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Understanding By Design

Understanding By Design is a form of curriculum planning that begins with making decisions about what the students need to learn as an end result. The teacher when using Understanding By Design picks activities that will bring students to the preselected goal. Instead of simply defining terms for students and requiring them to complete calculations or look up vocabulary words, Understanding By Design has students begin with a hook problem before introducing the essential question. Beginning with a hook problem is the first step in the Understanding By Design process followed by introducing essential questions, preview the culminating performance task, provide direct instruction, provide practice on the basics, provide opportunities for further discussion, provide an application task, lead a whole-class discussion, provide a small-group application, revisit the original unit hook problem, assign the final performance task, and give students opportunities to reflect on the unit's essential questions.

What is Understanding By Design:

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ARTICLES

Educational Leadership

Meaningful Sequence/High School: []

You Can Teach for Meaning: []

Backward Design for Forward Action: []

VIDEOS

What is Understand of Design: PART 1: [] PART 2: []

BOOKS

Understanding By Design: Grant Wiggins, Jay McTighe

Understanding By Design: Professional Development Workbook: Jay McTighe, Grant Wiggins

Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids: Carol Ann Tomlinson, Jay McTighe

POWER POINTS/SLIDES

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PROFESSIONAL DEVELOPMENT

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__The Spiral Curriculum__

__The Spiral Curriculum introduced by J. Bruner is one in which students repeat the study of a subject at different grade levels, each time at a high level of difficulty and greater depth. The point of The Spiral Curriculum is building upon knowledge, and that children learn in a sequence of representation stages.__

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__Spiral Curriculum:__ __[]__

__Jerome Bruner:__ __[]__

__Teacher's Look on Spiral Curriculum:__ __[]__

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__Jerome Bruner's Constructivist Theory: Spiral Curriculum:__ __[]__

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Problem-Based Learning

During problem based learning, the teacher presents a problem. This is not a lecture or assignment. Problem-based learning is when students work with content that they determine to be necessary to solve a problem. Problem based learning will help students to examine and try out what they now, discover what they need to learn, develop people skills, and improve communication. It is important o know with problem-based learning that steps in the process may be repeated. These steps include exploring the issue, list what is known, develop and write out the problem, list out possible solutions, list action with a timeline, list what needs to be known again, and research, present and defend conclusion, and review performance.

Problem Based Learning:

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[|http://userwww.sfsu.edu/~rpurser/revised/pages/problem.htm]

VIDEOS

Problem-Based Learning: []

Inquiry and Problem-Based Learning: []

BOOKS

Problem-based learning: a self directed journey: Sue Baptiste

How to use Problem-Based Learning in the classroom: Robert Delisle, Association for Supervision and Curriculum Development

ARTICLES/EXTRA LINKS

Active Learning 10 Links: []

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Mastery Learning

The basic idea of Mastery Learning is that everyone an learn given the right circumstances. Students are not advanced to a new learning objective until they have demonstrated proficiency with the current object they are currently working on. This is based on Benjamin Bloom's Mastery for Learning Model. Mastery learning can include one to one tutoring, self-pased learning with materials, and direct teacher instruction. Mastery learning uses differentiated and individualized instruction, progress monitoring formative assessment, feedback, corrective procedures, and instructional alignment to minimize achievement gaps.

What is Mastery Learning:

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ARTICLES

Mastery Learning in Public Schools: []

VIDEOS Mastery Learning: []

Mastery Learning: Educational Vodcasting: []

BOOKS

50 Ways to Close the Achievement Gap: Carolyn J. Downey, Fenwick W. English, Betty E. Steffy

Effective Instructional Strategies: From Theory to Practice: Kenneth D. Moore