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8 episodes with jay mctighe
7 episodes with jay mctighe
9 episodes with jay mctighe
2 episodes with jay mctighe
2 episodes with jay mctighe
2 episodes with jay mctighe
2 episodes with jay mctighe
2 episodes with jay mctighe
In this episode of Leader Chat, Jeff continues his conversation with Jay McTighe on modern learning strategies. Jay delves deep into the importance of mission and vision, the IOI framework, and backward design in education. He discusses engaging students authentically and shares pragmatic advice for educational leaders to drive impactful change. Tune in for thoughtful insights and practical recommendations to advance student learning outcomes in today's dynamic educational landscape.
In this episode of Leader Chat as Jeff converses with veteran educator and accomplished author, Jay McTighe. They delve deep into McTighe's extensive career in curriculum design, assessment, and professional development. Highlights include discussing the foundational 'Understanding by Design' framework, systemic integration of modern learning practices, and the importance of prioritizing competencies in today's ever-evolving educational landscape. Tune in for part one of this insightful conversation.
Send us a textIn this conversation, author of 18 books, incuding the world-known book Understanding By Design and 60+ articles & educational consultant, Jay McTighe discusses the multifaceted nature of learning, particularly in advanced age. He emphasizes the importance of lifelong learning, the adaptability of the brain, and the benefits of staying mentally and physically active. Jay shares personal anecdotes about his journey in learning new skills, such as pickleball, and how this has contributed to his overall well-being. He also touches on stress management techniques, including meditation, and the joy that comes from engaging with new challenges. In this conversation, Jay McTighe discusses the importance of meditation and exercise in managing stress and maintaining a healthy lifestyle. He emphasizes the need for small, manageable changes in health practices, the long-term benefits of meditation, and the challenges faced by younger generations in prioritizing health. Jay also reflects on aging, lifelong learning, and his future aspirations, including writing and personal growth.===Jay McTighe Website: http://www.jaymctighe.com/===YouTube: E88 TEACHING FOR DEEPER LEARNING; Teaching for Deeper Learning: Jay McT... Apple Podcast; https://podcasts.apple.com/ca/podcast...===Books by Jay McTighe:Teaching for Deeper Learning:https://tinyurl.com/uumhwsfDesigning Modern and Authentic Performance Tasks and Projects:https://tinyurl.com/2wkwv9v4Leading Modern Learning:https://tinyurl.com/y5zzpddlUnderstanding by Design Meets Neuroscience:Support the show
On this week's mini-episode, I want to answer a question from our community about lesson planning. Here it is: “How do you plan? I'm struggling to put together a series of lessons that culminate into a bigger assignment. For example, if I want my students to end up writing a persuasive essay, what would I plan to prepare them to write it? Do you go with a theme? Make it part of a novel study? I'm struggling!” OK, this is a big question, but I'm ready for it. In today's episode, we're digging into planning and demystifying the process. You've probably heard the phrase “plan with the end in mind.” The concept of backwards design, now widely used for planning, comes from Jay McTighe and Grant Wiggins' book, Understanding by Design. The University of Illinois' “Center for the Advancement of Teaching Excellence” online site has a useful quick summary. Let me give you the speedy version here: First, you figure out what you want your students to be able to do. Then you figure out how they could show that they can do it. Then you plan the activities and assessments that will get them there. So let's apply this planning frameworks to today's problem - how do you plan a unit around a persuasive essay? The goal is to have students write a strong essay, presumably with some specific characteristics appropriate to their level. Along the way, they can show their mastery of elements of the final work through smaller argument practices, then they'll show their overall mastery in the essay. But what would be good activities to build in along the way? The easy go-to for preparing for an essay would be to write lots of short pieces throughout the unit, which really could be centered on anything. You could embed work like this into a novel study, a deep dive into short stories, book clubs, poetry, or even podcasting. This will give you an inviting structure in which to situate your writing practice. You can practice thesis statements, introductions, text analysis paragraphs, and conclusions based on your larger unit. And you can think about how to come at each one from different angles and with different types of prompts to help students stay interested. You can share mentor texts, incorporate peer review, station work, and writing makerspace elements. There are so many ways to practice these skills. Here's how I might plan the first week of a poetry unit focused on a final product of a persuasive essay. Monday I might do a deep dive on a contemporary poet, sharing two of her performance pieces and doing some creative writing around her work with my students. Then I might share an online article about this poet, arguing that she should have been the winner of a prestigious spoken word poetry competition and ask student to identify the thesis statement in the article and discuss, in partners, whether or not they find the argument convincing. Tuesday I might look at a contemporary poem in both its written and spoken form, and have a mini debate about which format feels more compelling. Then dive into a mini-lesson on thesis statements and have kids practice writing a thesis for the question we just debated, plus gather two pieces of evidence that could help them make their argument. Wednesday we might start by trading those theses and giving each other feedback based on a checklist, then move into a pop-up poetry workshop and create performance pieces of our own. Thursday we might look at a performance piece and work on annotating a text version of it, then again practice developing a thesis statement about it and gathering evidence. Friday we might start with a mini-lesson on writing a full introduction and then write a practice introduction around that thesis statement looking at several models, before moving into our regular First Chapter Friday program for choice reading. Now I've planned one week of the unit building toward my final assessment but also moving through a poetry unit that I find valuable for both engagement and other types of learning goals, and continued with my choice reading program as well. In the following week, we can practice text analysis paragraphs and conclusions, and look at some more mentor texts involving poetry-related arguments, as well as continue exploring the work of contemporary poets and furthering our choice reading goals. Planning a unit means juggling a lot of different pieces - the learning goals, the types of activities that can engage and support many learners, the meaningful, ongoing programs you want to be consistent about, and of course, engagement. It gets easier the more you do it! This week, I highly recommend keeping backwards design in, well, the back of your mind, the next time you go to plan a unit. Go Further: Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!
