Writing a Parenting Learning Experience

MANY OF USBELIEVE THAT SCHOOLS SHOULD DEVOTE MORE TIME TO ESSENTIAL QUESTIONS AND LESS TIME TO TRIVIAL PURSUIT.

What’s the Big Idea?

Contact Information: Pat Loncto

Workshop Enduring Understandings:

Big ideas are remembered after many of the details are forgotten.

Experience is the best teacher.

Workshop Essential Question: What’s the Big Idea?

Workshop Guiding Questions:

How can the big ideas be discovered?(details to big idea)

How can the big ideas be unpacked (big idea to details)

Workshop Resources to bring to class:

NYS Standards/Performance Indicators
CORE Curriculum
Curriculum Maps
Course Text

LEARNING OPPORTUNITY TASKS contained in this lesson:

□ TASK 1: Complete the “PRE-ASSESSMENT”.

□ TASK 2: Complete “Finding the Big Ideas” worksheet.

□ TASK 3: Express the Big Ideasas Enduring Understandings.

□ TASK 4: Link the Enduring Understandings to an Essential

Question.

□ TASK 5: Develop Guiding Questions from Essential Question.

□ TASK 6: Complete “POST-ASSESSMENT” and “Reflection”

using different color ink.

TASK 1 (and 6): Take Pre- (and Post-) Assessments

Answer Reflection Questions at the end of each class.

Name or Code:

What do you know?

Big Ideas PRE-Assessment/POST-Assessment

(change color ink for post-assessment)

In words or graphics explain how these words are related:

Big Idea Enduring Understanding Essential Question

Guiding/Topical Questions Reflection

PRE -

POST-

Your reflection

End of Session 1: Why do I want to continue to listen and learn?

End of Session 2: What do today’s learning opportunities tell me about my current practice?

End of Session 3: How will I use what I learned? (continue answer on the back)

Diagnostic/Summative Assessment on Essential Questions

IS IT ESSENTIAL?

Number these Essential Questions in order from Best (6) to Least (1) quality. Have a rationale for your choices.

RANK (Task A) RUBRIC Score (Task B)

_____What problem-solving strategies can individuals use to manage conflict and change? _____

_____How does conflict lead to change? _____

_____How does an individual’s point of view affect the way he/she deals with conflict? _____

_____How might it feel to live through a conflict that disrupts your way of life? _____

_____How does conflict influence an individual’s decision and actions? _____

_____How are people transformed through their relationships with others? _____

Rate each of the above Essential Questions using the rubric strip below (4-1). Then reflect on the differences and similarities between your ranking and the score you gave. You will share this reflection with a partner.

ESSENTIAL QUESTIONS RUBRIC

Essential questions are universal, sometimes paradoxical; addressable but never fully answerable questions that can be used in inquiry-based learning experiences to draw students into the material presented.

Dimension / 4 / 3 / 2 / 1
Inquiry-based question
The extent to which the Essential Question can sustain inquiry for the theme/issue on an objective level. / -Compelling and open-ended, providing the central focus on a theme/issue that provokes and sustains student discussion to drive students’ inquiry by raising other important questions.
-Must be argued, discovered during investigation.
-Is stated objectively avoiding use of pronouns such as “my” or “our” allowing a search for ideas/facts and problem-solving with outside-the-box thinking, resulting in unique, unpredictable results. / -Significant, open-ended enough to drive student’s inquiry and clearly linked to the theme, issue, or question, with unpredictable student information related to the question.
-Must be investigated and synthesized.
- Is stated objectively avoiding use of pronouns such as “my” or “our” unless meant collectively. This narrows the focus and thinking thereby limiting the results. / -Unimportant and/or open-ended requiring only rote answers that can be found in references.
-Are researched.
- If stated objectively, the clues in the question limit thinking by pointing to answers in resources.
-If stated subjectively, using pronouns such as “my” or “our”, the question implies a request for personal reflection rather than inquiry. / -Trivial and/or closed question requiring a “yes” or “no” answer. If an explanation is required, the explanation is a rote answer that can be found in references.
-Are copied from a resource as a “right answer” or merely stated as an opinion.
-Whether stated objectively or subjectively the fact that the question is “closed” leads to predictable results or personal reflection.

Rewrite the question you ranked last (1) to make it a quality essential question. Use the rubric as a guide:

Rate each of the following Essential Questions using the rubric strip below (4-1). Then discuss your rating with a partner:

 What is freedom?

