Académique Documents
Professionnel Documents
Culture Documents
A Walkthrough
Holly C. Gould, Ph.D. Kay Brimijoin, Ph.D.
Sweet Briar College
Overarching Concept
A mental construct that frames a set of examples sharing common attributes. Concepts are timeless, universal, abstract, and broad. Concepts may be very broad, such as change, system, or interdependence, or they may be more topic specific, such as organisms, solution, habitat, or government.
Source: Sara Lampe
Understand
Be Able to Do
Teaching facts in isolation is like trying to pump water uphill. -Carol Tomlinson
KNOW (Facts,
Vocabulary, Definitions)
There are 50 states in the US Thomas Jefferson 1492 The Continental Divide The multiplication tables
KNOW (Facts,
Vocabulary, Definitions)
What is the Pythagorean Theorem? Who was Ptolemy? What is onomatopoeia? Who were the leaders of the Womens Suffrage Movement?
MISCONCEPTION ALERT!!
Knows are NOT just the standard. For example, the following SOL contains more than just the KNOW
SOL 3.4 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 3 = ____.
In this example above, the KNOWS would be: VOCABULARY-- fact sentence, addend, sum, equation FACTS math facts to 25, format of number sentences vertically and horizontally
MISCONCEPTION ALERT!!!
If a teacher finds it difficult to distinguish between the KNOW and the UNDERSTAND it is likely because the lesson is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills. KNOW: Columbus came to the New World in 1492 UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.
Skills
Basic skills of any discipline Thinking skills Skills of planning, independent learning, etc.
The skill portion encourages the students to think like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to be like a doctor, a scientist, a writer or an artist.
BE ABLE TO DO
Write a unified paragraph Compare and contrast Draw conclusions Examine varied perspectives Work collaboratively Develop a timeline Use maps as data
MISCONCEPTION ALERT!!!
The do is the learning outcome of a lesson or lesson sequence. This outcome may be demonstration of mastering an objective, evidence of a thinking skill, social skill, or basic skill of a discipline. (YES, The students will compare two novels to determine common themes.) The do is NOT what will happen in the lesson or what the teacher will do. (NOT, The students will complete a RAFT assignment in cooperative groups; NOT, The teacher will read Frog and Toad are Friends to the class and will ask students to complete one of three task cards based on their interests.)
MISCONCEPTION ALERT!!!
The KUDs should be written in such a way that if even if individual students or groups are all doing different things, all students will be addressing the same identified learning goals. NOT: Read Island of the Blue Dolphins and select one of the following tasks to complete: Write a new ending for the story Create a diorama of your favorite part of the story Write a timeline of events in the story Dress as your favorite character and read from the chapter in that characters voice Complete a webquest on dolphins
Essential Questions
Use the understanding statements to write the essential questions. Usually how or why questions Example
How does voice reflect the author? Why do all cultures contain the same elements?
K,U,or D?
Look at the list of KUDs in the next two slides. Identify which are Knows, which are Understands, and which are Dos.
Truth can look different from different perspectives. Show, in writing, how a shift in perspective can result in a shift in interpretation of events.
Pre-Assessment
What the student already knows about what is being planned What standards, objectives, concepts & skills the individual student understands What further instruction and opportunities for mastery are needed What requires reteaching or enhancement What areas of interests and feelings are in the different areas of the study Ascertaining different learning preferences How to set up flexible groups: whole, individual, partner, or small group
Closure
Great way to see if students got it is to ask the essential question(s)
If Differentiated
What part of the lesson was differentiated?
Content Process Product
If Differentiated
How was it differentiated?
Readiness Interest Learning Preference
If Differentiated
Why?
What identified need prompted you to differentiate this way? Should reflect preassessment
Assessment/Culminating Performance
Describe the assessment/culmination Describe how you measured the
Content How did you measure that the students got the know section of the lesson plan? Understandings How did you measure that the students got the big ideas? These are reflected in the understand section of the lesson plan. Skills How did you measure the students performance of the skills listed in the be able to do section of the lesson plan? (You may have addressed some of the KUD in the body or closure of the lesson as well.)