Seminar+3

=Seminar 3=

= = Topics: Designing a unit plan Big ideas, assessments, and how to get there

Readings: Wiggins, G & McTighe, J (2005). //Understanding by design// (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Stages of Backward Design, [|Wiggins&McTighe_StagesBackwardDesign.PDF] Thinking Like an Assessor, [|Wiggins&McTighe_ThinkingAssessor.PDF] Other Stuff: [|Wiggins&McTighe_Template.PDF,][|Wiggins&McTighe_UnitTemplate.PDF], [|Wiggins&McTighe_Geometry.PDF]

Summary: Wiggins and McTighe describe how there are three stages to designing unit plans. First teachers should think about the goals for the unit (often described as being the big ideas of the unit). Second, the teachers determine what will count as evidence for learning the materials. Finally, teachers plan out the learning experiences to accomplish the goals they have outlined. Through these steps teachers are able to help their students understand more than just discrete lessons.

Ritchhart, R. (1999). Generative topics: Building a curriculum around big ideas. //Teaching Children Mathematics,// 5(8), 462 – 468. [|Ritchhart_BuildingAroundBigIdeas2.pdf]

Summary: This piece invites teachers to look into the deeper concepts of what is being taught. Mathematics lessons are to move beyond the topics being taught to the content. "Even the best-laid-out curriculum or a well-planned unit may fail if teachers do not understand the essence of what they are teaching, bring passion to the topic, and make the content meaningful" (p. 463).