Connie White, in the newest episode of Talking Technology with ATLIS, discusses her background and evolving role at Woodward Academy, including her viral success with remote learning preparation at her former school. She shares lessons learned from early online learning initiatives that aided the transition during COVID-19 and highlights the importance of data-driven decision-making and evolving pedagogical approaches to professional development. Additionally, hosts join the conversation to discuss the evolution of technology in education, focusing on individualized instruction, the impact of devices, and the effects of social media on youth mental health. The hosts emphasize intentional technology integration, parental involvement, the "portrait of a learner" framework, and maintaining a strong network of technology leaders to enhance student engagement and prepare for future educational challenges. ResourcesMoodlePPT Slides to show more info about the above topicsATLIS ArticleAATE ISTE AffiliateKialo EduSTL at ATLToddleFlintATLIS Leadership Institute (ALI)The Code Breaker: Jennifer Doudna, Gene Editing, and the Future of the Human Race, by Walter IsaacsonDesigning Authentic Performance Tasks and Projects: Tools for Meaningful Learning and Assessment, by Jay McTighe, Kristina J. Doubet, Eric M. Carbaugh. Redefining Student Success: Building a New Vision to Transform Leading, Teaching, and Learning, by Suzie Boss and Ken Kay
In this episode, I sit down with my long-time friend, educator, and co-author of Understanding By Design (UBD), Jay McTighe. In our conversation Jay shares the origins of UBD and its evolution over time, emphasizing its focus on fostering deep understanding in students through backward design.Have a listen as we discuss the collaborative work of Jay and Grant Wiggins, co-author of UBD, and the importance of open-minded discourse in educational development. Jay clarifies common misconceptions about UBD and highlights its adaptability to diverse learning needs, promoting inclusivity and engagement in the classroom. We explore practical strategies for implementing UBD, including the role of instructional coaches in supporting teachers and the importance of alignment between goals and assessments. Jay closes the episode with reflections on the enduring relevance of UBD in today's rapidly changing world, and he underscores its role in equipping students with essential skills for lifelong learning.I'd love to hear your feedback about my weekly Coaching Conversations. Please consider leaving a rating or review and subscribing to our channel.Stay ConnectedSubscribe to Jim Knight's Coaching Conversations Podcast on your favorite podcast platform to receive updates on new episodes and access to valuable resources.Learn MoreTo learn more about our annual TLC conference, click here.Prepare for the start of next school year with the Intensive Instructional Coaching Institute, our most comprehensive offering that gives you everything you need to be an effective coach by clicking here.
In this podcast episode, Jon Eckert interviews Deani Van Pelt, who leads an association of independent Christian schools in Ontario, Canada. They discuss trends in education, including increased parental engagement and the growth of alternative forms of education. They also touch on the work of Cardus, a think tank focused on education for the common good, and the importance of using industry best practices in education. Van Pelt highlights the ideas of Charlotte Mason, an educator from the early 20th century, who emphasized the importance of relationships and the development of the whole person in education. They also discuss the role of empathy and narration in learning, and the challenges and opportunities facing education today. To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Connect with us: Baylor MA in School Leadership Baylor Doctorate in Education Jon Eckert: @eckertjon Center for School Leadership at Baylor University: @baylorcsl Mentioned: Understanding by Design: Professional Development Workbook by Jay McTighe, Grant Wiggins From Strength to Strength: Finding Success, Happiness, and Deep Purpose in the Second Half of Life by Arthur Brooks The Whalebone Theatre: A Read with Jenna Pick by Joanna Quinn Jon Eckert: Welcome back to The Just Schools Podcast. Today we're here with good friend Deani Van Pelt, another friend from Canada. We've had some great insights from educators in Canada. So first of all, welcome, Deani. It's great to have you. And just tell us a little bit about what you do now and how you got to what you do right now. And then we'll jump into some trends that we're seeing and some cool ideas and how to better engage students. Deani Van Pelt: Great to be here, Jon. Always good to be in conversation with you. And greetings from Canada. I'm sitting here in a nice icy weather just outside of Toronto. Currently, I lead an association of independent Christian schools here in Ontario. We've got almost 100 private Christian schools that are part of our association. So many dynamic committed leaders and educators within the network, within there's about 20,000 students whose lives we're privileged to be part of through the work that we do in our association. We do some on learning, some on leadership, some on government advocacy and a lot of work on school support. Just helping schools to be the absolute best they can be, most professional, most effective in our times. So it's fantastic to be able to serve the independent school sector here in Canada in that way. We do lots of work as you know John, that's how you and I met, with leaders in Christian education across Canada but also across North America and across the pond with the UK and other countries. And we've just learned so much from each other as we network and connect with one another. We're soon going to be bringing a whole cohort of Christian school leaders from Canada over to the UK. And just find that our optimism, our focus, our leadership abilities really increased through these engagements and just so privileged to be part of that. Jon Eckert: That's great. No, I was going to say I love what you do through Advance. And then we also get to overlap through Cardus as senior fellows because they're all looking at education for the common good. And what does that mean? To educate in ways that serve the public because sometimes, at least in the US, we think of public schools as obviously being