![]() ![]() ![]() Making sense of what the standard says, and understanding exactly what the student needs to know and be able to do to get there.Īccurately acknowledging the rigor of the standard–accurately, which means what it says, not what you think it should be. Accuracy & AlignmentĪccurately unpacking the standard –-not oversimplifying it, nor making it more complex than it has to be. But just consider that the ‘understanding’ is in large part a product of design and that starts with the most macro elements of all: what is being studied (curriculum), how it is sequenced (curriculum maps, for example), and how each is designed to maximize learning opportunities.Ĭonsider using: Understanding by Design’s framework 2. This is a topic for an entire book or a post of its own. While there are countless factors in the academic achievement of a student, few are more powerful than instructional design. ![]() If that’s your goal, what might your focuses be? What’s important? What matters? Let’s take a look at six important factors at work here. The class, curriculum, and instruction, by design, are built to move students in their academic achievement. An academic classroom is one where the primary goal is to promote proficiency of academic standards. Everything else, while appreciated and winked at, comes after. First, a definition for academics in the classroom. ![]()
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