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Home/ GMST513 - Assessment in MST/ Contents contributed and discussions participated by Melissa Allison

Contents contributed and discussions participated by Melissa Allison

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5th+grade+curriculum+map+2010-2011.pdf (application/pdf Object) - 0 views

is125.wikispaces.com/...e+curriculum+map+2010-2011.pdf Scope and Sequence Maps 5th grade
shared by Melissa Allison on 24 May 12 - No Cached
  • Melissa Allison on 24 May 12
     
    5th grade curriculum map
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Trevor Day School ~ Grade 5 Curriculum Map - 0 views

www.trevor.org/...default.aspx Maps Scope and Sequence 5th grade
shared by Melissa Allison on 24 May 12 - No Cached
  • Melissa Allison on 24 May 12
     
    5th grade curriculum map
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Curriculum/Pre-K-5th Grade - 5th Grade Curriculum Maps - 0 views

www.burke.k12.ga.us/...default.php 5th grade Scope and Sequence Maps
shared by Melissa Allison on 24 May 12 - No Cached
  • Melissa Allison on 24 May 12
     
    5th grade curriculum map
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UBD Introduction - 48 views

www.ascd.org/...Introduction.aspx
shared by alexchambers33 on 21 May 12 - Cached
    • Melissa Allison
      Melissa Allison on 23 May 12
       
      Without goals in mind, these foci do not impose much "learning." Sure kids are given information, but what can they gain from these approaches without any objectives or goals?
  • clarifying the goal called “student understanding” while exploring the means called “good design”
  • Consider the role that predictable student misunderstandings should play in the design of curricula, assessments, and instruction
    • Melissa Allison
      Melissa Allison on 23 May 12
       
      Last semester I took Developing Reasoning ... in that class we considered misconceptions and where students might misunderstand or get confused or just plain lost. It is always important to realize that just because you understand a concept does not mean other will. AND you need to plan for misconceptions so it at least looks like you have all the answers haha
  • ...4 more annotations...
  • six facets of understanding
  • The best curricula (and syllabi), in other words, are written from the point of view of the desired learnings
    • Melissa Allison
      Melissa Allison on 23 May 12
       
      a curriculum needs to be a means to an end. With the end in mind, curriculum designs a program that will effectively get you to the end
  • the difference between knowing and understanding. Pinning this distinction down in theory and in practice has not been easy.
  • curriculum guides have argued against framing objectives in terms of understandings
    • Melissa Allison
      Melissa Allison on 23 May 12
       
      This is frustrating!! This has been argued between different classes I took here at Fisher. Within my childhood/special program, we were pushed back and forth on this idea of how to write objectives. I guess the hardest part really was to remember which class wanted you to write which type of objective. Feel free to disagree, but I kind of feel like having a measurable objective is a way to ensure understanding instead of stating that "students will understand..." But UBD (understanding by design) sees it differently.
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