week+of+jan+26+and+28

ENGL381 Week 2, January 26 and 28

We have a few main goals for this week. First, we will know the different stages of the Backwards Design (BD) process that we will use as we design our instructional units. Second, we will know the different parts of a unit and how they seem to work together within the genre of unit plans. Finally, we will be able to sketch out a quick unit idea using the BD process.

Readings for the week: Understanding by Design (UBD), introduction and chapter 1 One major task for the week: Find and analyze ONE sample unit from [|Smagorinsky's Virtual Library of Conceptual Units] (We'll practice together in class using one shared example).

On the board is the central question for this course (and in the intro of UBD), "How do we make it - by our design - that more students really understand what they are asked to learn?" Freewrite our way into class ... Classes or teachers you have had that you think this happened; what you imagine it looks/sounds/feels like to be in a learning situation like that; and/or what is your working definition of the word "understanding?" [Think/write/pair/share]

On the board are several key terms:
 * activity-focused teaching
 * coverage-focused teaching
 * understanding
 * big ideas
 * curriculum
 * assessment
 * content-focused design
 * results-focused design
 * identifying desired results
 * determining acceptable evidence
 * planning learning experiences

In pairs, first group the terms above that seem to go together and then see if you can draw visual representations of how terms within a group are related AND how groups of terms are related

After we debrief, Jim drew a possible representation on the board. Types of curricular focus ______________|________________ Backwards Design Process A) Content-focused Identify Desired Results ---> Determine Acceptable Evidence ---> Plan Learning Experiences
 * Coverage-focused
 * B) Activity-focused

Traits to compare curricular focus: big ideas; understanding; assessment


 * The above chart is not THE answer, but one way to maybe begin making sense of these terms and their relationships*

Hand out a sheet with 9 sample standards from the Boise School District 10th grade ELA standards (Boise's ELA secondary standards found [|here]). If these were desired results, then what would be acceptable evidence? What kinds of learning experiences would help students show that they really understand it?

Day 2

Return and review the Boise Standards activity that we ended from last class. Let's focus on the first question. With your partner, choose one standard from the document. Then, brainstorm several ideas for what might be acceptable evidence for students to demonstrate their ability or their understanding of that standard.

Let's look at the Template for the Backwards Design Process (BD) on page 22 of UBD. Let's look at a sample unit from Smagorinsky's Virtual Library. (sample unit plan ). Together, let's see if we can identify the different parts of the template and where they might be located in this unit plan. Smagorinsky's students have a different assignment and take on this genre than the UBD template suggests; however, many parts overlap. Which ones? How are they similar or not? What seems to be emphasized and what seems to be left out?

Exit slip: Which of the lit circle / book club texts are you considering? What makes sense with the BD process or unit plan? What questions do you have for me so far?

For next time, skim Smagorinsky Appendix A to see if you can find a topic or theme that interests you. Read Chap 2 of UBD.