Professional Documents
Culture Documents
Mission Statement
The Garden City School District seeks to create an environment for learning which enables each student the opportunity to grow as an individual as well as a group member while striving to achieve the optimal level of academic, social and personal success. Students will thrive in a learning environment that is developmentally appropriate, individualized and challenging.
Our goal and responsibility is to help each student develop an enthusiasm for learning, a respect for self and others, and the skills to become a creative independent thinker and problem solver.
http://www.learner.org/vod/vod_w indow.html?pid=9
Understanding by Design: Key beliefs about the nature of learning (Wiggins & McTighe, March 2006)
A key goal of learning is fluent and flexible transfersuccessfully using one's knowledge and skill on worthy tasks in important, realistic situations. Success at transfer depends on understanding the big ideas that connect otherwise isolated or inert facts, skills, and experiences, enabling learners to meet and understand new challenges.
An understanding is a realization that the learner experiences about the power of an idea. We cannot give understandings; we need to engineer them so that learners see for themselves how an idea can empower them to make sense of things. Learners require clear priorities and a practical knowledge of the work products involved to meet goals and understand standards of excellence.
Learners require regular, timely, and user-friendly feedback to understand goals, produce quality work, and meet high standards.
Key figures who contributed to the Reconstruction Process All nonessential terminology (Freedmens Bureau, scalawags, carpetbagger, etc.)
Government both reflects and shapes society. Throughout history, people have struggled to gain equality.
Core Tasks
Compare and evaluate the different Reconstruction Plans; Analyze the political, social and economic changes in the South as a result of Reconstruction; Evaluate the overall success of Reconstruction in achieving its goals; Evaluate the extent to which the New South was different from the old south.
Standard 4: Science
Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science
Big Idea
Discussing the process of solving arithmetic problems leads to greater understanding of specific mathematical processes.
Big Ideas
Living things depend on one another. Humans and Earth have a interdependent relationship.
Writing
Standard 1
Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts
Big Ideas
Writers study a variety of texts to reflect on their learning and drive their growth.
Major professional organizations endorse the use of essential questions to structure content
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development
Big Ideas
Art both reflects a peoples history and culture and creates that history and culture.
Essential Questions
Are artists trailblazers or mirrors?
What is worth fighting for? Can conflict be avoided? Native Americans Road to the American Revolution The American Revolution Creating a Republic The New Government Begins The Jefferson Era Manifest Destiny The Civil War Progressive Movement Westward Expansion Imperialism WWI WWII The Cold War The Gulf War & the War in Iraq
To what extent did the United States fulfill the ideals of the Declaration of Independence?
Creating a Republic The New Government Begins The Jefferson Era Manifest Destiny The Civil War Reconstruction Westward Expansion Civil Rights Movement
Topical questions
To what extent did the US fulfill the ideals of the Declaration of Independence by 1850? To what extent did Reconstruction result in equality for the freed slaves? How has the Supreme Court succeeded/failed in promoting the ideals of the Declaration of Independence?
What assessment tasks will anchor our curricular units and guide our instruction?
Types of Assessment
A Balanced Approach
Performance Task
The performance task is at the heart of the learning. A performance task is meant to be a real-world challenge in the thoughtful and effective use of knowledge and skill an authentic test of understanding, in context.
3-2-1 Card
Self Knowledge
Application
Perspective
Explanation
Interpretation
Empathy
WHERE TO
W Where is the unit headed? And Why? H Hook students in the beginning and Hold their attention E Equip students with necessary experiences, tools, knowledge to meet performance goals R Students should Rethink big ideas, Reflect on progress and Revise their work E Provide opportunities for students to Evaluate progress and self-assess T Tailor to reflect individual interest, talents, styles and needs O Be organized to optimize deep understanding as opposed to superficial coverage
Essential Question: What is worth fighting for? Were the colonists justified in their fight against the British?
Situation: Pretend you are a colonist in 1775. Your town has called a meeting to discuss whether the local militia should support the revolution against Britain.
Task: You will be assigned the perspective of either a Loyalist or Patriot. In your assigned role, you will debate the issue of breaking away from Britain. You must try to convince the members of your town to support your views. To prepare for the debate: Read selected primary sources from Loyalists and Patriots. Identify arguments from both sides of the issue Formulate your position and provide evidence to present at the town hall meeting Discuss, with your neighbors. the merits of going to war with Britain Participate in the town vote to decide the issue.
PZ
In a UbD Classroom:
Anticipate key misunderstandings and assesss to determine if those misunderstandings were overcome Regularly ask students to show their work, give reasons for answers, and show connections to larger principles or ideas in the answers Ask the student to transfer that explanation to a new or different problem, situation or issue Tap into the various facets to broaden the evidence: When demanding a hands-on application, also require interpretation.
The Unit Collage illustrates an approach to assessment that would be different from traditional modes in that students are to apply their knowledge of a thematic unit in a creative way while adhering to specific parameters. While they must also demonstrate their basic recall knowledge on a criterion referenced test on the same material, the unit collage allows for creative, higher order, outside the box thinking. Students needed to use the Backward Design model when planning this collage, while also adhering to the given guidelines. The main focus of the unit collage is for students to plan their work and work their plan.
Le genou
Le nez La bouche
Le cou
La main La cheville
Le pied Le coude
Les cheveux
Les Maladies
La grippe
Mal a lestomac
De la fievre Mal a loreille Mal aux dents Mal a la tete
6 Facets of Understanding
Explanation: What does this mean?
A student who understands can explain. To explain is to provide thorough, supported, and justifiable evidence and argument. Student who are able to explain can make predictions, ask key questions, provide insights and identify the big idea.
A student who understands can interpret. To interpret is to tell meaningful stories that offer various translations; providing background knowledge to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. Application: What does this mean? A student who understands can apply effectively. Students use and adapt what is known in various contexts. Students are able to adjust as they understand. Break this down to include associated picture with each slide
6 Facets of Understanding
Perspective: What does this mean? A student who understands has perspective. Perspective is when a student can see and hear points of view through critical eyes and ears; know the limits and the worth of an idea; can see the big picture. Empathy: What does this mean? A student needs to empathize to understand. To empathize is to find value in anothers situation or idea; assume that an odd idea may contain worthwhile insights; see incomplete or incorrect elements of ideas; explain misconceptions viewed by others.
Self Knowledge: What does this mean? Self-Knowledge is the ability to perceive the personal style, prejudices and get beyond them; recognize strengths and weaknesses; question ones own ideas; accept feedback from others.