 Is freedom ever free?

 What is the relationship between your freedom and your responsibility?

 Is liberty and justice for all attainable?

_____ What do you do that infringes on the rights of others?

 Should people sacrifice freedom in the interest of security?

ESSENTIAL QUESTIONS RUBRIC

Describe a unit that might have this essential question. You may think in or outside the box. Essential Question: “Why have rules?”

What do you notice about the following questions from Scott Foresman Reading Street series:

Grade 3 ELA Unit 5

Unit 5 Concept Question: What happens when two ways of life come together?

Week 1: What can happen when someone’s clothes are different?

Week 2: How are communities and families similar around the world?

Day 1: How are communities and families similar around the world?

Day 2: In what way is Sanu proud of her heritage?

Day 3: What lessons can you learn from Sanu, Eric, and April?

Day 4: What holidays do both Americans and people from other cultures celebrate?

Day 5: How are communities and families similar around the world?

Week 3:What is gained and lost in a move from one culture to another?

Week 4:How can food from different cultures be mixed?

Week 5:How are families changed by the kind of place they live?

Answer:

TASK 2: Finding the Big Ideas Grade level:

Directions: Fill in all the blanks with the topic of the unit and answer the questions in the space under the question.

Why study ______? So what?

(topic)

What makes the study of ______universal?

(topic)

If the unit on ______is a story, what’s the moral of the story

(topic)

What’s the Big Idea implied in the skill or process of ______?

(topic)

What larger concept, issue, or problem underlies ______?

(topic)

What couldn’t we do if we didn’t understand ______?

How is ______used and applied in the larger world?

(topic)

What is real-world insight about ______?

(topic)

What is the value of studying ______?

(topic)

SAMPLETASK 2: Finding the Big Ideas

Grade level: 5(Jeff Arnold)

Directions: Fill in all the blanks with the topic of the unit and answer the questions in the space under the question.

Why study measurement? So what?

(topic)

For communication – human interest for understanding and for trade purposes.

What makes the study of measurement universal?

(topic)

Communication of a system for comparison that everyone agrees on.

If the unit on measurement is a story, what’s the lesson of the story?

(topic)

Need a common language.

What’s the Big Idea implied in the skill or process of measurement?

(topic)

A standardized set of tools and procedures leads to acceptable estimations.

Skills in using the tool itself affects the estimation and level of error.

What larger concept, issue, or problem underlies measurement?

(topic)

Defining the standards of measurement so they are universally accepted and easy to use.

What couldn’t we do if we didn’t understand measurement?

(topic)

Communicate so we can trade with others effectively.

How is measurement used and applied in the larger world?

(topic)

As a world-wide standard language that is universally accepted and understood in an attempt to answer how much.

What is real-world insight about measurement?

(topic)

As a people we agree on a common language for trade.

What is the value of studying measurement?

(topic)

To operate the global economy.

SAMPLETASK 2: Finding the Big Ideas

Grade level: 6(Pat Loncto)

Directions: Fill in all the blanks with the topic of the unit and answer the questions in the space under the question.

Why study measurement? So what?

(topic)

To create standardized items.

What makes the study of measurement universal?

(topic)

Communication of a system for comparison that everyone agrees on.

If the unit on measurement is a story, what’s the lesson of the story?

(topic)

Need a common language.

What’s the Big Idea implied in the skill or process of measurement?

(topic)

A standardized set of tools and procedures leads to acceptable approximations for creating

standardized items.

Skills in using the tool itself affects the estimation and level of error.

What larger concept, issue, or problem underlies measurement?

(topic)

Defining the standards of measurement so they are universally accepted and easy to use.

Creating tools that arrive at acceptable approximations for creating items.

Using measurement tools properly to arrive at estimation with a low level of error.

What couldn’t we do if we didn’t understand measurement?

(topic)

Create standardized products.

How is measurement used and applied in the larger world?

(topic)

As a world-wide standard language that is universally accepted and understood in an attempt to answer how much.

What is real-world insight about measurement?

(topic)

As a people we agree on a common language for creating standardized items.

What is the value of studying measurement?

(topic)

To create standardized items.

SAMPLETASK 2: Finding the Big Ideas

Grade level: High School(Kim Clemons, Marc Cousins)

Directions: Fill in the blanks and answer the questions.

Why study French? So what?

