Articulate:
So much of what I do and teach is rooted in reality and skills engineers use for solving real-world, problems. Starting with the end product has always been how I have designed my curriculum and teaching, however like many teachers we assumed kids knew what skills were required to reach this end product. The fallacy of this old method was that I was viewing from my expert lens and not the lens of a learner. Now, I will to articulate each skill and learning target for my students in language that is student centered with the purpose of helping students understand the specifics of each skill necessary to reach the end product.
The "scales" will articulate the specific skills or learning targets for each unit, defining each skill and how each skill is being assessed in the same student centered language that can be used to provide feedback on ANY assignment within the unit. . The outcome should be: a more skills based curriculum, lessons that provide more individualized practice (since I will have more specific data/feedback on individual student skill progress), and a deeper understanding by students of the skills they need to master.
I have learned that much of the greater learning in all classes can be tied back to larger transferable skills. I eventually hope to be able to rework my course KUDs to include these larger transferable skills (and their connections to unit specific skills).
So much of what I do and teach is rooted in reality and skills engineers use for solving real-world, problems. Starting with the end product has always been how I have designed my curriculum and teaching, however like many teachers we assumed kids knew what skills were required to reach this end product. The fallacy of this old method was that I was viewing from my expert lens and not the lens of a learner. Now, I will to articulate each skill and learning target for my students in language that is student centered with the purpose of helping students understand the specifics of each skill necessary to reach the end product.
The "scales" will articulate the specific skills or learning targets for each unit, defining each skill and how each skill is being assessed in the same student centered language that can be used to provide feedback on ANY assignment within the unit. . The outcome should be: a more skills based curriculum, lessons that provide more individualized practice (since I will have more specific data/feedback on individual student skill progress), and a deeper understanding by students of the skills they need to master.
I have learned that much of the greater learning in all classes can be tied back to larger transferable skills. I eventually hope to be able to rework my course KUDs to include these larger transferable skills (and their connections to unit specific skills).
The Goal:
The Evidence:
Design & Engineering Technology 1: UNIT #1 - KUD + Scales + Summative + Formatives
Design & Engineering Technology 1: UNIT #2 - KUD + Scales + Summative + Formatives