Stage 1 > Lesson 3 > Page 2 > Step 1 of the Planning Sequence (Backward Design)
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Stage 1 > Lesson 3 > Page 2 > Step 1 of the Planning Sequence (Backward Design)
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| Step 1: Identify the desired Results | ||||||||||||||||||||||||||
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Theory |
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What
should students know, understand, and be able to do? What is worthy of
understanding? What enduring understanding are desired?
In step 1, we will consider the
following:
Learning objectives and
learning problems (what we've formulated in Lesson 2) --
this will enable us to refresh our memory as to what we want our students to know, understand, and be able to
perform. Content standards and
curriculum expectations -- to create a definition of the mathematical
landscape that we want to teach. With these considerations in mind, we will
make choices about what content must be taught. (Please
read these sessions from your handouts: How can students learn with
Understanding? (Perkins, 1993) and Establishing Curricular Priorities
(Wiggins and McTighe)
Learning Activity 1: Practice
Establishing the content priorities
Review lesson 1 of EMOL1 - Exponential
Functions. Answer the following 4 questions:
Q1: To what extent does the idea, topic, or
process represent a "big idea" having value beyond the
classroom? Q2: To what extent does the idea, topic, or
process reside at the heart of the discipline? Q3:
To what extent does the idea, topic, or process require uncoverage?...roll
your mouse over for more.... Q4: To what extent does the idea, topic, or
process offer potential for engaging students? Go to the Discussion
Board to:
This exercise will help
you to understand how the CONTENT can be sorted from least
important to most important and hence make choices on what to teach and
what not to teach: The framework for sorting content priorities: Worth Being
Familiar with:
Important
to Know and Do:
Enduring
Understanding
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