for the public good. We want to do that. I spent 12 years teaching in public schools, but then how do other schools contribute to that public good? And so, Cardus is a think tank that does a lot of good work in one section is education, that's where we overlap. So just talk a little bit about your work there, how that ties into Advance and some of the cool things that you get to do, where you see some of that work going. Deani Van Pelt: One of my favorite short statements about education comes from Cardus and they say all education is public education. It doesn't matter where it's happening, it's all for the common good. It's all the education of the public for the common good. And for some it's government schools, for others it's in an independent school. And now we're seeing all of these out of system types or forms of education that are starting up. It's all education is public education. So along those lines, Cardus does a lot of work as looking at the independent school sector. They're really interested in the good that can come out of non-government schooling. So you and I we're both so privileged to be part of these research teams, looking at so many different aspects of the independent school sector. There's quite a few senior fellows at Cardus on the education file. And together with each one of us with our different areas of expertise, the whole school of thought out of Cardus is becoming increasingly sophisticated. And if your listeners haven't taken a look lately at Cardus' education research, I highly recommend it. I scrolled through again yesterday. It's fantastic the number of studies that are coming out of Cardus through the collaboration across quite a few researchers. Jon Eckert: Well, and Cardus was great. They were able to publish a collective leadership paper that looks at what collective leadership looks like in independent schools that I had worked on. And I really appreciated them putting that white paper out. But they do have a number of amazing white papers. And then we survey educational outcomes for people 24 to 39. And I guess Cardus has been doing that for 13 years. I've been a part of it now for the last few. And we have that data. We just did another data collection that will be coming out with results from that relatively soon where we can just take an open-minded, even-handed look at what the data is showing for what kinds of outcomes we're getting from all of these kinds of education that contribute to the common good, which I think is important. And I think those are really useful conversations to have. So with that said, what are some of the trends you're seeing in education in Canada they get you excited, and maybe some of the trends that you're a little more concerned about as you look ahead at what's coming? Since you get to work with so many different school leaders, you obviously have that and you place some in the policy space. So what are some trends you're excited about and maybe some you're concerned about? Deani Van Pelt: Yeah, so I would say the biggest trend is that parents are really dialed into their kids' education. COVID gave people a glimpse as to what was going on, and I think more and more parents started being involved, started asking questions. Some were pretty satisfied with what they saw and they were really contributing, some not so satisfied and started asking some other questions. But the point is, parents are probably more engaged in their kids' education than we've seen in quite a few decades. So that's a key trend and a number are making different choices for their children schooling. But it isn't just on that we call the demand side of choosing something different. It's also the provision, John, so many new independent or other sorts of out of system forms of education are starting up. And that is a significant trend, particularly here in the province of Ontario where I am. A couple of 100 independent schools have opened just in the last two years in this province. That kind of growth it hasn't been seen before. So also growth in homeschooling, but homeschooling isn't what it used to be. It now takes this kind of hybrid form where there's a few days where you might be at home and then a few days of the week where you're out in a more group setting. Perhaps you're registered as part of a school, maybe it's delivered through hybrid means so you're part of a school but it's a virtual school. So just the diversity, the categories, I would say the trend in the categories no longer being so distinct, public school, independent school, homeschool, that's changing. And that's really fun. I love entrepreneurs. I love an entrepreneurial spirit. And you've heard the new word, entrepreneur, and I think that's exactly these are the days of entrepreneurship. And it's really exciting to see people with very high capacity individuals but also communities coming together and saying, "I think we can do this differently. We can do this better." And giving it a try, that's a fantastic trend and that's global. Jon Eckert: Yeah, I would agree that that is definitely pervasive. And as you see that, do you see any challenges or headwinds for education that give you pause, or that you feel like we really need to be focusing on to overcome? Deani Van Pelt: Yeah, exactly. There are a lot of industry standards as you and I know. There are best practices, there are some fantastic insights that we know about how children learn, about what optimal teaching and learning environments can be, that these entrepreneurs really should be considering. So at Advance, for example, we help schools with their operations. It's basic. You need these certain types of policies, all right, here they are. Take a look at all of these. Make sure you're at very minimum doing all of these things. You want to operate a safe, healthy school that follows whatever the requirements are, the legislative requirements are for the jurisdiction in which you find yourself. So get up to speed, find the organizations that can help you to operate safely and well. So don't try to do it all on your own, I guess is what I'm trying to say. And good entrepreneurs know that as well to use industry best standards, best practices. So that would be a challenge but the solution's available. There are fantastic associations like ours and other supports across every educational jurisdiction, and I think folks just want to seek those out. Jon Eckert: That's good. I like that your