Edsu 534 essential questions
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Transcript of Edsu 534 essential questions
ESSENTIAL QUESTIONS:THE BIG IDEAS
EDSU 534
ESSENTIAL QUESTIONS
BLOOM'S TAXONOMYUNDERSTANDING BY DESIGNBACKWARDS DESIGNDEPTH OF KNOWLEDGE (DOK)THE KNOWLEDGE CONSTRUCT
Thinking Levels
Ask students to demonstrate: Knowledge - recall information in original
form Comprehension - show understanding Application - use learning in a new situation Analysis - show s/he can see relationships Synthesis - combine and integrate parts of
prior knowledge into a product, plan, or proposal that is new
Evaluation - assess and criticize on basis of standards and criteria
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating • Creating – designing, constructing, planning, producing, inventing, devising, making
• Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring
• Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating
• Applying – implementing, carrying out, using, executing
• Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
• Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding
Bloom’s Revised Taxonomy
Framing Essential Questions
Essential Questions at the top of Bloom’s Taxonomy Create - innovate Evaluate – make a thoughtful choice
between options, with the choice based on a clearly stated criteria
Synthesize – invent a new or different version
Analyze – develop a thorough and complex understanding through skillful questioning.
Essential Questions: EQs
Spark our curiosity and sense of wonder Desire to understand Something that matters to us
Answers to EQs can NOT be found Students must construct own
answers Make their own meaning from
information they have gathered Create insight
Essential Questions
Answering such questions may take a lifetime!
Answers may only be tentative
Information gathering may take place outside of formal learning environments
Engage students in real life applied problem solving
EQs lend themselves to multidisciplinary investigations.
Ideal Essential Questions
Framed by students themselvesBest to start with subsidiary
questions that might help support the main question
Formulate categories of related questions
“What else do we need to know?State suppositions
Hypothesizing and PredictingThought process helps provide a
basis for construction of meaning.
Understanding by Design
What are the big ideas? Core concepts Focusing themes On-going debates/issues Insightful perspectives Illuminating
paradox/problem Organizing theory Overarching principle Underlying assumption
What’s the evidence? How do we get there?
Represent a big idea having enduring value beyond the classroom
Reside at the heart of the discipline (involve “doing” the subject)
Uncover abstract misunderstood ideas
Engaging Students
Enduring Understand
ing
Understanding by Design
Desired Results: What will the student learn?
Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?
Lesson Planning: How do you design a lesson that results in student learning?
Identify desired results
Determine acceptable evidence
Plan learning
experiences and
instruction
Understanding by Design
Will this lesson lead to enduring understanding?
Worth being familiar with
Important to know and do
EnduringUnderstanding
Understanding by Design
Performance tasks and projects
Open-ended Complex Authentic
Summative Culminating Activity
Project Product or Publication Performance or
Presentation Exhibition
Performance tasks and projects need assessments that are more authentic than
traditional quizzes and tests.
Webb’sDepth of
Knowledge
DOK Levels 1 & 2: Common Core State Standards (CCSS) Recall and Reproduction: Level 1
DOK 1 requires recall of information, such as a fact, definition, or term, or performance of a simple process or procedure.
Skills and Concepts: Level 2 DOK 2 includes the engagement of some mental
processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
DOK Levels 3 & 4: CCSS Strategic Thinking: Level 3
DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.
Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex.
Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how to solve the problem.
Career Technical Standards
California CTE Standards – Under Revision http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
Introduction: http://www.cde.ca.gov/ci/ct/sf/documents/ctestdfrontpages.pdf
Beyond Knowledge Construct CTE Highest Level – CREATE!
http://www.cde.ca.gov/ci/ct/sf/documents/ctestdfrontpages.pdf
Factual
Access Define Describe Find Identify Label List Locate
Match Name Recall Recite Recognize Remember Retrieve Select State
Conceptual
Adhere Apply Classify Communicate Compare Demonstrate Develop Discriminate Employ Explain
Implement Infer Interpret Maintain Organize Participate Practice Promote Summarize Transfer Understand Use
Procedural
Analyze Assess Comply Compare Contrast Deconstruct Deduce Defend Detect Diagram
Differentiate Discern Distinguish Enhance Evaluate Experiment Explore Illustrate Integrate Research Solve
Metacognitive
Advocate Build Compile Compose Construct Create Design Devise
Formulate Invent Plan Predict Produce Reconstruct Reorganize Synthesize
CTE Industry SectorsModel Curriculum Standards
Agriculture and Natural Resources
Arts, Media, and Entertainment
Building and Construction Trades
Business and Finance
Education, Child Development, and Family Services
Energy, Environment, and Utilities
Engineering and Architecture
Fashion and Interior Design
http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
CTE Industry SectorsModel Curriculum Standards
Health Science and Medical Technology
Hospitality, Tourism, and Recreation
Information and Communication Technologies
Manufacturing and Product Development
Marketing Sales and Service
Public Services Transportation
http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp