Backwards Planning and Teaching for Enduring Understanding McTighe and Wiggens suggest that the first thing to do when planning a project is to reflect on the deep learning or enduring understandings
you’d like your students to come away with?
Backwards planning starts with the end product or deep learning you want your students to "get" and keep as a result of the project.
A resource to help you with your enduring understandings and essential questions is: Five Essential Questions and Enduring Understandings. The Teaching Crosscurrents site is also a good resource to help you determine your enduring understandings for this project.
Your task is to write 3 good enduring understandings for your lesson or unit.
Take a look at these sample written by Barbara Bray (My eCoach) before drafting your essential understandings:
Next is is critical to know exactly what measurable learning outcomes you expect from your students. These are written in terms of the specific knowledge and skills students will know or do, by when, and how you will measure student learning outcomes. They should be learner centered (Students will) outcome driven, attainable and very specific based on the standards you’ve selected for this lesson or unit.
Design the objectives to help students use the higher order thinking skills by writing them using specific verbs (Blooms Taxonomy)
Your task is to write three good enduring understandings and three measurable objectives for the lesson or unit you will be turning into a WebQuest.
|California SB2042 Induction Standards|
|Standard 16. Using Technology to Support Student Learning|
Each participating teacher builds upon the knowledge, skills, and abilities acquired during preliminary preparation for the delivery of comprehensive, specialized use of appropriate computer-based technology to facilitate the teaching and learning processes. Each participating teacher is a fluent, critical user of technology, able to provide a relevant education and to prepare his/her students to be life-long learners in an information-based, interactive society. Each participating teacher makes appropriate and efficient use of software applications and related media to access and evaluate information, analyze and solve problems, and communicate ideas in order to maximize the instructional process. Such use of technology supports teaching and learning regardless of individual learning style, socioeconomic background, culture, ethnicity, or geographic location. Each participating teacher integrates these technology-related tools int the educational experience of students, including those with special needs.
Method of Checking for Understanding:
Observations, Student Work