challenges even offer some hope and some ways forward. Well, one of the things that I think is interesting is you talk about these shifts that have been happening fairly rapidly since COVID. One of your deep passions is based on Charlotte Mason who was born in 1842. So has some timeless truths in some of the ways that she approached education and a liberal education, and what that means to really educate whole people. She is well known in some circles. And then many people that are listening may not have heard of Charlotte Mason. So tell us a little bit about where you find hope in Charlotte Mason for where we're at now as we have these, as you use the term entrepreneurs. As we think about that, well, how do we stick to these timeless truths with all these different delivery mechanisms and ways we can deliver education? Where do you see those things overlapping? Deani Van Pelt: Yeah, great question. And indeed, she died just over 100 years ago, so what on earth are we doing talking about a person... How on earth? The turn of the 20th century but indeed there are some timeless principles. And I love Charlotte Mason's idea about education being about relations, relationships or education being the science of relations. If you think of that as a metaphor for what it is we're actually trying to do as educators, it's a fruitful notion. So if you think about the purpose of education is to build relationships as Charlotte Mason would say, in four different areas. So relationship with self, relationship with others, so others being people who lived in the past, people who live now in other places maybe than your own context, but also your own context and thinking about people who'll live in the future. You say, "Oh yeah, this makes sense." Well, and then the third type of relationship, relationship with the universe. Well, what's that? Nature, all of the aspects of the universe, science around us. And then fourthly, relationships with God, relationship with the divine. Understanding that the child has the whole person, does include the spiritual, the emotional, the intellectual aspects. So if you think about all of what we do under this umbrella of relationship building and that all of education is about, it has this relational feeling, that makes sense. But then on top of it, Mason says, "Students, people, children are born persons." And she doesn't say they're born individuals, she says they're born persons. So her anthropology talks about personhood. And I did some digging a little while ago because that just started bothering me, what does she mean by this? Why is this so revolutionary? In Canada women were declared persons in 1929. Okay, so legally we became persons less than 100 years ago. Is that- Jon Eckert: That's good to know, major jump. Deani Van Pelt: But it wasn't just that legal definition, it was more than that. What is personhood? If you hold that view of the human being that they are persons, it means that you hold to the fact that they are born into and born for relationship. So the idea is that the child as a person isn't an individual, lonely, isolated, autonomous, even just self-centered and sort of almost free floating. We can start getting pretty negative if we use the sense of the child as an individual. But if we think about the child as a person, they're born into something already preexisting. They're in a certain time and place, born into certain relationships, and then born for relationship. That's what I love about Mason. If you say your education philosophy is for a certain thing and then it's rooted in your anthropology or understanding of the human person, it's a pretty coherent philosophy. I like that. I love as well that it's got that whole theological side and well-rounded side. So obviously it has some practical implications. What does a relational education look like? Jon Eckert: Well, and I love that piece about it being relational. And when we think about the highest form of understanding in the US, Wiggins and McTighe wrote the book Understanding by Design. And they put at the top level of understanding empathy. And it makes a lot of sense because in order to understand anything, you have to understand yourself and your place in it. But to be able to understand the perspective of someone else, you understand the concept well enough that you can actually understand it from the perspective of another person, that feels like a timeless truth about what it is to truly understand and very much grounded in Charlotte Mason. One other thing that came to mind when you shared that is Arthur Brooks' book From Strength to Strength. He ends his book with this, basically this is his life motto, and it is to use things, love others and worship the divine. That's it. He's like, we don't use people, we use things. We don't love things, we love others. And ultimately our goal is to worship the divine. That feels like that would fit pretty nicely with Charlotte Mason, would you agree? Deani Van Pelt: Oh, absolutely. And then to go back to the first point that you made about empathy, Charlotte Mason would say, especially when you're introducing a subject to a child, teach it through literature, teach it through what she called living books. Textbooks are great. You want to drill down and learn more about a certain topic, but don't introduce it. Use living books, use a story, beautiful language to pull a child into a setting, a time, a place, build that empathy. And we've learned that if the amygdala is stimulated, learning's going to be more solid. So stimulate the emotions, draw the child into a topic area. And I just love that sense like that and many good educators use that practice. Of course, as you say, it's a timeless idea. Use the story, use great books, living books to bring a child into caring about ideas and things. So the other aspect to build the full person, because you did talk about Arthur Brooks saying use things, is that education will happen by books and things. The child does have that intellectual, the emotional but they also have the physical. And if we include in our education, a lot of use of our hands, building, creating, making, that helps build another aspect of the personhood and creates obviously a certain kind of confidence and an engagement with the world that has many levels to it. So books and things as a full education in Charlotte Mason's approach. And I was looking at what some of your definitions are for engaged