Notes

• -prepare you to think in the short-term and long-term teaching
• -student comment as an entry point on where we want to end up
• -proactive, autonomous learners
• -a planning framework
• -critical and creative thinking- you don't need these skills to make all A's in school
• -pedagogical effectiveness
• -critical thinking test- NO GAIN
• -long-term goals and short-term plan
• -desired and actual results
• -strategic thinking- teachers that tell you what to do all the time- doesn't make room for student thought
• -when we teach, we need to be more goal focused (comment)
• backward design thinking- long term goal- what follows for assessment (not grading, assessing/ judging how we are doing against the goal, coaching) and what follows for instruction
• What do we have to do to make our students love what we are teaching them?
• the textbook is not the course- only used as a resource
• given our understanding goals, which chapters should be highlighted, skimmed, skipped, re-sequenced?
• aim for explicit understanding
• Backward from Goals: Meaning-"I want students to leave having inferred/realized that, now and in the future..."
• Background from Goals: Transfer - "I want students to leave able to transfer their understanding- on their own- to concrete address current and future situations
• 3rd day of lesson- textbook is used (not on the first day)
• the way we do math is bad- this is why people don't like math or they think that they are bad at math- backward design lesson planning expands the pool of interested parties and is differentiatable for individual students
• it is our jobs as teachers to make the design of the lesson relatable to every student- we are given this backward design plan but we must figure out how to plan our lesson to make sure that every child is learning- DESIGN CHALLENGE
• Intellectual engagement- finding ways to help students that are uninterested in the content to want to be engaged in the content
• Incentivize- incentives to learning the information