Chapter 3, Wiggins

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Chapter 3, Wiggins

• Gaining Clarity on our Goals
• By Bobby Baker

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How does understanding by design clarify out
specific goals?

• By unpacking the state standards,
• Asking the essential questions
• Understandings
• Skill students ability to demonstrate, critique,
  and solve.

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Breaking down standards

• How do teachers break down state standards into
  meaningful lesson plans?
• performance indicators and key recurring nouns,
  adjectives, and verbs. (Fig 3.2)
• Big Ideas in Teaching

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Why are BIG IDEAS so important in Backward
Design?

• Core of the subject through essential questions.
• Big Ideas clarify content priorities.
• Lets Define Big Ideas what are they? (see notes)

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How do teachers find Big Ideas?

• Wording of the state standards.
• Circle recurring nouns in the standards.
• Transferable concepts.
• Ask students about content in state standards.
• Using pairs of words as reinforces

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Big Ideas and transferring tasks

• If possible, challenge students by making
  realistic situations which will apply to the
  lesson plans.
• 4 ways of transferring tasks from big ideas to
  framing student goals
• Carefully thinking through what the task does and
  does not ask and provide what is required. ( very
  challenging)
• Deduce problem from what information is given.
  (challenging)
• Students just recognize and recall information.
  (less challenging)
• Students just learn through examples (not
  challenging)

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Thank you for your time