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Heart. Exploring WIDE World: Learning to Use the Collaborative Curriculum Design Tool July 18, 2006 Ann Koufman-Frederick, Ph.D. Shannon Martin Croft, M.Ed. Inspiring Great Teaching through Online & On-site Professional Development http://wideworld.pz.harvard.edu. - PowerPoint PPT Presentation
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Exploring WIDE World: Learning to Use the
Collaborative Curriculum Design Tool July 18, 2006
Ann Koufman-Frederick, Ph.D.Shannon Martin Croft, M.Ed.
Heart
Inspiring Great Teaching
through Online & On-site Professional Development
http://wideworld.pz.harvard.edu
Today’s Journey and Goals
• Goal 1: Learn about WIDE World’s origin and focus
• Goal 2: Unpack the meaning of "Understanding" and consider how the "Teaching for Understanding" Framework can be used to clarify and focus existing practice
• Goal 3: Explore the structure of WIDE World and the Collaborative Curriculum Design Tool (CCDT).
WIDE = Widescale Interactive Development for EducatorsWIDE = Widescale Interactive Development for Educators
CCDT = Collaborative Curriculum Design Tool
Teaching for Understanding with New Technologies
The Challenges in Education
Take a moment to think about the challenges you face in your classrooms today.
Now, consider what kind of professional development could help overcome these
challenges.
What one teacher shared with us…
Understanding Exercise
Let’s Explore “Understanding” Together...
Think of something that you understand:
• How do you know you understand it?
• How did you come to understand it?
Understanding is developed and
demonstrated through
performances.
Understanding is a capacity to think
and act flexibly with what you know.
The Origins of Teaching for Understanding (TfU)
• 1991-1997: Harvard research project set out to
clarify the nature of understanding, then
define features of educational practices that
lead to deep, flexible understanding
• The TFU Framework emerged as researchers
and teachers analyzed effective practice
Introducing the TfU Framework
Essential Educational Questions:
• What topics are worth teaching for understanding?
• What exactly do we want students to come to understand?
• How can understanding be developed and demonstrated?
• How can we assess and improve understanding?
Introducing the TfU Framework
• Generative Topics – What is worth teaching?
• Understanding Goals - What do we want learners to understand?
• Understanding Performances - How can learners develop and
demonstrate understanding?
• Ongoing Assessment - How can we assess understanding?
Generative Topics
What topics are worth teaching?
• Connect required curriculum with students’ and teacher’s
interests
• Provide multiple entry points
• Are central to one or more disciplines
Understanding Goals
What exactly do we want students to
come to understand?
• Connect with standards or required curriculum
• Are made explicit and public
• Align with performances and assessment
• Focus on students’ understanding of discipline or topic,
rather than recall of facts
Understanding Performances
How can understanding be developed and demonstrated?
• Require active engagement using multiple modes of
learning and forms of expression
• Provide opportunities to work with knowledge
• Sequenced to ramp up understanding
• Align with goals and assessments
Ongoing Assessment
How can we assess and improve
understanding?
• Makes criteria explicit and public
• Aligns with goals and performances
• Occurs frequently and from multiple sources
• Includes both formal and informal ways to assess student
learning and inform teacher planning
Putting TfU to Workhttp://wideworld.pz.harvard.edu
MyWIDE
Collaborative Curriculum Design Tool
• common framework for instructional design
• visual, online workspace
• enables educators to co-create curriclum plans
Plan lessons with elements of Teaching for Understanding
Attach files, add links, plan technology, address standards
Collaborate and communicate with colleagues and coaches
Publish Online and Print
Take the JOURNEYhttp://wideworld.pz.harvard.edu
Join the CCDT Communityhttp://learnweb.harvard.edu/ccdt/join
Questions & Thanks!
Ann Koufman-Frederick
Shannon Martin Croft
http://wideworld.pz.harvard.edu