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.