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.
Create: UBD stage two with scientific artistry. Explain cite the scholarship that informs your decisions
Create: UBD stage three with scientific artistry. Explain cite the scholarship that informs your decisions
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
What and why will we be doing in your class, teacher, in our one wild and precious life?
Design a UBD lesson shaped by neuro-education principles. Explain your curriculum in the language of course readings.
___ 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
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
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 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.