lunes, 25 de octubre de 2010
Chapter 5 Essential Questions Doorways to Understanding
Forming essential questions is the first step in creating big ideas for a unit according to the UbD model. Essential questions are not the type of questions that offers a quick, direct, right or wrong answer. These questions might create a debate. Essential questions go deeper into our thinking and produce even more, questions full of transfer possibilities. Would a teacher just be interested and focused on teaching dates, and facts or is the teacher who is influenced to use Ubd going to design the unit based on those essential questions if he or she is teaching a History topic? .The UbD trained teacher would use those essential questions to help structure powerful and meaningful lessons for the students. A possible essential question for a unit on the history lesson could be, "What is the cost of freedom?" Clearly in this type of question there is no simple straight forward answer. This kind of questions opens the door for debate and deep thinking and reflexion. This type of question would undoubtedly spark deeper thinking and more questionsl .This is the goal of UbD. Other examples of big ideas mentioned in this chapter would be questions like: What is democracy? What is racism? The chapter gave many examples of essential questions that are specific to a topic, problem, or field of study.
sábado, 9 de octubre de 2010
Estela Quilodràn: Estela Quilodràn: Estela Quilodràn: Estela Quilodr...
Chapter 3: Gaining Clarity on our Goals
As a teacher I always have problems with lesson plans and time. Priorities seem to be easy when I have to make decisions or make choices, but it is not really true.
To reach a solution for the aspects mentioned above, we have to focus on the most meaningful and useful tasks. When we are able to establish priorities and we are able to determine what is necessary for students to learn, means that we are not overloading with contents and contents.
In that sense, teachers have to ask essential questions which are connected with BIG IDEAS . They are central to the design. Those BIG IDEAS make our students to work and carry out the goals. In addition, the discussion, reflections, problems solving, research and debate are very important for developing deep understanding of essential ideas.
Authors suggest helping students to “learn how to learn” and “how to perform”. For them is both, a vital mission but a commonly overlooked one. On the other hand, contents are a means and there is not the main AIM in teaching/learning.
BIG IDEAS can help to connect discrete topics and obviously to skills because they are transferable. That means that BIG IDEAS are useful, completely effective and efficient in our students`learning process.
BIG IDEAS must be identified and carefully designed because it can exist the temptation of teaching as much as possible and ignoring the real value of a specific topic. We, as teachers, have always to remember that some is great for us, it is not for our students, so priorities are different too, so BIG IDEAS have to be relevant for them not for us.
Finally, I think, we have to consider challenges for our students: realistic situations, context in which tasks are as faithful as possible to real life opportunities and difficult situations will make our students develop the skills they need to face life.
As a teacher I always have problems with lesson plans and time. Priorities seem to be easy when I have to make decisions or make choices, but it is not really true.
To reach a solution for the aspects mentioned above, we have to focus on the most meaningful and useful tasks. When we are able to establish priorities and we are able to determine what is necessary for students to learn, means that we are not overloading with contents and contents.
In that sense, teachers have to ask essential questions which are connected with BIG IDEAS . They are central to the design. Those BIG IDEAS make our students to work and carry out the goals. In addition, the discussion, reflections, problems solving, research and debate are very important for developing deep understanding of essential ideas.
Authors suggest helping students to “learn how to learn” and “how to perform”. For them is both, a vital mission but a commonly overlooked one. On the other hand, contents are a means and there is not the main AIM in teaching/learning.
BIG IDEAS can help to connect discrete topics and obviously to skills because they are transferable. That means that BIG IDEAS are useful, completely effective and efficient in our students`learning process.
BIG IDEAS must be identified and carefully designed because it can exist the temptation of teaching as much as possible and ignoring the real value of a specific topic. We, as teachers, have always to remember that some is great for us, it is not for our students, so priorities are different too, so BIG IDEAS have to be relevant for them not for us.
Finally, I think, we have to consider challenges for our students: realistic situations, context in which tasks are as faithful as possible to real life opportunities and difficult situations will make our students develop the skills they need to face life.
Estela Quilodràn: Estela Quilodràn: Estela Quilodràn: Estela Quilodr...
Estela Quilodràn: Estela Quilodràn: Estela Quilodràn: Estela Quilodr...: "Backward Design Teachers are designers of curriculum and assessments. Teachers are required to provide meaningful learning experiences for t..."
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