planning for understanding
DESCRIPTION
Slides to support a workshop with high school teachers on using the Understanding by Design, SAMR, and 5C's (Communication, Collaboration, Creativity, Critial Thinking, Citizernship) planning frameworks to support deep learning that transfers across learning contexts.TRANSCRIPT
Planning
for understanding
creative commons licensed (BY-NC-ND) flickr photo by THINKGlobalSchool: http://flickr.com/photos/thinkglobalschool/9653287732
Recap: What is a SAMR Ladder?
It’s a planning framework,
“Students will understand that ...”
... we start at the end
Our Goal for today: Understanding by Design
What role does SAMR play in this?Where do the 5C’s fit in this?
EnduringUnderstanding »
Summative Assessment »
Formative Assessment »
Instruction
SubstitutionTech acts as a direct tool substitute, with no
functional change
AugmentationTech acts as a direct tool substitute, with
functional improvement
ModificationTech allows for significant task redesign
RedefinitionTech allows for the creation of new tasks,
previously inconceivable
Enhancement
Transform
atio
n
Podcasts on iTunes U: http://tinyurl.com/aswemayteach
SubstitutionTech acts as a direct tool substitute, with no
functional change
AugmentationTech acts as a direct tool substitute, with
functional improvement
ModificationTech allows for significant task redesign
RedefinitionTech allows for the creation of new tasks,
previously inconceivable
Enhancement
Transform
atio
n
Podcasts on iTunes U: http://tinyurl.com/aswemayteach
TOOLS
SubstitutionTech acts as a direct tool substitute, with no
functional change
AugmentationTech acts as a direct tool substitute, with
functional improvement
ModificationTech allows for significant task redesign
RedefinitionTech allows for the creation of new tasks,
previously inconceivable
Enhancement
Transform
atio
n
Podcasts on iTunes U: http://tinyurl.com/aswemayteach
TASKS
Substitution Level: Documentation. Collecting and Sharing Information (web search, note-taking, worksheets).Pro Tip: Set the stage for later levels by using a tool like Google Docs, Titan Pad, digital notes, or a mind mapping tool. Little to no collaboration here.
What does it look like at the ...
creative commons licensed (BY-NC-SA) flickr photo by Eva the Weaver: http://flickr.com/photos/evaekeblad/1169803024
Augmentation Level: Content connections. Personalizing. Use a visualization tool to show connections between ideas and information (Timeline, Mindmap, Infographic).
creative commons licensed (BY-NC-SA) flickr photo by michael.heiss: http://flickr.com/photos/michaelheiss/3090102907
What does it look like at the ...
e.g. What if we renamed each of the US states with the Country whose GDP most closely matches the GDP of that state?
Modification Level: Explain/Teach what you've learned; networks of ideas connecting content to larger ideas/patterns. Create an artifact that summarizes your learning for an audience other than the teacher and published online somewhere (Video, Comic, Slide Presentation). A key feature of moving from Augmentation to Modification: Students have access to learning tasks that would be unavailable without technology being used.
creative commons licensed (BY-NC-SA) flickr photo by duane.schoon: http://flickr.com/photos/duaneschoon/4530185934
What does it look like at the ...
Redefinition Level: Recontextualize. Still creating an artifact, but the context for what you are creating changes (relating your learning to a global context, a different disciplinary or cultural context).
creative commons licensed (BY-NC) flickr photo by Huasonic: http://flickr.com/photos/huasonic/249440214
What does it look like at the ...
Students will understand that…
Cultures use available resources tomeet their basic needs.
The beliefs, values and heritage of a people help shape their cultural identity.
based on a slide by Anne Reimer
GENERALIZATION
Two or more concepts in a relationship...
Concept Concept
• CONCEPTUAL IDEAS THAT TRANSFER• DEVELOP “DEEP UNDERSTANDING’
based on a slide by Anne Reimer
CulturesCelebrations
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
BASIC GENERALIZATION
• All cultures have celebrations.• The verb ‘have’ is not a strong enough verb to
relate the concepts ‘cultures’ and ‘celebrations’.
CulturesCelebrations
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
BASIC GENERALIZATION
Level 1 - All cultures have celebrations.
MORE SOPHISTICATED……ASK A WHY OR HOW QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
Level 1 - All cultures have celebrations.
Why do cultures have celebrations?• Celebrations express traditions of a culture.
MORE SOPHISTICATED……ASK A WHY OR HOW QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
EVEN MORE SOPHISTICATED……ASK A ‘SO WHAT’ QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
Level 1 - All cultures have celebrations.
EVEN MORE SOPHISTICATED……ASK A ‘SO WHAT’ QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
Level 1 - All cultures have celebrations.Level 2 (why?) - Celebrations express traditions of a culture.