learning. I love your book, Just Teaching, and just so happy to be able to refer back to it. But you talk about the consolidation and creation as being part of being engaged. And Mason has this notion called narration. So let's say think of a child early in their education, we read a living book, we read the story and then the child tells back. So verbally telling back what they just heard, retelling. And we've learned that narration it's not a test to see if you caught what was in the story, but it's by that very act of giving back you are consolidating the ideas, you're making them your own, you're verbalizing. So now we're developing oracy. And so the thoughts become the child's own, that is the process of learning. It's not the test but narration is the way of consolidating. Then the creation side is, okay, how do we verbally explain later on a child's education? Their narration will take written forms, but it can also take other forms. They create items that are ways of narrating their learning. So love your definition of engagement. And I think it does draw on timeless principles that Mason brought up Jon Eckert: Well, and so I would totally agree with that. And I say it's the four Cs. You got to have content. Kids have to be able to consolidate. They need to be able to collaborate with peers, with teachers. And then the creation piece, what I love about the narration piece and how it relates to creation is when you're narrating you're bringing yourself to it. And you're understanding fully the concepts that you're narrating. It's like a kid who reads Shakespeare and doesn't understand it. It's just reading words and phonemes and putting them together with no sense making. But that narration, they're creating meaning in the way they do the narration. So it's not summarization, it's not just a regurgitation, it's actual the way you just described it according to Mason, it is creation. And I always say in the book, it's feedback, engagement and wellbeing. To get to interesting feedback where you're giving purpose-driven wisdom for growth, that's how I define feedback, you've got to have that deep engagement. Otherwise, what are you giving feedback on? If it's just surface level learning, it's not very interesting to give feedback on. You can't give very much. And so ultimately that kind of narration and creation of meaning as we pursue truth together becomes this powerful interchange between teacher and student. And I think is why most of us that love teaching keep coming back to it because that's the meaningful part. So yeah, I don't know if you'd add anything there because if you want to have a final thought on that, go ahead and then we'll jump into our lightning round to wrap things up. Deani Van Pelt: Well, that's fantastic. But Charlotte Mason did say, in the end, it's not how much a child knows it is how much they care. And building these relationships, building this care for many orders of things opens a full life for the child. And you talked about that. Charlotte Mason recommends a liberal education, a full liberal arts education. Some young children are having up to 20 subjects a day, just small amounts, beautiful poetry, some beautiful music, engagement with a variety of literature that touches a whole bunch of subjects, history, art, geography. So you keep the feast, the banquet is full, you engage a lot of ideas in really rich ways and that does open doors of not only knowledge but also care. And I just think that is a full education along the lines of what exactly what you talk about. Jon Eckert: Well, that's a perfect transition to the lightning round because I think in our TikTok generation, we may need to rethink how do we give kids bits and pieces in small amounts so that they can be drawn in and then they can develop the cognitive endurance. So for the lightning round, we're just going to give bits and pieces of what would be big answers, but we keep these to a word phrase or a sentence or so. We'll test your ability to do that and I'm terrible at this one. But first question, maybe an easy one, I know you read a lot. What's been your favorite book? It could be education related, doesn't have to be, but favorite book you've read in the last year? Deani Van Pelt: I have spent the last six months reading a lot of novels. And a girlfriend and I sat on a dock this past summer, and she was just sharing, "Deani, you don't read enough literature." So I made a decision to read a lot of contemporary literature that come recommended. So in the last few weeks I have read, it's not necessarily my favorite book but it's caught my attention. It's called the Whalebone Theater. And recently published, I'm blanking on the author, children raised in sort of unusual circumstances in an English manor house, but they love Shakespeare. And it's these children, there are all three half siblings. And how Shakespeare and their own navigation of the world leads to some really courageous acts during World War 11. Jon Eckert: All right. Well, that's Joanna Quinn is the author. Does that sound right to you? Deani Van Pelt: Yeah. Jon Eckert: Typically, I spend 95% of my time reading nonfiction, but I've been increasingly convicted that fiction and reading novels really builds empathy because it allows you to get in the heads of different characters. And so I have been encouraged to read more literature. My problem with that is I get so sucked into the story that I become a bad father, I become a bad husband, I become a bad employee. All I want to do is read the book. So I read nonfiction somewhat protectively because I can set that down. A good story, oh, it is rough. All right, well, that's good. Good recommendation. I'll file that one away. So if you were to say in a word, phrase, or sentence, what you see is the biggest challenge facing education right now, what would it be? Deani Van Pelt: Jon, I wish you would've asked me what the biggest hope is for education. Jon Eckert: Well, that's next. We can start with hope if you want, we can end with challenge. I usually like to start with the challenge first, but you can go with hope first and then we can talk about a challenge. Deani Van Pelt: The biggest hope that we have for education is that so many actors are caring about it right now. So many new providers, teachers, community members, thinking about... They're asking the question, could this be different? And if so, can we do it? And their answer is yes. Jon Eckert: Okay. So if you're struggling with the challenge, if that is the biggest opportunity, I would say the potential biggest challenge with that is how do you find coherence and how do you have any type of connectivity? Or is it just 1000 flowers blooming and you just see what it is. But I could see there being challenges. It's great to have that many people interested, that many people with ideas of what could work. But how do you try to make sure that there is quality in that and what would that look like? Do you see that as a challenge or are you just kind of like, let's just see what happens? Deani Van Pelt: So I love the let's see what happens, but we need to quickly get a balance. As our friend from Boston University, Charlie Glenn would say, "We've got to balance freedom, autonomy, and accountability in education." So I love pluralism in education. It is not a one size fits all. Thank you world for finally realizing we've got a wide diversity of needs and challenges, but let's balance the freedom, the autonomy with accountability. Are we going to get the accountability right? What does that look like state by state, jurisdiction by jurisdiction? That could be our biggest challenge. Jon Eckert: Yeah. No, I like that. And that's a great place to wrap up in that tension. So Deani, thank you for spending time with us today. Love the work you're doing. Really appreciate you taking the time and I'll let you contribute. Deani Van Pelt: Thanks for having me, Jon. It's great to be here.
Episode 52: Designing Education for TransferWe know we need to work at redesigning our schools to reflect the future our students will inhabit. Issues of mental health, well-being, mattering, and social-emotional growth are emerging as vitally important challenges to solve – to say nothing of the continued need to provide a high-quality, rigorous, and academically sound educational environment. But while we may understand why an overhaul of our practices is essential to success, the big question remains: How? Globally renowned educational thought leader Jay McTighe returns to New View EDU to help provide some of the answers.Guest: Jay McTigheResources, Transcript, and Expanded Show NotesIn This Episode:“We need to be preparing today's students to be able to navigate a world in which knowledge continues to expand, lifelong learning will be a requirement for success. We have to be able to deal with change, including unpredictable changes, and rote learning of factual information is an insufficient preparation. To summarize, a modern education should prepare students to be able to apply their learning effectively and appropriately, not only to the known, but to the unknown.” (3:50)“I've often wondered how many kids, let's say football players, would go out, work out in the weight room off season and punish themselves with a blocking play if they weren't trying to improve for the Saturday, Friday night, Saturday's game, or how many swimmers would endure grueling interval workouts if they weren't trying to improve their times. Too often, I think, teachers, as you noted, and often students don't know what the game is. And teachers, to be a little harsh, sometimes act as if their job is to cover the playbook play-by-play, as opposed to preparing players for the game.” (16:11)“Those skills of self-assessment, reflection, and goal-setting, are to me underpinning skills of self-directed learners. But if the student is the passive recipient waiting for the teacher to tell them how they did or what they need to do, you're never developing self-directedness. It has to be done by design, and it can be.” (36:21)Related Episodes: 49, 45, 38, 31, 23, Bonus Episode Hosted on Acast. See acast.com/privacy for more information.
In this E88 TEACHING FOR DEEPER LEARNING, Jay McTighe dives into his life, Teaching for Deeper Learning, education, meaning of life and much more.===An experienced educator and noted author, Jay McTighe provides consulting services to schools, districts, regional service agencies and state departments of education. Website:http://www.jaymctighe.com/===YouTube: E88 TEACHING FOR DEEPER LEARNING; https://www.youtube.com/watch?v=jR1AXJ_mxdwApple Podcast; https://podcasts.apple.com/ca/podcast/whyknowledgematters/id1566175615?i=1000649373846===Books by Jay McTighe:Teaching for Deeper Learning:https://tinyurl.com/uumhwsfDesigning Modern and Authentic Performance Tasks and Projects:https://tinyurl.com/2wkwv9v4Leading Modern Learning:https://tinyurl.com/y5zzpddlUnderstanding by Design Meets Neuroscience:https://tinyurl.com/y5zzpddlDesigning and Using Essential Questions:https://tinyurl.com/ybo92f4m===@WhyKnowledgeMatters #theykm #whyknowledgematters #whyknowledgematters #theykm #empower #inspire #transform #livlearnlove#whyknowledgematters #theykm #theykm.com #the-ykm.com #whyknowledgematters.com #empower #inspire #transform #livlearnlove#whyknowledgematters.com whyknowledgematters.comtheykm.comthe-ykm.com
This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.Performance tasks have been a part of education for over 30 years. In today's classrooms, creating time for students to turn off technology and work collaboratively to transfer their mathematical knowledge to solve rich, real-world tasks may be more important than ever.Asking students to apply their mathematical knowledge and develop their problem-solving skills to solve tasks using their own strategies and prior knowledge is shown to be highly engaging for students and powerfully effective in developing flexible, long-term abilities with mathematics. Students also need opportunities to intentionally develop additional 21st-century skills of communication, creativity, and critical thinking. These skills must be practiced if we expect students to enter the world prepared to solve the challenges of the 21st century.Yet teachers and administrators have been slow to embrace these highly effective tools for learning. Why? With 40 years of experience leading this conversation, Jay McTighe is uniquely positioned to address these topics and to provide practical solutions for schools and districts.Join us for a unique conversation with the world's foremost leader in performance tasks. This discussion dives into the why's and how's for successfully bringing performance tasks to your schools.This edWeb podcast is of interest to K-12 teachers and school and district leaders.Exemplars Our performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.
