Monthly Archives: May 2014

Standard 1 & 3 Meta-Reflection: Instructional Planning and Curriculum

Standard 1 Instructional Planning: Designs and monitors long and short-term plans for students’ academic success. Standard 3 Curriculum: Provides knowledge and skills that bring academic subjects to life and are aligned with state content standards. The course, Curriculum Design, taught … Continue reading

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EDU6524: EdCamp Reflection

I want to reflect on my experience at EdCamp at University Prep. The event offered a “unconference” format in which teachers taught teachers during sessions centered around specific topics. One of the sessions I attended was about the role mentors … Continue reading

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Standard 12 Meta-Reflection: Professional Citizenship

Standard 12 Professional citizenship: Willingly engages in dialogue that transcends the individual classroom, taking informed, coherent positions on important matters of educational policy and practice. Throughout history, reformers have influenced educational policy and educational practice has changed over time. School … Continue reading

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EDU 6524: Assessing Student Understanding (Blog 4)

Rubrics can serve as a tool to determine students’ level of understanding based on their responses. Rubrics allow both the teacher and student to assess progress and areas for growth. In order to use rubrics effectively, students need to be … Continue reading

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EDU 6524: Essential Questions (Blog 3)

When designing units, teachers should frame learning goals in the form of essential questions to help students make connections and apply new knowledge to broader contexts. Wiggins & McTighe (2005) state, “The design must explicitly focus on the big ideas … Continue reading

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EDU 6524: Understanding vs. Knowledge (Blog 2)

An important component to implementing the backward design strategy is to differentiate between the words “understand” and “know.” If students are to understand a concept they must be able provide evidence by demonstrating they know specific pieces of knowledge. Understanding … Continue reading

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EDU 6524: A Backward Approach (Blog 1)

Understanding by Design (Wiggins & McTighe, 2005) offers a backward way of thinking about curriculum that focuses on defining first what students need to know, rather than the activities and instructions that will be used. Design of assessment needs to … Continue reading

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