Understanding another’s culture helps one understand one’s own culture.
Understanding how another language is structured helps one analyze one’s native language and vice versa.
Understanding another language and culture makes one literate at understanding global issues.
Studying other cultures helps one recognize that people share more similarities than differences.
Understanding another’s culture and language supports and promotes tolerance.
Recognizing patterns in language improves one’s ability to speak the language.

What makes the study of French universal?

We all speak a language.
French is spoken on all 5 continents.
French is the language of live. It is also the language of culinary arts, fine arts, dance, music, cinema, travel, sports, hospitality, haute couture, hair fashion beauty products, gardening, business, scientific research, photography, architecture, government and the military.

If the unit on travel is a story, what’s the moral of the story?

Survival. How is knowing the target language a survival skill?

What’s the Big Idea implied in the skill or process of reading, writing, speaking, and listening in French?

Expanding your world view through your ability to communicate.

What larger concept, issue, or problem underlies studying French?

Languages other than English have patterns that are similar to and different from English.
There is a melody and rhythm in spoken language.
Integrating language production and reception is necessary in order to develop proficiency.
Fear can inhibit willingness to speak a language.
It’s okay to make mistakes when speaking a language; perfect pronunciation is not essential to communication and understanding;

What couldn’t we do if we didn’t understand French?

French influences American cooking, architecture, travel, fashion, art, music.
Guiding question: How is the French language a key to cooking, architecture, travel, fashion, art, music, etc. in our culture?
Reflection question: What can I do if I understand French?

How is French used and applied in the larger world?

French is the second most used language on internet.

English uses phrases with French cognates i.e. laissez faire.

What is real-world insight about studying French?

French and English share a lot of common vocabulary
French students and American students share common interests and values.

What is the value of studying French?

French language study reveals insights into English, extends the ability to communicate, and inspires cultural appreciation.

Enduring Understandings

Ideas taken from a variety of internet sites created from workshops and publications referencing Understanding By Design authors Grant Wiggins and Jay McTighe

Enduring Understandings refer to the big ideas we want the students to understand after they have forgotten many of the details.

How does one go about determining what is worth understanding amid a range of content standards and topics? Grant Wiggins and Jay McTighe suggest making choices by using the following model when establishing curricular priorities.

Lower Circle: Enduring understanding answers the question “Why is this topic worth studying?”

Middle Circle: Important to know and do answers the question “What prerequisite knowledge and skills need to be learned to reach the Enduring Understanding?”

Outer Circle: Worth being familiar with answers the question“What can be learned if there is time orcan be learned as general information that provides background?”

Example:

Enduring understanding= Measurement provides a common language for creating standardized items

Important to know and do = knowequivalent liquid and solid measures, practice the skill of using measurement tools to follow recipes with accuracy, double and half recipes

Worth being familiar with= metric measures used in other countries

Characteristics of Enduring Understandings:

Provide the learning context that anchor unit of study

Are the BIG IDEAS that reside at the heart of the discipline

Have value beyond the classroom

Require uncoverage of abstract or often misunderstood ideas

Examples of Enduring Understandings

Cooperation, rights, respect, and responsibility create an orderly and productive learning environment, establishing the foundation for citizenship.
Art is communication.
Epic heroes reflect the culture from which they emerged.
Culture, media and social pressures influence health behaviors.
All living things need to adapt to their habitat to survive and thrive.
All living things need each other to survive
The study of language helps us understand and experience the world around us.
Geographical, economic, technological, religious, and social variables affect the course of history.
Actions have consequences.
Math is a language.
Numbers tell the story of business.
Observations help explain past observations and predict future events.

TASK 3: Expressing the Big Ideas as Enduring Understandings

Step A – complete My Performance Indicator Vocabulary List by selecting the appropriate Standards/Performance Indicators and recording significant vocabulary for the topic used in Task 2.

Step B – write Enduring Understanding(s) for the topic used in Task 2

MY Performance Indicator Vocabulary List

Name:Standards Area:

Brief description of the related series of lessons:

List of Performance Indicators to be assessed during this series of lessons:

In the chart below, list the words in the Standards and Performance Indicators selected that you think are significant. Pay particular attention to words that are part of that discipline’s literacy. (For example: plot in ELA, inquiry in Science, strategy in Math, pitch Music). Next, list other significant words that you commonly use, or would like to use, during this series of lessons.

Key Phrases / Nouns / Verbs / Adjectives

Directions: Write 1-3 Enduring Understandings for the Topic you used in Task 2.