umd

EdSe 4501: Education Psychology | Spring 2017

 


Question 3

What and why will we be doing in your class, teacher, in our one wild and precious life?
(Oliver, 2012).


girl at school


Week 14

Tuesday 4/18

Sense: Lehrer (2007) 190-197: Coda (pdf download)
Reflect: Is this the best we can do for our students?
Analyze: What happens when the two forces synergize?
Create: UBD stage one with scientific artistry. Explain cite the scholarship that informs your decisions.

Thursday 4/20


Create: UBD stage two with scientific artistry. Explain cite the scholarship that informs your decisions

Week 15

Tuesday 4/25

Create: UBD stage three with scientific artistry. Explain cite the scholarship that informs your decisions

Thursday 4/27

Peer feedback on final project, per checklist and rubric below.

Week 16: Finals week

Final exam schedule link here

Project 3 due; attendance at final exam period required

Question 3
What and why will we be doing in your class, teacher, in our one wild and precious life?
(Oliver, 2012).

Instructions

Design a UBD lesson shaped by neuro-education principles. Explain your curriculum in the language of course readings.

Checklist

___ Construct a backward designed lesson in stages 1, 2, and 3
___ Cite and explain 14-20 relevant research sources that inform your decisions
___ Document citations in accurate APA
___ Use grammatically and mechanically accurate language
(
Use these backward design links--courtesy of Helen Mongan-Rallis--and lesson plan template downloads--courtesy of Jill Torres-to help.)
___ Include your name at the conclusion of your project
___ Submit your project as scheduled; see Dan if alternate schedule is necessary

Concept samples
(downloads)

1
2
3
4

 

Passable/C range

Quality/B range

Exceptional/A range

Describing learning

reiterating portions of research on learning

identifying key findings and relevant scholars in brain research

narrating a guided tour of the landscape of current education neuroscience research and for each theme, identifying numerous scholars whose findings
put this theme on the map

Differentiating learning

adding interaction opportunities to a teaching-centered curriculum

designing curriculum that sequences sensory, reflective, analytical, and creation experiences for students

constructing curriculum that begins with sense-luscious student engagement, followed by student examination of essential questions, and then on to guided study of enduring understandings, and finally having students apply these enduring understandings to a real world performance task that they value

Course grades

Course grades will be earned based upon completion of projects 1-3. Satisfactory completion of all projects is required for course credit.

Final course grades will be determined upon the preponderance of evidence demonstrated in all course projects.



welcome | syllabus

"Timshel; thou mayest"

Steinbeck (1952)