LLED 325 20 novembre 2013.

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1 LLED 325 20 novembre 2013

2 Aujourd’hui 13h00 Stratégies de Core French (Ontario + NVSD)
Principe 9 : La planification et l’évaluation favorisent l’apprentissage d’une langue Planification à rebours (Understanding By Design) Les buts de l’évaluation (revue) Explication du travail indépendant pour le cours de 325 Séquence de leçons (unité) Grille d’évaluation

3 Discussion en groupes Quelles étaient les stratégies importantes/efficaces que vous avez remarquées dans la leçon de FLS 6e année? Notez-les sur une feuille. En visionnant ce segment de vidéo qui montre une classe de 4e année (débutants) notez (avec un ✔) si vous voyez les mêmes stratégies. Si vous voyez de nouvelles stratégies ajoutez-les à votre liste. Mettez un «  » à côté des stratégies qui seraient aussi appropriées dans une classe d’immersion française.

4 http://www. curriculum
capable-on-peut-se-parler-en-francais-et-on- aime-ca/dash/play/22672 Quelles étaient les stratégies importantes/efficaces que vous avez remarquées dans la leçon de FLS 6e année? Notez si vous voyez quelques-unes des mêmes stratégies ou d’autres?

5 La planification et l’évaluation traditionnelle…
Une bonne préparation pour le monde réel? Y&sns=em

6 Teaching & Learning for Understanding
Acquire important knowledge & skills Make meaning of big ideas Transfer learning to new situations Big idea of UbD = student understanding and the ability to transfer learning

7 La planification et l’évaluation
Planification des leçons – composantes (révision) Thème/Buts/Objectifs d’apprentissage Durée, Ressources Etapes, stratégies d’enseignement et d’apprentissage Évaluation La planification à rebours – une autre façon de planifier inspirée par les auteurs de Curriculum by Design (Grant Wiggins et Jay McTigue)

8 La planification à rebours
2005 2013

9 The 7 Habits of Highly Effective People
“To begin with the end in mind means to start with a clear understanding of your destination.” Which brings us back to this this quote… Ubd asks us to begin with the end in mind –by identifying the goals or BIG IDEAS first – this is our focus for today S. Covey The 7 Habits of Highly Effective People 9

10 La planification à rebours
“Deliberate and focused instructional design requires us to make an important shift… The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.” Sandy

11 Backward Design Model – 3 Stages
1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Sandy 11

12 Savoir Comprendre Pouvoir faire
La planification à rebours 3 Étapes Identifier les résultats d’apprentissage Savoir Comprendre Pouvoir faire Déterminer l’évidence acceptable Considération des trois types d’évaluation Indicateurs de compréhension? Planifier les expériences d’apprentissage et l’instruction Adaptations/Extensions/Variations? 1. Begin with the end in mind – determine goals and learning outcomes (PLOs) 2. Identify evidence of quality products and/or performances (before lesson planning) – link to performance standards 3. Focus engaging learning experiences on the desired results 12

13 Learning For Understanding
Three different but interrelated goals: For students to acquire important information and skills For students to make meaning of that content For students to effectively transfer their learning to new situations both within school and beyond it Wiggins & McTighe (2008). Putting Understanding First. ASCD. Sandy

14 “Les péchés jumeaux” de la planification
La planification axée sur les activités (Activity-Oriented Design) “Birthday Party Approach” 2. La planification dans le but de couvrir le programme d’études (Curriculum Coverage) “Marching through the textbook”

15 L’instruction basée sur les concepts vs
L’instruction basée sur les concepts vs. l’instruction basée sur les sujets Concept-Based Instruction: Results in higher-level, integrated thinking Timeless, universal, and abstract Forces students to think about topics and facts in terms of their transferable significance (cross-curricular) Allows flexibility to allow students to search for and construct knowledge Topic-Based Instruction: Holds learning to a fact or activity level Topical Theme Instruction (e.g., Plants, Dinosaurs, Japan, Penguins) Has short term use – to cover an event, issue, or set of facts Increases the overloaded curriculum Sandy Erickson, L. (2008). Stirring the head, heart and soul: redefining curriculum, instruction, and concept-based learning. p

16 Pioneer Life: Lesson Make-Over
BEFORE UbD Look at the Grade 3 Social Studies unit Which of the “twin sins” are represented in this lesson? AFTER UbD Discuss the changes evident in the lesson after “Backward Design” has been applied Sandy Copies: p workbook

17 Meaningful Use of PLOs Danger of coverage mentality or ‘activity-driven’ curriculum Prioritizing important – not all PLOs are created equal! Clarity of goals and Big Ideas essential for success Current curriculum in BC contains an abundance of PLOs – esp. in areas like English 17

18 Establishing Curricular Priorities
Worth being familiar with Important to know and do Big Ideas and Enduring Understandings Faced with long lists of PLOs, the UbD framework helps us establish priorities for learning and make the shift away from activity or textbook driven teaching 18

19 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 Linchpin is the pin that keeps the wheel in place on an axle. Big ideas are linchpin ideas – essential for understanding Meaningful patterns that enable one to connect the dots of otherwise fragmented knowledge

20 ‘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 Can you think of other ‘big ideas’ that align with units you have taught? – 2 min. Discussion in table groups

21 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

22 You’ve got to go below the surface…
…to really uncover the big ideas!