Understanding By Design-Introduction of Metacognitive Strategies
Resource: The Comprehension Toolkit
Reflection:
This project was an interesting one. I took a slightly different angle than what was originally asked by Dr. Vonzell Agosto. The project, as it was assigned, was to deliver a lesson using an instructional design model that I thought would best lend itself to the lesson or training that I would be providing. The instructonal framework that I chose to utilize in my staff development is the Universal by Design framework. In an article written by Meia Chita-Tegmark from Boston University, et al., entitled Using the Universal Design (UDL) For Learning Framework to Support Culturally Diverse Learners, it is expressed that "UDL can be extended to capture the way in which learning is influenced by cultural variability ... create a curriculum that is responsive to the cultural dimension of learning" (Meia Chita-Tegmark, et al. 2011.) When I look at the needs of a Turn Around school and my school, in particular, an awareness of cultural diversity and having the ability to look at our diversity through an "asset" lens as opposed to a "deficit" lens. This framework is beneficial for the above referenced reason and also because it is a commonly observed framework for lesson planning and creation in Manatee County.
So ... in creating my Professional Development, I decided to deliver the content by using the UBD framework and also demonstrate to the teachers what the UBD framework actually looks like so that not only will they take the information from the inservice on incorporating Metacognitive Awareness into their Literacy instruction, but also understand how to create their own lessons by using this UbD Framework.
The presentation above is one I created for Staff Development for the first grade team in incorporating Metacognitive Thinking Strategies with the resource the Comprehension Toolkit. I began by identifying the outcome or goal that the students were to achieve. The next step was to identify the term "quality." In order to move students to proficiency, quality must be tangible and defined prior to moving into a lesson. I personally believe this is why many students are not proficient. The notion of what proficiency looks like is different depending on the evaluator. A great deal of conversation revolved around this concept. Rubrics were then created to identify the various levels of proficiency. Then activities and procedures were created to move the students toward a high level of proficiency.
This project served multiple purposes. It not only provided the first grade team with an awareness of how to use this resource in their instruction, I was able to model a lesson and then debrief with the team to identify strengths and weaknesses in the lesson. The UbD framework was also imbedded in a "capacity building" spirit. If the teachers can understand how to effectively use the UbD framework for creating their own unique lessons, then moving students towards proficiency is a greater likelihood.
Reflection:
This project was an interesting one. I took a slightly different angle than what was originally asked by Dr. Vonzell Agosto. The project, as it was assigned, was to deliver a lesson using an instructional design model that I thought would best lend itself to the lesson or training that I would be providing. The instructonal framework that I chose to utilize in my staff development is the Universal by Design framework. In an article written by Meia Chita-Tegmark from Boston University, et al., entitled Using the Universal Design (UDL) For Learning Framework to Support Culturally Diverse Learners, it is expressed that "UDL can be extended to capture the way in which learning is influenced by cultural variability ... create a curriculum that is responsive to the cultural dimension of learning" (Meia Chita-Tegmark, et al. 2011.) When I look at the needs of a Turn Around school and my school, in particular, an awareness of cultural diversity and having the ability to look at our diversity through an "asset" lens as opposed to a "deficit" lens. This framework is beneficial for the above referenced reason and also because it is a commonly observed framework for lesson planning and creation in Manatee County.
So ... in creating my Professional Development, I decided to deliver the content by using the UBD framework and also demonstrate to the teachers what the UBD framework actually looks like so that not only will they take the information from the inservice on incorporating Metacognitive Awareness into their Literacy instruction, but also understand how to create their own lessons by using this UbD Framework.
The presentation above is one I created for Staff Development for the first grade team in incorporating Metacognitive Thinking Strategies with the resource the Comprehension Toolkit. I began by identifying the outcome or goal that the students were to achieve. The next step was to identify the term "quality." In order to move students to proficiency, quality must be tangible and defined prior to moving into a lesson. I personally believe this is why many students are not proficient. The notion of what proficiency looks like is different depending on the evaluator. A great deal of conversation revolved around this concept. Rubrics were then created to identify the various levels of proficiency. Then activities and procedures were created to move the students toward a high level of proficiency.
This project served multiple purposes. It not only provided the first grade team with an awareness of how to use this resource in their instruction, I was able to model a lesson and then debrief with the team to identify strengths and weaknesses in the lesson. The UbD framework was also imbedded in a "capacity building" spirit. If the teachers can understand how to effectively use the UbD framework for creating their own unique lessons, then moving students towards proficiency is a greater likelihood.
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