EVEN MORE SOPHISTICATED……ASK A ‘SO WHAT’ QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
Level 1 - All cultures have celebrations.Level 2 (why?) - Celebrations express traditions of a culture.
So what? What significance does this have? What is the broader impact to society or an individual?”
EVEN MORE SOPHISTICATED……ASK A ‘SO WHAT’ QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
Level 1 - All cultures have celebrations.Level 2 (why?) - Celebrations express traditions of a culture.
So what? What significance does this have? What is the broader impact to society or an individual?”
• Traditions reflect the beliefs, values, and heritage of a culture.
EVEN MORE SOPHISTICATED……ASK A ‘SO WHAT’ QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
organismenvironment
EXAMPLE: SCIENCE
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
! Level 1 (connect): Organisms exist in diverse environments.
organismenvironment
EXAMPLE: SCIENCE
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
! Level 1 (connect): Organisms exist in diverse environments.
! Level 2: (how?): Biological adaptations change structures, behaviours, or physiology and enhance reproductive success.
organismenvironment
EXAMPLE: SCIENCE
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
! Level 1 (connect): Organisms exist in diverse environments.
! Level 2: (how?): Biological adaptations change structures, behaviours, or physiology and enhance reproductive success.
! Level 3: (so what?): An organism’s biological response to stimuli evolves through natural selection.”
organismenvironment
EXAMPLE: SCIENCE
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer
BASIC LINKING OF CONCEPTS• Manitoba has richness and diversity.
EXAMPLE: “LIFE IN MANITOBA”
based on a slide by Anne Reimer
BASIC LINKING OF CONCEPTS• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?
EXAMPLE: “LIFE IN MANITOBA”
based on a slide by Anne Reimer
BASIC LINKING OF CONCEPTS• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?• Manitoba’s land, environment and people vary
because of its size and its history.
EXAMPLE: “LIFE IN MANITOBA”
based on a slide by Anne Reimer
BASIC LINKING OF CONCEPTS• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?• Manitoba’s land, environment and people vary
because of its size and its history.SO WHAT?
EXAMPLE: “LIFE IN MANITOBA”
based on a slide by Anne Reimer
BASIC LINKING OF CONCEPTS• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?• Manitoba’s land, environment and people vary
because of its size and its history.SO WHAT?• Manitoba’s rich land, environment, and people
deserve protection and preservation.
EXAMPLE: “LIFE IN MANITOBA”
based on a slide by Anne Reimer
Enduring Understanding
Bottoms Up!
Enduring Understanding
Produce to show understandingSummative Assessment
Bottoms Up!
Enduring Understanding
Produce to show understandingSummative Assessment
Learning ExperiencesFormative Assessment
Bottoms Up!
Enduring Understanding
Produce to show understandingSummative Assessment
Learning ExperiencesFormative Assessment
Instruction
Bottoms Up!
based on a slide by Warren Nickerson
5C’sbased on a slide by Warren Nickerson
Modification Level: Explain/Teach what you've learned; networks of ideas connecting content to larger ideas/patterns. Create an artifact that summarizes your learning for an audience other than the teacher and published online somewhere (Video, Comic, Slide Presentation). A key feature of moving from Augmentation to Modification: Students have access to learning tasks that would be unavailable without technology being used.
creative commons licensed (BY-NC-SA) flickr photo by duane.schoon: http://flickr.com/photos/duaneschoon/4530185934
What does it look like at the ...
Modification Level: Explain/Teach what you've learned; networks of ideas connecting content to larger ideas/patterns. Create an artifact that summarizes your learning for an audience other than the teacher and published online somewhere (Video, Comic, Slide Presentation). A key feature of moving from Augmentation to Modification: Students have access to learning tasks that would be unavailable without technology being used.
creative commons licensed (BY-NC-SA) flickr photo by duane.schoon: http://flickr.com/photos/duaneschoon/4530185934
What does it look like at the ...Modification Level: Explain/Teach what you've learned; networks of ideas connecting content to larger ideas/patterns. Create an artifact that summarizes your learning for an audience other than the teacher and published online somewhere (Video, Comic, Slide Presentation). A key feature of moving from Augmentation to Modification: Students have access to learning tasks that would be unavailable without technology being used.
What you need to do: No matter what you choose to investigate, you must use and acknowledge appropriate source material. No sources, no marks… Simples!
You can present your findings in any way you choose. This might be an essay, a PowerPoint presentation, a video, a song, an annotated painting, a website… in other words, in any way you think will best help you demonstrate an answer or point-of-view on the question, What is beauty?
thanks
creative commons licensed (BY-NC-ND) flickr photo by THINKGlobalSchool: http://flickr.com/photos/thinkglobalschool/9653287732