The Legacy CycleThe Legacy CycleCherie McColloughCherie McCollough

VaNTH-PER Workshop VaNTH-PER Workshop January 10, 2004January 10, 2004

Schwartz, D., Lin, X., Brophy S., Bransford, J. (1999). Toward the development of flexibly adaptive instructional designs. In C. Reigeluth (Ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Pp. 183 – 214). Mahwah, NJ: Erlbaum.

The LEGACY CycleThe LEGACY CycleA Flexibly Adaptive Instructional A Flexibly Adaptive Instructional

DesignDesign The Initial ChallengeThe Initial Challenge Look Ahead and Reflect BackLook Ahead and Reflect Back Generate IdeasGenerate Ideas Multiple PerspectivesMultiple Perspectives Research and ReviseResearch and Revise Test Your MettleTest Your Mettle Go PublicGo Public

Optics Example: Diamonds, Stars, Optics Example: Diamonds, Stars, and Shadows – What are the and Shadows – What are the

properties of light?properties of light?

Context – Why Optics?Context – Why Optics? Optics and the curriculum – TEKS, IPGSOptics and the curriculum – TEKS, IPGS Content covered in First and Second Content covered in First and Second

ChallengeChallenge Webpage URL: Webpage URL:

http://www.ece.utexas.edu/bell/newLegacy/http://www.ece.utexas.edu/bell/newLegacy/mod3.html mod3.html

Look Ahead and Reflect BackLook Ahead and Reflect Back

Provides an understanding of the goals, Provides an understanding of the goals, context, and challenges students will facecontext, and challenges students will face

Provides a benchmark for reflection and self-Provides a benchmark for reflection and self-assessmentassessment

Helps students represent a specific problem as Helps students represent a specific problem as an example of a larger set of issuesan example of a larger set of issues

Example: OpticsExample: Optics

Look Ahead and Reflect Back: Look Ahead and Reflect Back: Student vs. TeacherStudent vs. Teacher

STUDENT:STUDENT: What is my challenge?What is my challenge? What is the basic problem and how does that What is the basic problem and how does that

problem relate to others in this content area?problem relate to others in this content area? TEACHER:TEACHER:

What are the What are the learninglearning goals that students should goals that students should meet in this challenge?meet in this challenge?

What are the What are the contentcontent goals that students should goals that students should meet in this challenge?meet in this challenge?

Look Ahead and Reflect Back: Look Ahead and Reflect Back: MilestoneMilestone

Think about the content area you would like Think about the content area you would like your Legacy challenge to address.your Legacy challenge to address.

What are some What are some learning goalslearning goals you have for you have for your students in this unit? What are some your students in this unit? What are some content goalscontent goals??

Write some questions relating to this content Write some questions relating to this content area that could potentially be Legacy area that could potentially be Legacy challenges.challenges.

Discuss with the group.Discuss with the group.

Generate IdeasGenerate Ideas

Helps students make their own thinking explicitHelps students make their own thinking explicit Helps students see what other students are thinkingHelps students see what other students are thinking Encourages sharing of ideasEncourages sharing of ideas Helps teacher assess current state of student Helps teacher assess current state of student

knowledgeknowledge Provides students with baseline to more easily see Provides students with baseline to more easily see

how much they learnhow much they learn Example: OpticsExample: Optics

Generate Ideas: Student vs. TeacherGenerate Ideas: Student vs. Teacher Student:Student:

What do I already know about this topic?What do I already know about this topic? What do I want to find out about this topic?What do I want to find out about this topic? What do others know?What do others know?

Teacher:Teacher: What do my students already know about this What do my students already know about this

topic?topic? Are there misconceptions that need to be Are there misconceptions that need to be

addressed?addressed? What further instruction may be necessary?What further instruction may be necessary?

Generate Ideas: MilestoneGenerate Ideas: Milestone

PredictPredict what you think students will what you think students will discuss.discuss.

ListList those ideas those ideas DiscussDiscuss with group. with group.

Multiple PerspectivesMultiple Perspectives

Provides a way to introduce students to vocabulary Provides a way to introduce students to vocabulary and perspectives of expertsand perspectives of experts

Allows students to compare their ideas to expert’s Allows students to compare their ideas to expert’s ideasideas

Provides guidance on what students need to learn Provides guidance on what students need to learn aboutabout

Provides realistic standards of performanceProvides realistic standards of performance Indicates that multiple perspectives exist in the Indicates that multiple perspectives exist in the

domaindomain Example: OpticsExample: Optics

Multiple Perspectives: Student vs. Multiple Perspectives: Student vs. TeacherTeacher

Student:Student: What new information is being presented about What new information is being presented about

this topic?this topic? How does this information compare with what I How does this information compare with what I

already know?already know? Teacher:Teacher:

What information are students perceiving in What information are students perceiving in addition to content? Do they recognize different addition to content? Do they recognize different perspectives? Are they applying realistic standards perspectives? Are they applying realistic standards of performance to themselves? Do they see the of performance to themselves? Do they see the value of multiple perspectives?value of multiple perspectives?

