Precios Armstrong
Major Assignment #2 Individual Summary
EDL 701
Dr. Cherem
Dr. Tunnicliff
In 1893 the Committee of Ten established a linear curriculum framework that mapped out the breadth and depth of coverage across for core academics and language. (The National Education Association, 1893) Those recommendations have stood as the standard for more than one hundred years. However, close examination of their proposals reveals that learner outcomes were not specified. The methodology and content were expressed without mention of the functional skills and applications that students were to gain as a result of the content. Twenty-first-century classrooms must do more that convey information. Curriculum and instruction must be responsive …show more content…
Within this framework, teachers must first ascertain, how students will demonstrate understanding in alignment of content standards. (Wiggins, 2005) Wiggins and McTighe define understanding as a “family of interrelated abilities-six different facets of transfer” (2005, p. 4). Understanding is not the same as knowing. Knowing is the expectation of curriculum content coverage. While, understanding is the capacity to attach meaning to the content and apply it. (Wiggins, 2005) As Hattie states, “ It is not the knowledge or ideas, but the learner’s construction of the knowledge and ideas that is critical” (Hattie J. , 2009, p. 85) An approach centered on understanding not just knowing is what Wagner and Dintersmith referred to when they advised educators that, “the goal of [education] must be to choose... academic content selectively so as to create the required foundation for lifelong learning, without letting the quest for content coverage overwhelm the development of core competencies” (2015, p. 223). Understanding is the underlying component to critical thinking. A student that has understanding can explain, interpret, apply, empathize, and demonstrate “metacognitive awareness” (Wiggins, 2005, p. 84). After educators have determined how a student will indicate understanding, instruction is …show more content…
National, state, and local curriculum are the road map. Wiggins and McTighe describe six steps that support backward design; consult content standards-big ideas, essential questions, identify real-world applications; acknowledge key resources or favorite activities, pinpoint important skill(s), develop/find key assessment(s), and revise an existing unit (2005). Twenty-first century teachers equipped with UbD are better prepared to furnish their students with skills needed beyond the classroom. Instruction with intentional learning outcomes yields an effect size of .65, noting that .40 is the benchmark for positive impact. (Hattie J. , 2009, p. 276) However, instruction is not isolated to a particular class or classrooms. They are a component of school(s). Engagement of the whole, not just the part, is essential to sustained educational
Major Assignment #2 Individual Summary
EDL 701
Dr. Cherem
Dr. Tunnicliff
In 1893 the Committee of Ten established a linear curriculum framework that mapped out the breadth and depth of coverage across for core academics and language. (The National Education Association, 1893) Those recommendations have stood as the standard for more than one hundred years. However, close examination of their proposals reveals that learner outcomes were not specified. The methodology and content were expressed without mention of the functional skills and applications that students were to gain as a result of the content. Twenty-first-century classrooms must do more that convey information. Curriculum and instruction must be responsive …show more content…
Within this framework, teachers must first ascertain, how students will demonstrate understanding in alignment of content standards. (Wiggins, 2005) Wiggins and McTighe define understanding as a “family of interrelated abilities-six different facets of transfer” (2005, p. 4). Understanding is not the same as knowing. Knowing is the expectation of curriculum content coverage. While, understanding is the capacity to attach meaning to the content and apply it. (Wiggins, 2005) As Hattie states, “ It is not the knowledge or ideas, but the learner’s construction of the knowledge and ideas that is critical” (Hattie J. , 2009, p. 85) An approach centered on understanding not just knowing is what Wagner and Dintersmith referred to when they advised educators that, “the goal of [education] must be to choose... academic content selectively so as to create the required foundation for lifelong learning, without letting the quest for content coverage overwhelm the development of core competencies” (2015, p. 223). Understanding is the underlying component to critical thinking. A student that has understanding can explain, interpret, apply, empathize, and demonstrate “metacognitive awareness” (Wiggins, 2005, p. 84). After educators have determined how a student will indicate understanding, instruction is …show more content…
National, state, and local curriculum are the road map. Wiggins and McTighe describe six steps that support backward design; consult content standards-big ideas, essential questions, identify real-world applications; acknowledge key resources or favorite activities, pinpoint important skill(s), develop/find key assessment(s), and revise an existing unit (2005). Twenty-first century teachers equipped with UbD are better prepared to furnish their students with skills needed beyond the classroom. Instruction with intentional learning outcomes yields an effect size of .65, noting that .40 is the benchmark for positive impact. (Hattie J. , 2009, p. 276) However, instruction is not isolated to a particular class or classrooms. They are a component of school(s). Engagement of the whole, not just the part, is essential to sustained educational