Archive for the 'Wiggins' Category

New article for Wiggins’ Big Ideas Website

I have had another article, Distributed Practice for Success, published at Grant Wiggins’ Big Idea website: Exploring the Essential Questions of Education.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Formative Assessment and Homework article

I had an article on formative assessment and homework published on Grant Wiggins’ Big Ideas An Authentic Education e-journal. Also, http://tinyurl.com/35m6xn.

Planning for Technology-Infused Learning Projects: Understanding by Design Model

A very useful form for helping to plan any learning activity in schools is Grant and Wiggins Understanding by Design. Here is a slight modification of it for use in planning technology-infused or technology integration projects.

Teacher:

Subject:

Grade Level:

Number of Students:

Length of Lesson/Unit/Project (in days):

Stage 1: Identify desired results

– What enduring understandings are desired?
– What essential questions will guide this project and focus teaching/learning?
– What key knowledge and skills will students acquire as a result of this unit?
– What prior learning, interests, misconceptions, and conceptual difficulties might students bring to this lesson?

II. Determine acceptable evidence
What evidence will show that students understand the expected learning?
What will be the performance task?
Will a state rubric be used to assessed the evidence?
And what other a teacher made standards-based assessment will be used?
How often will students be assessed during the project?

 

III. Plan learning experiences and instruction
What sequence of teaching and learning experiences will enable the students to develop and demonstrate the desired understandings?
What technology and other resources will be used?

 

One resource that includes good description about each stage is

http://www.lttechno.com/nlu/handouts/tie536/unitrubric.doc

If you have a UBD format lesson plan that you use for planning technology-infused learning, please share it. As we help teachers to plan using this model, we help them to plan for worthwhile instruction achieved through technology.

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Essential Data Driven Purposeful Technology Use for Student Learning

Aseltine et al’s Supervision for Learning (ASCD, 2006, pgs 23-24 ) has four tests to guide teachers in selecting what their slice of improvement for the year will be. These questions are consistent with the Understanding by Design model of Wiggins and McTighe

1. Essential Teaching and Learning. Does the target represent an area of essential teaching and learning for the teacher’s grade level and content area?

2. Schoolwide and District Data. Does an analysis of schoolwide or district performance data suggest that the target is an area needing improvement

3. Classroom Assessment. Does an analysis of classroom assessment data confirm the target as an area needing improvement?

4. The School and District Improvement Plan. Does the target correspond to an area of emphasis in the district or school’s improvement plan?

I would add that these same questions should be asked when teachers plan to infuse technology into learning. When they use these four questions, then they are using technology to support essential learning rather than using technology to support non-essential learning. Then technology use supports building goals and are not just a great add-on.

Try asking these questions before your next project.

Wiggins, Assessment/Feedback, and Technology Use

Grant Wiggins stresses that teachers spend too much teaching and covering content and not enough time in assessing.

He asserts that good feedback systems

are quick and ongoing,

are contextual,

address individuals,

model desired behaviors,

are specific,

break tasks intosubparts,

provide multiple opportunities for retrying,

are descriptive,

include what learners did and did not do,

and have a shared vocabulary.

(Wilcox, John. “Less Teaching, More Assessing” Association for Supervision and Curriculum Development Education Udate Feb 2006 Vol 48-2, 1-8)

 

So how do we build these features in when technology is used? For example, how do we include these feedback features when our class videconferences with another class or with an expert? Is the videconferencing about teaching content or about assessing students’ learning? One way to answer that question is through a series of feedback questions:
How often is everyone assessed?
What type feedback is each person given?
If the answer is often and formative, then student learning is the focus.


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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