Design Qualities of ContextDesign Qualities of Context

Please, no more wimpy lessons!

Design Quality of Context:Design Quality of Context:Content & SubstanceContent & Substance

What do we want students to know or do?What do we want students to know or do?What specific materials are needed to What specific materials are needed to

learn?learn?Content sentence: Use a higher level verb Content sentence: Use a higher level verb

to tell what students will be able to do at to tell what students will be able to do at the end of the unit.the end of the unit.

Evidence of Content & SubstanceEvidence of Content & Substance

Objectives are written in kid friendly Objectives are written in kid friendly language and reviewed with students.language and reviewed with students.

Students know the WHY?Students know the WHY?State standards are followed.State standards are followed.District curriculum is used.District curriculum is used.Follows scope and sequence.Follows scope and sequence.

Reflection QuestionsReflection Questions

Is it clearly stated what student Is it clearly stated what student expectations are?expectations are?

How important is this knowledge (TEKS, How important is this knowledge (TEKS, standardized tests)?standardized tests)?

How can you persuade students this is How can you persuade students this is important?important?

Design Quality of Context:Design Quality of Context:Organization of KnowledgeOrganization of Knowledge

How are you going to teach this unit?How are you going to teach this unit?Mini-lessonsMini-lessonsStudent researchStudent researchConduct experimentsConduct experimentsLearning styles addressedLearning styles addressedMaterials usedMaterials used

Evidence of Organization of Evidence of Organization of KnowledgeKnowledge

Graphic organizersGraphic organizersPneumonic devicesPneumonic devicesNew knowledge related to old knowledge.New knowledge related to old knowledge.Tiered instructionTiered instructionTeacher modelingTeacher modeling Integration of curriculum areasIntegration of curriculum areasMini-lessonsMini-lessonsField trips, expertsField trips, experts

Reflection QuestionsReflection Questions

Are student interests taken into account?Are student interests taken into account?Are tasks, activities, assignments Are tasks, activities, assignments

engaging enough for students who are not engaging enough for students who are not interested in the topic?interested in the topic?

Are curriculum materials available?Are curriculum materials available?Are learning styles addressed?Are learning styles addressed?Are connections made to prior learning?Are connections made to prior learning? Is it interdisciplinary?Is it interdisciplinary?

Design Quality of Context:Design Quality of Context:Clear & Compelling Product Clear & Compelling Product

StandardsStandardsStudent is clear about what to do, what Student is clear about what to do, what

the product will look like, what the product will look like, what standards will be applied to evaluate standards will be applied to evaluate these products and performances.these products and performances.

Evidence of Clear and Compelling Evidence of Clear and Compelling StandardsStandards

RubricsRubrics Instruction sheetInstruction sheetStudent checklist/timelineStudent checklist/timelineStudents involved in rubric developmentStudents involved in rubric developmentExamples of excellent workExamples of excellent workOpportunities created for teacher/peer Opportunities created for teacher/peer

feedback during progress of the workfeedback during progress of the work

Reflection QuestionsReflection Questions

Are students very clear of expectations?Are students very clear of expectations?Are standards relevant beyond just getting Are standards relevant beyond just getting

a good grade?a good grade?Are students regularly assessing their Are students regularly assessing their

work in terms of set standards?work in terms of set standards? Is assessment used to promote students Is assessment used to promote students

success?success?Are peer evaluations used: public Are peer evaluations used: public

discussions, exhibitions, products?discussions, exhibitions, products?

Design Quality of Context:Design Quality of Context:Protection from Adverse Protection from Adverse

ConsequencesConsequences

The task is designed so students The task is designed so students feel free to try without fear of feel free to try without fear of

failure. failure.

Evidence of ProtectionEvidence of Protection

Schedule and plan for all activitiesSchedule and plan for all activitiesRegular checkpoints scheduledRegular checkpoints scheduledStudents given scheduleStudents given scheduleResource teacher available when neededResource teacher available when neededResources accessible for all studentsResources accessible for all studentsConferences scheduledConferences scheduledStudent talents are utilizedStudent talents are utilizedChoices on how to present workChoices on how to present work