learning how to learn.” Subsequent posts will look at three other types of teaching/learning frameworks: individualizing learning, personal qualities of learners, and the “metacognition/executive function” literature which focus more singularly and specifically on ideas related to “executive function”.

Two of the “learning framework” sources—Understanding by Design and  Authentic Learning certainly suggest principle of learning/instruction relevant to “metacognition/executive function” when they address topics or issues of student choice or motivation, meaningful learning, paying attention to conceptual misunderstanding, reflecting on, reviewing or revising their work, engaging students in self-assessment and use of feedback, students comparing their ideas and work to others or to work at other times, and articulating and transferring their learning to other contexts. Considering this as “executive function” work may depend on how explicit teachers are in labeling these practices as “executive function.” In addition, whether or not these are “executive function” practices will depend on whether students make  their thinking about learning explicit.

The Cognitive Apprenticeship framework I believe is more explicit about the teaching/learning principles that are directly related to “metacognition/executive function” insofar as this framework focuses explicitly on Reflection, Articulation, and Strategies.

The two other frameworks–noted below– explicitly espouse at least one principle central to “metacognition,” “executive function,” or “learning how to learn.”

How People Learn by John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editor

Committee on Developments in the Science of Learning, 2000

http://www.nap.edu/read/9853/chapter/3

Summary Points

“Overall, the new science of learning is beginning to provide knowledge to improve significantly people’s abilities to become active learners who seek to understand complex subject matter and are better prepared to transfer what they have learned to new problems and settings. Making this happen is a major challenge (e.g., Elmore et al., 1996), but it is not impossible. The emerging science of learning underscores the importance of rethinking what is taught, how it is taught, and how learning is assessed (p 13)

Key Findings

This volume provides a broad overview of research on learners and learning and on teachers and teaching. Three findings are highlighted here because they have both a solid research base to support them and strong implications for how we teach” (pp. 14-18)

  • “Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom
  • To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.
  • A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.”

 

Implications for Teaching (p 19-21)

  • Teachers must draw out and work with the preexisting understandings that their students bring with them. This requires that:…
  • Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge. This requires that:…

 

  1. The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.

Designing Classroom Environments:  (pp.23-25)

  1. Schools and classrooms must be learner centered.3. Formative assessments—ongoing assessments designed to make students’ thinking visible to both teachers and students—are essential…. 
  2. 4. Learning is influenced in fundamental ways by the context in which it takes place…..
  3. 2. To provide a knowledge-centered classroom environment, attention must be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like.

 

Making Leaning Whole by David Perkins

Summary Points for “Learning the Game of Learning”—Passenger or Driver?

Learning to learn has to do with many things: directing one’s attention, choosing time and place, relating new ideas and skills to what you already know.  Indeed, it has a lot to do with the previous six principles.  The self-managed learner makes a point of practicing the hard parts, even when no coach or teacher imposes a regimen.  The self-managed learner makes a point of playing out of town—connecting ideas and skills with other contexts—even when no coach or instructor sends the team out of town…..”

“I can hardly think of anything more worth learning than learning how to learn….”  (p. 14)

To review those principles:

    1. Play the whole game…at least some “junior” or “threshold” version….some accessible version of the game. “You may not do it very well, but at least you know what you’re doing and why you’re doing it.” (p. 9)
    2. Make the game worth playing. Rather than, “You’ll need it later,” learners need to see some application early on, to be able to “foster my own commitment and interest.” (p. 202)….by connecting the “game” to work they are interested in at an appropriate level of challenge.
    3. Working on the hard parts. …with enough of this kind of work individually targeted (p. 10)…provided with enough of and the kind of feedback that allows revising the work; with learners being able to ask themselves questions about sticking points, confusion, poor skills, and time and place to work on those.
    4. Playing out of town…to stretch and adapt skills and insights…to work on generalizing…to transfer the learning….(p. 12). To step into the messy real world, where the learners needs to take on different roles, approaches, questions, and tasks (p. 204)
    5. Uncovering the hidden game…..learning to think like the “expert” in the particular field, who knows the unwritten and non-obvious rules of playing the game. “Any complicated and challenging activity always has multiple layers beneath the obvious.” (p. 13). Learners need to look for, and to know to look for, underlying strategies, approaches to problem solving in a particular domain, games of “evidence” and games of “pitfalls of evidence.” (p. 204)
    6. Learn from the team…learning is not a solo game, not a one source game, not a one context game. “Still there is much to learn from others who have mastered the art.” (p. 205)
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Kids as Executive Learners (5): Understanding By Design (UbD)

This is the last in a series of learning framework that focuses more generally on how students learn, although each has some reference to the concept of self-management. Subsequent posts will look at two other types of teaching/learning frameworks: individualizing learning and personal qualities of learners, which focus more singularly and specifically on ideas related to “executive function”.

In this post I focus on what I understand to be the connections between the PORTALS framework and the Understanding by Design framework.  The connections noted come from a publication that lists “The Big Ideas of Understanding by Design,” published in http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf For additional details of their work, see the links below the chart.

Portals Door ppp Understanding by Design by Grant Wiggins and Jay McTighe is a well- developed framework first published as a text in 1998 and revised in 2005.

In listing their Big Ideas of Understanding by Design, they list #1 as “UbD is a way of thinking purposefully about curriculum planning and school reform, a set of helpful design tools, and design standards—not a program or recipe.” (p. 14)  I directly quote these Big Ideas below.

PURPOSE 6 UbD transforms Content Standards and other goals into focused learning targets based on “big ideas” and transfer tasks.
OPERATIONS 3 Evidence of understanding is revealed through performance—when learners transfer knowledge and skills effective—using one or more “facets” (explain, interpret, apply, shift perspectives, empathize, and self-assess).
REMEMBERING 2  “…and the ability to transfer learning….”
TEAM WORK 4 Educators are coaches of understanding, not mere purveyors of content and activity.

8 UbD reflects a “continuous improvement” approach to design and learning. The results of our curriculum designs (e.g., assessment results, quality of student work, degree of learner engagement) inform needed adjustments.

ACTION 2 The end goals of UbD is understanding and the ability to transfer learning—to appropriately connect, make sense of, and use discrete knowledge and skills in context.

5 Planning is best done “backward” from the desired results and the transfer tasks that embody the goals.

LAYING A FOUNDATION 2   “….to appropriately connect, make sense of, and use discrete knowledge (and skills) in context.”
SELF-MANAGEMENT 7 Design Standards guide self-assessment and peer reviews of curriculum, instruction, and assessment for quality control.

 

For additional information about the Understanding by Design framework, see the links below.

See McTighe’s ASCD article on the “confluence of evidence from two streams—theoretical research in cognitive psychology, and results of student achievement studies.” Found at

http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/A_Summary_of_Underlying_Theory_and_Research2.pdf

For a detailed description of this UbD work see:

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Source: Adapted from Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD

Or see comments on the 2nd Edition:

http://www.ascd.org/Publications/Books/Overview/Understanding-by-Design-Expanded-2nd-Edition.aspx

About This Book

”What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today’s high-stakes, standards-based environment?

Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K–16 spectrum in the design of curriculum, assessment, and instruction…. “

 

 

 

 

 

 

 

 

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