LLED 32525 novembre 2013

Aujourd’hui – 325 et 45013h00 à 14h00: LLED 325

Principe 9 : La planification et l’évaluation favorisent l’apprentissage d’une langue Planification à rebours (Understanding By Design) L’évaluation (revue)

14h00 à 14h50: EDUC 450 – Choix d’une enquête – ma recherche

15h00 à 16h00: EDUC 450 – Billet d’entrée et lectures

16h00 à 16h50: LLED 325 (Suite, questions, prochaines étapes) Explication du travail indépendant pour le cours de 325

Séquence de leçons (unité) Grille d’évaluation

Revue en groupes…Quelles sont les trois étapes de la planification à rebours?

Quelle est, d’après vous, la plus grande différence entre la planification à rebours et la planification traditionnelle?

Qu’est-ce que distingue l’enseignement axé sur les concepts de l’enseignement axé sur les sujets (Concept-based vs. Topic-based teaching)?

Quelles sont les trois buts (types) d’enseignement?

Jay McTighe on UbDhttp://www.youtube.com/watch?v=d8F1SnWaIfE

Sujet/niveauThème (Big Idea)Objectifs d’apprentissage Idées centrales (Enduring Understandings)Questions essentiellesConnaissances et Habiletés

Etape 1: Planification à rebours

Résultats désirés

BIG IDEAS (Thèmes)

An abstract and transferable concept, theme, theory or process

At the heart of the subject or topic

Important, enduring and transferable

The ‘building blocks’ of understanding

Help ‘connect the dots’ of fragmented lists of PLOs

‘Big Ideas’ L’adaptation

La transformation

L’énergie

L’exploration

La liberté

La culture

La justice

L’égalité

La migration

Les modèles, les régularités

Le pouvoir

La résolution de problèmes

La révolution

Le conflit

Good vs. Evil

Unpacking the Learning Goals (PLOs)

PLOs imply BIG IDEAS

Look carefully at the nouns, adjectives and verbs in the PLO

The nouns and adjectives indicate the implied BIG IDEAS that will be used to create an Enduring Understanding

You’ve got to go below the surface…

…to really uncover the big ideas!

Grade 11 Earth Science

Prescribed Learning Outcome:

Demonstrate knowledge about the origins of the universe and about astronomical entities

BIG IDEAS:

Big Bang Theory

Scientific investigation

Creation vs. Evolution

B1  distinguer les caractéristiques de diverses cultures autochtones de la C.-B. et du Canada

B2  montrer ses connaissances sur les premières explorations européennes de la C.-B. et du Canada

B3  décrire les conséquences des premiers contacts entre les sociétés autochtones traditionnelles et les explorateurs et colons européens

Grandes idées??

IDENTITE, SOCIETE, CULTURE

-

Sciences humaines– 4e

Enduring Understandings(Idées principales)Based on the big ideas and central to the disciplineFramed as full sentence statements Help to structure and support a cohesive approach to multiple

PLOsRequire “uncoverage” in order to be learned

Universal meaning beyond the specific unit of study

Lasting value beyond the classroom

Enduring Understandings - Examples

Science Scientific theories are used to explain the origin of the universe.

English Writers use a variety of stylistic techniques to engage and persuade

their readers

Music Music is a universal language to be read and understood.

Le français ?? ??

B1  distinguer les caractéristiques de diverses cultures autochtones de la C.-B. et du Canada

B2  montrer ses connaissances sur les premières explorations européennes de la C.-B. et du Canada

B3  décrire les conséquences des premiers contacts entre les sociétés autochtones traditionnelles et les explorateurs et colons européens

IDENTITE, SOCIETE, CULTURE

Idées principales?

-

Sciences humaines– 4e

New Design: Social Studies Grade 4

Big Ideas and Enduring Understandings

What will

the students

remember for: 40 seconds?40 minutes?

40 years?

Essential Questions

“…It is easy to ask trivial questions….It is also easy to ask impossibly difficult questions. The trick is to find the medium questions that can be answered and that take

you somewhere.” Jerome Bruner

Help us stay focused on the Enduring Understanding

Address conceptual or philosophical foundations of the discipline

Broad and open-endedHave no “right” answer; arguable and

important to argue about Spark meaningful connectionsFoster deep and transferable knowledgeConstantly and appropriately recur as a

result of deeper learning as the unit progresses

Provoke and sustain student inquiry – raise other questions

Essential Questions

Big Ideas: change, similarities and differences, culture.

Enduring Understanding: Communities change over time to meet people’s needs.

ESSENTIAL QUESTIONS: What defines a community?What are the similarities and differences between

communities?How and why do communities change?How do people’s needs affect change in a

community?How do communities reflect the needs of people

living in them?

Examples of Essential Questions

Social Studies 4/5Enduring

Understandings: Essential Questions:

Culture is shaped by the environment.

What factors in the environment shape a culture?

How does the environment shape a culture’s basic needs?

Essential Questions - ExamplesHow do we decide which scientific claims to

believe?

Are mathematical ideas inventions or discoveries?

Does art reflect culture or shape it?

Who owns what and why?

How do the structures and functions of government interrelate?

**Voir le nouveau curriculum (contenu et concepts) pour développer les questions essentielles

Essential QuestionsAsked to be arguedDesigned to “uncover” new ideas, views, lines of

arguments.Set up inquiry, heading to new understandings.

