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KDBB Samples from NewCAJE 2012
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Designing Powerful Professional Learning: A Model of Professional Development
The Jewish Education Project
New CAJE 3, August 5, 2012
Samples of KDBB Work
Pike Jewish Center
LEARNER OUTCOMES for Professional Learning
Know: Teachers will identify the KDBB for the learners, identify the learner
outcomes, and identify a means to assess learners’ progress.
Do: Teachers will use KDBB, learner outcomes, and a specified tool (i.e.
journal or role play) to assess learners’ progress.
Believe/
Value:
Teachers explain how using KDBB, learner outcomes and a specified tool
help to evaluate student learning and to make decisions about individual
and class needs.
Belong:
Teachers share the experience of co-planning units through the lens of
KDBB. Teachers share stories about individual students and their
progress.
Kol Am
Learner Outcomes for Professional Learning
Know:
Defines the role of Learner Outcomes in planning and preparation of
learning. Describe the process of using Learner Outcomes to plan and
prepare learning units which incorporate KDBB.
Do: Will consider and begin using K,D,B,B Learner Outcomes in designing
their learning.
Believe/
Value:
Will articulate the benefit of using K,D, B, B Learner Outcomes in their
design of lessons and units.
Belong: Teachers will feel part of a learning community of practice and be open to
sharing successes and challenges with each other.
Designing Powerful Professional Learning: A Model of Professional Development
The Jewish Education Project
New CAJE 3, August 5, 2012
The City Temple
Learner Outcomes for Professional Learning
Know:
As a result of professional learning the team will be able to identify the
Learner Outcomes for each of the domains K, D, B and B and be able to
select a method to assess learner progress towards the outcome.
Do: Teachers will begin to implement formative assessment techniques and
include Learner Outcomes in the learning they design.
Believe/
Value:
The teachers will express the value of Learner Outcomes and formative
assessment in their work and its value in their practice.
Belong: Teachers will share their experience of learning and gaining proficiency of
a new approach in designing Powerful Learning.
Jewish Education Project – Living and Learning session
LEARNER OUTCOMES for Professional Learning
Know: Identify 21st Century Design Principles.
Define Learner Outcomes and noticing prompts.
Do:
Apply 21st Design Principles to their own models.
Use Learner Outcomes and Noticing Prompts when creating their units.
Stop and think about context when designing learning.
Believe/
Value:
Explain the value of using 21st Century Design Principles, Learner
Outcomes and Noticing Prompts when designing for powerful learning.
Expresses how context impacts on the learning experience.
Belong: Share stories of signs of success and challenges in implementing new
models of learning.
Designing Powerful Professional Learning: A Model of Professional Development
The Jewish Education Project
New CAJE 3, August 5, 2012
Jewish Education Project – Living and Learning session – with prompts.
NOTICING TARGETS for Professional Learning
Know:
Identify 21st Century Design Principles.
Define noticing targets and noticing prompts.
Prompt:
Explain the four 21st Century Design Principles in your own
words. Explain how using Noticing Targets and Noticing
Prompts helps you to reach your priority goal.
Do:
Apply 21st Design Principles to their own models.
Use Noticing Targets and Noticing Prompts when creating their units.
Stop and think about context when designing learning.
Prompts:
Create a sample Noticing Target and Noticing Prompt for a unit
of learning. Describe how meeting in a home might impact an
experience for your learners.
Believe/
Value:
Explain the value of using 21st Century Design Principles, Noticing
Targets and Noticing Prompts when designing for powerful learning.
Expresses how context impacts on the learning experience.
Prompt:
How do 21st Century Design Principles, Noticing Targets and
Noticing Prompts contribute to your design of powerful
learning? What is the role of context in designing your
learning?
Belong:
Share stories of signs of success and challenges in implementing new
models of learning.
Prompt: Tell about someone here that is inspiring you and what they
shared that you find inspiring.
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