In this episode, Dr. Seipp, Ms. Bellardino, Mr. Schmidt, and Mr. Fiscina discuss what Transfer Goals are and how they were developed in the district to support longitudinal curriculum design based on the work of Jay McTighe.
Dan Jones with Marilee Scott, Jay McTighe, Rachelle Dené Poth, and Brad Weinstein We're always exploring the possibilities for enhanced teaching and learning, and we've discovered that ChatGPT opens some new possibilities in our classrooms. Today we run down a quick list of ways we use AI to level up project-based learning. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @Rdene915 @jaymctighe @TeacherGoals @ideasforteacher @bamradionetwork @jonharper70bd Maralee Scott, a National Board Certified teacher since 2003, holds a MEd in Curriculum and Instruction from University of MN and was a recipient of the NASA Endeavor Fellowship, Goddard Space Center, in Rye, NY, earning her STEM Certification through Columbia Teachers College in 2013. After getting her start as a teacher in St. Paul, MN, Maralee has been teaching 2nd – 8th grades at Aptakisic-Tripp District 102 in Buffalo Grove, IL for the past 20+ years. Maralee is known by her administrators, colleagues and students as an innovator, whose ideation and creativity stretch students to think in all directions. Maralee learned early on that shifting the power of learning over to students creates a dynamic community of shared learning by engaged learners. Brad Weinstein is a co-author of the Washington Post bestseller Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice and has been featured in numerous high-profile publications and podcasts. He is also is the creator of TeacherGoals, one of the most popular educator social media accounts in the world. Brad is passionate about fostering equitable teaching and learning practices that help all students succeed.Brad was the founding Director of Curriculum and Instruction for a network of high schools in Indiana dedicated to an innovative student-centered approach to equipping students with future-ready skills to enhance outcomes in college attainment and career success. Jay McTighe is an accomplished author, having written more than 50 articles and book chapters and has co-authored 18 books, including the award-winning and best-selling Understanding by Design® series with Grant Wiggins. Jay has an extensive background in professional development and is a regular speaker at state, national and international conferences. He has made presentations in 48 states within the United States, in 7 Canadian provinces, and internationally in 41 countries on six continents. Rachelle Dené Poth is an edtech consultant, presenter, attorney, author, and teacher. Rachelle teaches Spanish and STEAM: What's nExT in Emerging Technology at Riverview Junior Senior High School in Oakmont, PA. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Master's in Instructional Technology. Rachelle is an ISTE Certified Educator and a Microsoft Innovative Educator Expert. She is a past-president of the ISTE Teacher Education Network and served on the Leadership team of the Mobile Learning Network for five years. She received the ISTE Making IT Happen Award and has received several Presidential Gold Awards for volunteer service to education.
