BBI PD 14 6-11

The Element; How Finding Your Passion Changes Everything

Ken Robinson

A Whole New Mind- Why Right Brainers Will Rule the Future

Daniel H Pink

BounceMatthew Syed

To develop units of inquiry based on desired understandings

To develop units of inquiry based on desired understandings

Can you;

Identify the transferrable understandings arising from a unit of inquiry?

Develop essential questions which will promote the desired understandings?

Can you;

Identify the transferrable understandings arising from a unit of inquiry?

Develop essential questions which will promote the desired understandings?

‘Prairie Day’‘Prairie Day’A Scenario.A Scenario.

You are an ERO visitor.

Your brief is to visit Anytown Intermediate School and perform an audit of a year 7 unit of

work.You have 3 key tasks.

-Comment on what you think is positive about the unit.

-Comment on what you think could be improved about the unit.

-Ask questions about anything you are unsure of in this unit.

You are an ERO visitor.

Your brief is to visit Anytown Intermediate School and perform an audit of a year 7 unit of

work.You have 3 key tasks.




Student reflections;

“Making the doll and dressing it up was really interesting.”

“The tin punching was real hard.”

“My costume was the prettiest out of all the class.”

“I learned to make butter!”

Student reflections;

“Making the doll and dressing it up was really interesting.”

“The tin punching was real hard.”

“My costume was the prettiest out of all the class.”

“I learned to make butter!”

MoreStudent reflections;

“Mom and I spent alot of time making a costume.”

“The doll-making was the best part.”

“We all had lots of fun.”

“I’m going to make wax seals at home too.”

MoreStudent reflections;

“Mom and I spent alot of time making a costume.”

“The doll-making was the best part.”

“We all had lots of fun.”

“I’m going to make wax seals at home too.”

What are the strengths of the unit?-community involvement, relevant to students and culture, varied

activities, immersion to open unit, high level of fun, practicality and engagement, opportunities to reflect for students.

What questions do you have?What did you want students to learn from this unit? Was the unit connecting to migration or historical life? How did the learning stations on ‘Prairie Day’ support the reflection question? Did

assessments need to be identical for all?

What suggestions would you offer to the team?Use ‘Prairie Day’ as an immersion activity, link to current areas of human commonality (migration) in order to make connection to

their own life, needs to be more opportunity for student choice and ownership in learning engagements and assessments.

*When viewed on the UbD template, this unit (in its current shape) is poor!

When rewritten using the UbD template, it is vastly improved! (Handout)

4 Components

g- established goalsu- understanding

q- essential questionsk- knowledge and skills

If a text book contains the answers, what were the questions?

Flip the content around and lead in with questions.

Scratching the surface;-Knowledge and understanding is limited-Based on facts and received information

-Demonstration of basic skills-Low level understanding and thinking

-Limited or no application of learning other than ‘cosmetic’

Digging Deeper;-More useful to know, some application outside ‘task’

-Provokes some thought or emotion

-Worth sharing

The seeds of something new;-Can be put into action, and

transferred into new situations -Grows into something bigger

and more productive-Lasts the longest

-The hardest to find

BBI PD 14 6-11

Education

Transcript of BBI PD 14 6-11