Embedded Files
3 Dimensional Learning
3 Dimensional Learning
Planning for Authentic Learning
Planning for Authentic Learning
The Syllabus is Split into Units. Each Unit is a Storyline
The Syllabus is Split into Units. Each Unit is a Storyline
A storyline is an instructional unit that is a coherent sequence of lessons, in which each step is driven by students' questions that arise from their interactions with phenomena. A student's goal across a storyline should always be to explain a phenomenon or solve a problem. At each step, students should make progress on the classroom's questions through practices, to help figure out a scientific idea. Each piece they figure out should add to the developing explanation, model, or designed solution.
In this pedagogical approach problems are presented before students have had a chance to learn core ideas.
In this pedagogical approach problems are presented before students have had a chance to learn core ideas.
Often the importance of a particular problem or idea is clear to the teacher, but not to the students. For example, the teacher knows how learning about the cell will help with important biological questions, but to the students, they are learning about cells because that's the title of the current chapter in the textbook. We want students engaging in practices around a question that they feel a genuine need/drive to figure out. Anchoring learning in explaining phenomena supports student agency for wanting to build science and engineering knowledge. Students are able to identify an answer to "why do I need to learn this?" before they even know what the “this” is.
“The focus of learning shifts from learning about a topic to figuring out why or how something happens”
“The focus of learning shifts from learning about a topic to figuring out why or how something happens”
The Storyline approach
The Storyline approach
How do we kick off investigations in a unit?
How do we work with students to motivate the next step in an investigation?
How do we help students use practices to figure out pieces of ideas?
How do we push students to go deeper and revise the ideas we have built together so far?
How do we help students put together pieces of the disciplinary core ideas (DCIs) and crosscutting concepts (CCCs)?
- Develop Questions and Next Steps (Navigate)
How do we bring a new question into focus and set a new trajectory for the next investigation?
Assessments
Assessments
"Assessment must shift towards testing only the understanding of core concepts and knowledge, along with higher order capacities such as critical thinking, analysis, and application. Unfortunately, the current nature of examinations - and the resulting coaching culture of today - are doing much harm, especially at the secondary school level, replacing valuable time for true learning with excessive examination coaching and preparation." - Draft NEP 2019
Darling-Hammond says that even Google has given up using standardized testing as a means for evaluating who will be most successful and who will make the best hire. Schools, however, remain among the most standardized test-heavy education systems in the world. Why are we still “bubbling in,” as puts it, when top-performing countries such as Singapore long ago realized there are better and more accurate ways to evaluate both students and their teachers?
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