Multiple Perspectives: MilestoneMultiple Perspectives: Milestone

ListList some different perspectives that may be some different perspectives that may be used in your content area/challenge. used in your content area/challenge.

DescribeDescribe what each expert may contribute to what each expert may contribute to your content area/challenge.your content area/challenge.

DiscussDiscuss with group. with group.

Research and ReviseResearch and Revise

Exploring the Challenge:Exploring the Challenge: Consult resourcesConsult resources Collaborate with other studentsCollaborate with other students Listen to “just-in-time” lecturesListen to “just-in-time” lectures Complete skill-building lessonsComplete skill-building lessons Look at legacies left by other studentsLook at legacies left by other students Conduct simulations and hands-on Conduct simulations and hands-on

experimentsexperiments Example: OpticsExample: Optics

Research and Revise: Student vs. Research and Revise: Student vs. TeacherTeacher

Student:Student: What more do I need to know to become an “expert” in What more do I need to know to become an “expert” in

this content/challenge area?this content/challenge area? What questions do I still have?What questions do I still have?

Teacher:Teacher: Are any “just in time” lectures necessary? Are any “just in time” lectures necessary? Are students exploring content fully and thinking Are students exploring content fully and thinking

deeply?deeply? Are misconceptions being addressed?Are misconceptions being addressed? Are there collaboration/group issues?Are there collaboration/group issues?

Research and Revise: MilestoneResearch and Revise: Milestone

ThinkThink of some ideas for resources regarding of some ideas for resources regarding your content area/challenge.your content area/challenge.

ThinkThink of strategies to help students as they of strategies to help students as they research.research.

ConstructConstruct a list of the above. a list of the above. DiscussDiscuss with group. with group.

Test Your MettleTest Your Mettle

Formative assessmentFormative assessment Wide variety of forms: multiple choice tests, Wide variety of forms: multiple choice tests,

essays, opportunities to test their designs, etc.essays, opportunities to test their designs, etc. Feedback suggests which resources to consult Feedback suggests which resources to consult

to reach target level of understandingto reach target level of understanding Feedback is motivationalFeedback is motivational Example: OpticsExample: Optics

Test Your Mettle: Student vs. Test Your Mettle: Student vs. TeacherTeacher

Student:Student: Have I approached a level of expertise in this Have I approached a level of expertise in this

content/challenge area?content/challenge area? Do I have a sufficient level of understanding in Do I have a sufficient level of understanding in

this content/challenge area? If not, what must be this content/challenge area? If not, what must be done before proceeding to the next step?done before proceeding to the next step?

Teacher:Teacher: Have students reached the expected level of Have students reached the expected level of

understanding? If not, where are the content gaps?understanding? If not, where are the content gaps? Have assessments been motivational and Have assessments been motivational and

adequate?adequate? Have misconceptions been addressedHave misconceptions been addressed??

Test Your Mettle: MilestoneTest Your Mettle: Milestone

ListList some of the criteria you will use for some of the criteria you will use for content mastery and how you will test those content mastery and how you will test those criteria.criteria.

What are some activities or problems/projects What are some activities or problems/projects that you can include as part of the students’ that you can include as part of the students’ investigation? investigation? List and discussList and discuss with group with group members.members.

Go PublicGo Public

Makes thinking VISIBLEMakes thinking VISIBLE Helps students to assess themselves and othersHelps students to assess themselves and others Helps set standards for achievementHelps set standards for achievement Helps students to learn from each otherHelps students to learn from each other Motivates students to do well (high stakes)Motivates students to do well (high stakes) Example: OpticsExample: Optics

Go Public: Student vs. TeacherGo Public: Student vs. Teacher

Student:Student: What are the standards for achievement in this What are the standards for achievement in this

content/challenge area? Have I met them?content/challenge area? Have I met them? What are important lessons that I learned and want What are important lessons that I learned and want

to leave to others?to leave to others? Teacher:Teacher:

Were students successful? Why or why not?Were students successful? Why or why not? What are important lessons that I learned and want What are important lessons that I learned and want

to leave for myself and others?to leave for myself and others?

Following completion of Legacy Following completion of Legacy Cycle:Cycle:

Return to Look Ahead and Reflect Back and Return to Look Ahead and Reflect Back and see how much has been learned (benchmark) – see how much has been learned (benchmark) – shows the payoff for perseveranceshows the payoff for perseverance

Focuses on the process and content learned – Focuses on the process and content learned – can make CD that contains their solutions and can make CD that contains their solutions and legacies, provides a reviewlegacies, provides a review

Helps students decide what legacies will be Helps students decide what legacies will be most useful to othersmost useful to others

Teachers should also leave legaciesTeachers should also leave legacies

Websites of InterestWebsites of Interest

www.VaNTH.orgwww.VaNTH.org

Information regarding VaNTHInformation regarding VaNTH www.ece.utexas.edu/bell/newLegacywww.ece.utexas.edu/bell/newLegacy

The optics website (case sensitive)The optics website (case sensitive) http://www.edb.utexas.edu/petrosino/per/http://www.edb.utexas.edu/petrosino/per/

go to “workshops”go to “workshops”