EDPC605 Curriculum Design and Instruction

Week 3 Assignment #2 Assignment #2: Practice stage 1 design using Common Core State Standards in ELA-Writing Stage 1 - Desired Results Established Goals: W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Essential Questions: What tools can be used to help students organize and analyze relevant content? How will students understand relevant content and support said content with evidence Understandings: Write paragraphs that are coherent with the use of topic sentences, transitional words, supporting evidence etc. Organize paragraphs so there is a smooth transition within each paragraph with clear thoughts and ideas. Students will know… Writing is a skill that is constantly being developed. Writing will be edited several times. Students will be able to… See writing as a skill and not a burden. Carefully e...

Practice stage 1 design using Common Core State Standards in ELA-Reading Stage 1 - Desired Results Established Goals: RI.6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.6 - Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Understandings Students will understand that… Media and technological formats can be used to help understand events that shaped an author’s point of view. An author’s point of view is not limited to a single interpretation Essential Questions Why ...

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After watching both videos on understanding backward design by Grant Wiggins, I realized that most of my teachers failed in keeping me engaged as a scholar in their classroom. In the subjects I was uninterested in, especially Science, I would memorize the information to obtain a satisfactory grade within the class, but no transfer occurred beyond the classroom. I grew to master the art of repetition. I mastered repeating information and formulas but once that class ended, all the information I stored quickly vanished. Mr. Wiggins challenged each instructor with backward design, that is, keeping your long-term goal in the forefront and inserting your long-term goal into short term ones.   Backward design is unattainable through content headings as he pointed out. The goal is to keep long term goals in view, blend content and performance while simultaneously engaging each learner. He also alluded to the fact that completing an entire textbook should not be the goal of a...