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Doug Bradburn

A_Summary_of_Underlying_Theory_and_Research2.pdf - 39 views

    • Doug Bradburn
       
      U.S. compared internationally in Math and Science. Interesting research. Is this still current?
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    Jay McTighe
Sam Boswell

On genuine vs. bogus inquiry - using EQs properly | Granted, but... - 68 views

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    Info on essential questions.
N Butler

UbD_WhitePaper0312.pdf (application/pdf Object) - 76 views

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    Understanding by Design - A simple guide to help with understanding.
Sam Boswell

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 79 views

  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
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  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
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    Wiggins
    Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning?
    Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
    Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
Maya Salganek

Big Ideas: What's Yours? | iTeach - 2 views

  • Some examples of big ideas:
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    "Some examples of big ideas:"
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    Articulate ideas as a statement rather than phrase.
John Marr

Cheney USD 268 - 70 views

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    A number of Elementary, Middle and High School UbD Curriculums.
marcmancinelli

Big Ideas - Exploring the Essential Questions of Education - 45 views

  • here are at least three very good reasons, particularly for educators, to ask enduring questions. However, I will first define what I mean by an enduring question. What makes a question enduring is its transcendent quality.
  • However, I will first define what I mean by an enduring question. What makes a question enduring is its transcendent quality. That is, a question that continues to be asked again and again, despite ages and sages. It is a really profound question that goes beyond human comprehension, but if not asked, would detract from our humanity. Enduring questions are ones that challenge the greatest minds and intrigue the simplest ones (i.e. children).
  • We should ask enduring questions because they lead to thoughtful, soul searching reflection about great ideas.
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  • Enduring questions make life and learning engaging and interesting
  • Enduring questions lead to more questions.
Kathleen N

FamilyandConsumerSciencesFINAL9-20-07.pdf (application/pdf Object) - 1 views

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    Direct link to the curriculum document (PDF) From Delaware's DOE. Very helpful for Family and Consumer Science teachers updating curriculum in the UbD Framework
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