WARM-UP -FB#2 Discussion
Teachers,
Post to Facebook a discussion about setting measurable, visible, and clear expectations. Feel free to share a time in your life when you were held to ambiguous standards, language that was not concrete or easily understood. I remember when I used to work at a restaurant and my boss held a meeting for all the waitstaff. "The goal for all of us," he said, "is to provide outstanding service." I had no idea what he meant by "outstanding." Neither did my co-workers. One of them begin taking long smoke breaks, leaving his tables without drink refills or service. When the manager eventually confronted this smoker, he said, "I'm outstanding--standing outside to keep a clear mind." Technically, he wasn't wrong. What stories do you have of moments when expectations could have utilized clearer language? You can also share videos, memes, links or other forms to demonstrate this topic.
ESSENTIAL QUESTION:
In what ways are standards, big ideas, and core tasks related? How is understanding assessed?
Unpacking PPT .
Demo: Unpacking Standards II
Brain BreakLink
In-class activity: Unpacking the standards (Template
)
Link
Teachers Unpacking StandardsFormative assessment: Extension Wheel strategy for chapters 4-6
Field Experience assignment:
-Ask your mentor teacher about recent professional development activities in your school district, especially professional development related to instructional design. Bring your notes to class for discussion at the beginning of the class.
-Participate as appropriate in planning and instruction.
Homework: Chapters 7-9 (Wiggins & McTighe, 2005) and RWJ #4 How do you plan for extended long term learning?
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