Chapter Nine

rospenda chapter 9 wiggins 1

Chapter Nine

Planning for Learning


Key to Remember

• It is possible to use Multiple opinions, approaches to designing activities– Think Differentiated Instruction


Questions you should ask

• 1. What is your desired result?



• What are the targeted performances



• What instructional approaches will help achieve the goals?



• What do the students need to achieve the result?



• What is the best use of your time with the students?


See UbD Matrix p. 193-94 for detailed descriptions


Engaging Lesson Design

• Thought provoking• Fascinating• Energizing• It makes sense to try hard


Effective Lesson Design

• Learners become– Productive– Perform to high standards– Surpass expectations– Develop skill– Self Reflection


Questions to ask about the students

• When are the kids engaged in and out of school

• Why• What keeps them going• How does the activity transfer

• ****Hint “Needs satisfaction”****


When is a student most productive?

• Hands on?• Mysterious problems?• Variety?• Choices?

• ***Hint- get into the student Quality World*** become important to the student


Characteristics of good designsAsk these questions of yourself

• Are the performance goals clear?• Are there explicit challenges?• Is it hands on• Is it minimally front end loaded– DI/ Teacher sage on the stage

• Are important questions, issues raised?• Real world applications?



• Relevant feedback?• Personalized?• Clear models?• Time for focused reflection?• Lots of teaching methods?• Is the environment safe?• Are you a facilitator or info giver?



• Is there a big picture/ reason for work provided?

• Is this an immersion experience?– Education vs. Schoolwork


An example of an experience:Rube Goldberg Contest

• Standard: Integration of Knowledge and Ideas• RST.6-8.7., 8., 9

• Question: – What would you need to know if you wanted to be a

Scientist/Engineer

– How would you know that you knew it?– How could you teach this invention to someone else?


Assumptions by Mr. R.

• You work on this project each day at home• You show evidence of your progress with

pictures, videos, or photos• You are asking questions each day


Lesson Plan:Day one Carousal learning, intro

• Present Rube Goldberg videos– Why are these things crazy– How did an engineer put this together– What science is working in the video– What would you like to know about this invention– How does this work in REAL life?– What crazy, funny inventions come to your mind?• No violence, must meet Responsible, Respectful, Safe


• http://www.youtube.com/watch?v=_lGkqZLgWHQ

• http://www.youtube.com/watch?v=lNTTxlPifds&NR=1

• http://www.youtube.com/watch?v=ZFzumAZAGMs&feature=related

http://www.youtube.com/watch?v=_lGkqZLgWHQ

http://www.youtube.com/watch?v=_lGkqZLgWHQ

http://www.youtube.com/watch?v=lNTTxlPifds&NR=1

http://www.youtube.com/watch?v=lNTTxlPifds&NR=1


Rube Goldberg ContestDay 2.

• Your invention must:– Have 5-8 steps– Show how science works– Answer a question of your choice

• How to build a better mouse trap• How to mash potatoes

– Should be able to be used in real life outside of school– Prove that it works– Have data and a design model so someone else can use it


Rube Goldberg Day 3

• Form groups:– Can you work with these two kids?– What will it look like?– How will you know?– How will I know?– What behaviors- observable can I see?– Teacher has the last word if you can’t decide

– Discuss behavior, practice behavior, dissect behavior


Rube Goldberg Day 4-5-6

• By the end of day 4- Have:– Idea– Sketch– Parts list– Written proposal– Explanation of the project ( verbal and written)

***Bring examples of projects past, videos,***Invite an Engineer to class


Rube GoldbergDay 5

• By the end of day 5 you should have:– Parts in class– List of who is doing what at home– Beginning stages of building– Written questions: • How?• What if?• ***Highlight examples of appropriate teamwork,

progress.• *** discuss with kids***


Rube GoldbergDay 6

• By the end of day 6, you should have:– Written paper

• Praise, polish, question regarding our progress• How can we get better, even better

– ***discuss how this work is education vs. schoolwork***

– Discuss “How do scientists work?”– Homework: Interview an older person- “What is

science all about? How has science changed since you were in school? “


Day 7-8-9

• Day 7- Continue to build– Show your project on a chart– Develop/Write your presentation in paragraph

form


Day 8

• Finish building– Make it high quality• Colorful• Fun?• Interesting?

– Finish Presentation• Does everyone speak even a little?• Does everyone have a job• Can everyone explain how science and engineering

work


Day 9

• Practice the invention– Tweak it for problems– Fill out the praise polish and question sheet

somehow• Sentences• Pictures• Paragraphs• Other


How will Mr. R know that you learned something?

• Answer these questions– How is an engineer different from a carpenter– What school skills help you in science/engineering– Where else can you use your invention?– What did you experience? More than I had fun.– What data did you keep? Why was it important?


How will Mr. R know you learned something?

• You have an invention• You worked on it with each other• You can tell me, show me, present to me,

what you did by yourself• You can tell me how you would change the

invention

Documents

Chapter Nine