Leading QuestionsAsked as a reminder to prompt recallDesigned to ‘cover’ knowledgePoint to a single, straightforward fact-a rhetorical

question.

Essential vs. Leading Questions

Yes Examples:

How do effective writers hook and hold their readers?

What distinguishes fluent second language learners from native speakers?

Who wins and who loses when technologies change?

No Examples:

What is foreshadowing? Can you find an example?

What are some French colloquialisms that native speakers would use?

Name four technologies that have improved human life.

Essential Questions – Concept Attainment

When was the Canadian Constitution signed? What are the relationships between popularity

and greatness in literature?What do masks and their use reveal about a

culture?Name six mathematical ideas or discoveries.What makes writing worth reading?How should governments balance the rights of

individuals with the common good?

Essential Questions – Yes or No?

Essential Questions

Essential Questions

Essential Questions

Essential Questions

What next?

From the Enduring Understandings and Essential Questions identify the knowledge and skills that students will gain.

Where to Differentiate?Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3

Unit Topic:

BIG IDEA(S):

STAGE 1: Desired Results

Prescribed Learning Outcomes:

Enduring Understandings: Essential Questions:

Knowledge: Skills:

Backward Design Unit Template

Grant Wiggins on UbD

http://www.youtube.com/watch?v=WsDgfC3SjhM

Backward Design Model – Stage 2

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Backward Design Model – Stage 2

ESSENTIAL QUESTIONS:

1. What is “valid” evidence of student learning?

2. How can we assess ‘deep understanding’ of learning?

3. How do we design “authentic” assessments?

The Researchers

Assessment 44 – Principles of Assessment

1. Assessment and evaluation practices must be aligned with essential curricular concepts, content, expectations and learning goals.  

Assess only what has been taught, modeled and practiced

Allow students to use their strengths

Assess students’ in-depth understanding of key concepts, knowledge, and skills (Stage 1)

(Hume 2010)

Assessment 44 – Principles of Assessment

1. Assessment methods must be appropriate for and compatible with the purpose and context of the assessment.  

2. Formative assessment (for learning) must be ongoing, varied, and central to the instructional-learning cycle.

3. Formative assessment (as learning) must involve students in setting personal goals for learning and monitoring their progress through peer and self-assessment practices.

L’évaluation au service

de l’apprentissage

L’évaluation en tant

qu’apprentissage

L’évaluation de

l’apprentissage

Guider/orienter l’enseignement selon les besoins/progrès des élèves

Favoriser la métacognition chez les élèves

Pour confirmer ce que les élèves savent, comprennent et peuvent faire

Evaluations diagnostiques, observations, rétroactions

Auto-évaluation, réflexion, planification ou établissement des ojectifs

Les notes, les %s, les commentaires sur les bulletins

Tout au long Tout au long A la fin

Formative Formative Sommative

Les buts/types d’évaluation

Formative assessment and assessment practices have the largest impact on student achievement across different subjects, age groups, and across different countries

Dylan Wiliam (2011)

5. Students must be provided with ongoing feedback that is clear, specific, and timely to support their progress towards achieving learning goals.

6. Summative assessments must be based on clear criteria (aligned to core competencies and curricular outcomes) and include a variety of opportunities for students to demonstrate their learning.

Les grilles d’évaluation du passé

Les grilles d’évaluation du passé

Les grilles d’évaluation d’aujourd’hui

Les grilles d’évaluation d’aujourd’hui

7. Assessment methods must be differentiated to meet students’ diverse needs, interests, and learning styles.

8. Evaluation and grading must reflect achievement and progress over time in relation to specific learning outcomes or student goals; evaluation is tied to learning not behavior and attitude

9. Communicating student learning must be clear, transparent, and ongoing, with a focus on performance standards-based language and meaningful descriptions, collections, and demonstrations of student learning.

10. Assessment and reporting practices and procedures support all students, including those with special needs and those who are learning a second or additional language.

Les grilles d’évaluation Comment évaluer la propreté de votre frigo??

Aspect Ne satisfait pas encore

aux attentes

Satisfait aux

attentes (de façon minimale)

Satisfait entièremen

t aux attentes

Dépasse les

attentes

Étagères Toutes les étagères sont étincelantes de propreté. Les aliments sont placées dans la zone la mieux adaptée à leurs exigences de conservation.

Le bac à légumes

Il y a plusieurs fruits et légumes pourris au fond du bac

L’odeur Il y a des odeurs suspectes, qui sont difficiles à identifier

Les contenants (Système de stockage)

Tous les articles sont relativement frais, dans un certain type de récipient (certains couvercles sont absents ou ne correspondent pas).

Are we …using a range of formative and summative

assessment tasks?providing students the opportunity to co construct

the assessment criteria?showing student examples of the expected

outcomes?assessing learning along the way with effective

feedback to support growth?

assessing to gather information that will help us plan the next stages of learning?

Complétez la planification de l’étape #1: Les résultats désirés Sujet/niveau Thème (Big Idea) Objectifs d’apprentissage Idées centrales (Enduring Understandings) Questions essentielles Connaissances et Habiletés

Réfléchissez à l’étape #2: Évaluation Évaluation sommative (Projet? Performance? Tâche finale?) avec grille

d’évaluation (Consultez le site web du Ministère: Normes de performance)

Un exemple (min.) d’évaluation au service de l’enseignement

Un exemple (min.) d’évaluation au service de l’enseignements

Travail indépendant – mercredi le 27 nov.