Last
week was my second week at La Costa Canyon High School. From the co-teaching
perspective, Week 2 is aligned with having teacher candidates act in a
supportive co-teaching role. I provide definitions and a response from the
reading, as well as proof of enduring understanding, essential questions, and
evidence of learning—gathered from observing and supporting my cooperating
teacher in the classroom while she instructed students this past week.
Definitions
from the Reading
Enduring understanding: specific
insights about big ideas we want for students.
Essential question(s): frame
the teaching and learning, pointing toward key issues and ideas, and suggest
meaningful and provocative inquiry into content.
Evidence of learning: Tasks
of complex performance and rubrics.
Reading
Response
The
following quote sums up Understanding by Design, “...without clarifying the
desired results of our teaching, how will we ever know whether our designs are
appropriate or arbitrary? How will we distinguish merely interesting learning
from effective learning? More pointedly, how will we ever meet content standards
or arrive at hard-won student understandings unless we think through what those
goals imply for the learner's activities and achievements? Good design, then,
is not so much about gaining a few new technical skills as it is about learning
to be more thoughtful and specific about our purposes and what they imply.”
(Wiggins & McTighe, 2005)
I agree
that understanding is shown when students, “explain, connect, systematize,
predict; show meaning, importance; apply or adapt, see many perspectives and
question its assumptions; see the author/speaker perspective; avoid and point
out common misconceptions, biases, or simplistic views.” (PowerPoint by Wiggins
& McTighe, 2005)
I
appreciate that the authors compare teaching to architecture that follows
standards of design and a vision of desired results. The "backwards"
concept of a results-focused design (versus a content-focused design) is
helpful. Beginning design work with "why" and the "so what"
of what we're asking of the students is essential. Being
clear about the relevance, relation, and reason they are learning what they are
learning is key. By first, identifying desired results we can
determine acceptable evidence and plan learning experiences and instruction.
From the
Understanding Understanding chapter, the definition of knowledge (the facts, a
body of coherent facts, verifiable claims, right or wrong, I know something to
be true, I respond on cue with what I know) versus understanding (the meaning
of the facts, the “theory” that provides coherence and meaning to those facts,
fallible, in-process theories, a matter of degree or sophistication, I
understand why it is, what makes it knowledge, and I judge when to and when not to use what I
know) was clear and eye-opening.
From a
student-teaching perspective, it’s challenging at times when the co-teachers
style of teaching doesn’t match with the readings and CSUSM instruction.
Additionally, when I co-lead the lesson planning and instruction in a few
weeks, without having seen these theories we learn in action, will I be able to
translate my learning into action successfully or effectively? Will I be able
to persuade my cooperating teacher to try these new methods? It’s a relief that
Wiggins and McTighe understand and state that using the backward design may
feel awkward and time consuming at first. I always do my best to link my
practice with the theory. My teaching and teacher collaboration skills are the
assessment of my learning, just as the students’ assessments prove their
learning.
Evidence
from Week 2 in the Classroom
Enduring
understanding: Annotation is a significant part of high
school, college, and career. Accurate and effective note-taking and annotation
is a new skill for many college prep high school freshman. Social skills are
equally important. It helps to have a network of people that students trust to collaborate
with, count on, and work well with. Additionally, taking personal
responsibility for learning and their lives is essential for students’
self-esteem, success, goals, and sense of self.
Essential
questions
1.
Who
do I study well with?
2.
What
skills are expected of students entering college and universities?
3.
Why
should I read?
4.
What
is annotation? How do I mark up a text?
5.
What
am I willing to be responsible for in my learning and life? (Do I have the
courage to be different, myself, and reveal who I am to others?)
Evidence
of learning
1. Study
buddies match-up and commitment
a. Students
consider who they work well with and choose six people who they will be
accountable to (and vice versa) for studying, homework, and notes and
assignments missed during absences.
2. Skills
Expected of Students Entering College and Universities Score
a. Students
rate their current skills against skills expected of students entering college
and universities so they can compare that to the skills they have gained by the
end of the school year.
3. Personal
Promise one-sheet
a. Students
reflect on the Claiming an Education
excerpt, Our Deepest Fear and Hold Fast to our Dreams poems, and their
dreams for the year and for their futures. Taking all of these reflections into
consideration, students create and design a one-page poster/paper that
represents their goals, values, and responsibility to themselves.
4. Annotation
of Claiming an Education
a. After
the teacher thought aloud and modeled annotation for the first few paragraphs
of text, the students annotated the remaining paragraphs.
(Note: my cooperating teacher
doesn’t use lesson plans or rubrics; instead, she does modeling and shows the
students multiple examples.)
References
Wiggins, G. & McTighe, J. (2005). Chapter 1: Backward Design, Understanding By Design, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2005). Chapter 1: Backward Design, Understanding By Design, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2005). Chapter 2:
Understanding Understanding, Understanding By Design, 2nd ed. Alexandria, VA:
Association for Supervision and Curriculum Development. Or Download this UBD Ch 2 PDF
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