The two responses that stick out the most for me are #3 and #4. Backwards planning, especially when differentiating the product, is important. Thinking about what evidence of student learning will be, and then planning how to get students there is a great framework for unit design. Wiggin’s is correct in considering that the assessment should match the objective and learning and not just be something we do because it is “cool”. Backwards planning also correlates with the idea of project based learning, because we have students creating a project that showcases how they met the objective. What kind of projects you offer to students should align with the goals of the unit and the standards you are addressing. Again the product can’t just be something “cool” but has to showcase student learning and provide evidence that they have met the objective. At Willow Ridge we are teaching science and social studies using integrated units. This may be new for some teachers. I think that we do a great job of considering what the end product will be, and what steps we need to take for students to get there. This will be something I can talk about with a new teacher.