In this episode, I reflect on some of the key learnings that came during the Effective Teaching Conference from the likes of John Larmer, Suzie Boss, Jay McTighe, Alice Kim, Kasey Bell, Kelly Bell, Brendan Lee, Jen Giffen, John Hattie and many more. Get access to the recordings for just $97
Show Notes Jay McTighe has a wealth of experience and knowledge developed during a rich and varied career in education. He is an accomplished author having co-authored 17 books, including the award-winning and best-selling Understanding by Design series with the late Grant Wiggins. His books have been translated into 12 languages. Jay has also written more than 50 articles and book chapters and been published in leading journals, including educational leadership and Education Week. He has an extensive background and professional development, and is a regular speaker at national, state and district conferences and workshops. He has conducted workshops in 47 states within the US and seven Canadian provinces, and internationally to educators in 35 countries on six continents. In today's episode, Jay explains Understanding by Design, and how you can implement it in your classroom. He tells us how UbD can lead to deeper understanding and learning and talks about assessment in the UbD framework. Timestamps 3:58 What is Understanding by Design? 4:53 A modern education should do more than equip students to repeat back information they've learned 5:32 Teaching does not ensure learning 6:22 The three stages of backward design 7:17 Stage one: Identifying transfer goals 8:06 Stage two: What would students need to be able to transfer? 8:25 Stage three: Identifying the more specific and discrete knowledge and skill objectives 8:55 Understanding by Design in a nutshell 10:07 Teachers can answer Ryan Bowens' question 11:40 Some areas of curriculum are naturally taught with UbD 12:04 What do those areas have in common? 12:48 UbD is also common with extracurricular activities 12:59 What makes learning meaningful 13:25 An athletics analogy 14:28 Teaching isn't just about marching through grade level standards 17:25 Is there still wiggle room in the day to day operations of our classes? 17:55 Essential Questions 18:48 Some examples of essential questions 19:48 Assessments we use should be directly linked to the goals we've identified in stage one 20:35 There may not be much differentiation with WHAT we want students to know, but there can be in HOW they demonstrate their understanding 20:54 An example about declarative knowledge 23:37 The bookends of goals and success criteria 24:37 An example about with the goal of argumentation 28:19 Where to start with backward design? 31: 55 Some advice for teachers new to UbD 35:14 Find a partner or a team to plan with! 36:42 What would Jay give to every teacher in the U.S. and why? Resources Jaymctighe.com Twitter - @jaymctighe Understanding by Design by Ryan S. Bowen Grant Wiggins' YouTube Video UbD White Paper from ASCD Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. Alexandria, VA: ASCD.
Though student engagement has always been essential to teaching and learning, the pandemic has impacted students in ways that raise questions about what it takes to engage students this term. In this episode, we invited a panel of educators to share their updated thinking on student engagement in a post-pandemic classroom. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @AngelaMaiers @jaymctighe @curriculumblog @MsRandazzo @ideasforteacher @bamradionetwork @jonharper70bd Angela Maiers has been listed as one of IBM's Top 20 Global Influencers, named by Forbes as one of the Top 5 Education Leaders to Watch, in 2017 and 2018, and is among Huffington Post's Top 100 Social Media Influencers! Angela founded the global movement, Choose2Matter in 2014, with a singular mission to help individuals recognize their value and potential contribution to change both their own lives and the world. Her work has been shared in 78,000 classrooms across 100 countries that has rallied more than a million children. Brian Smith has taught at Triton Central Elementary for over 20 years in both 1st and 4th-grade classrooms. In addition to that, Brian is the co-director of the 4th-12th grade NASP archery program at Triton Central. At home, Brian is the father of 7th-grade twins and loves to spend time in his woodworking shop. Jay McTighe has co-authored 14 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. He recently co-authored Teaching for Deeper Learning: Tools to Engage Students in Meaning Making with Harvey Silver. He is the director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Dr. Steven Weber serves as the Associate Superintendent for Teaching and Learning in Fayetteville Public Schools (Arkansas). During his career in public education, he has served as a teacher, assistant principal, principal, director of secondary instruction, and executive director of curriculum and instruction. He has also served as a social studies curriculum coordinator with the Arkansas Department of Education and the North Carolina Department of Public Instruction. Karen Randazzo is an enthusiastic chemistry teacher in New Jersey. She believes that every student has the power to learn anything, even chemistry. Chemistry teacher by day, teacher-author by night, she's dedicated to making teachers' lives more manageable by offering professional development, sharing her engaging resources on her website, and collaborating with educators on various social media platforms. A former ‘chalk and talk' teacher, she shares her journey navigating the Next Generation Science Standards and student-centered learning on her YouTube channel.
If the sky was the limit, what would you do to become the best educator that you can be? In 2016, Ollie Lovell asked himself this same question, and concluded that asking the world's foremost leaders in education what they do would be a great place to start. So he did just that! Over the past five years, Ollie has spoken to sixty of the world's most prominent teachers, leaders, and education researchers. Based upon interviews with Tom Sherrington, Anita Archer, Dylan Wiliam, John Hattie, Judith Hochman, Jay McTighe, Tom Bennett, Bill Rogers, Daniel Willingham, and many more, this book summarises the most useful techniques, strategies, and mental models from sixty in-depth conversations, and presents them in a clear and actionable form for you to start improving your teaching and learning from the first page.
Today I am speaking with Jay McTighe about Leading Modern Learning: A blueprint for vision-driven schools, the 2015 book that Jay co-authored with Greg Curtis. Leading modern learning builds on Jay's previous work on Understanding by Design, to guide the reader through the process of taking vision statements really seriously, and then backwards planning your school in such a way that you WILL produce the kinds of young people who will be able to thrive and flourish in this bewildering and rapidly changing world of ours. LINKS: BOOK: Leading Modern Learning - https://www.amazon.co.uk/Leading-Modern-Learning-Blueprint-Vision-Driven-ebook/dp/B012ETMIUE RETHINKING EDUCATION CONFERENCE - TICKETS: www.eventbrite.co.uk/e/the-rethinki…s-226415834857 RETHINKING EDUCATION CONFERENCE - SPEAKER APPLICATIONS: rethinking-ed.org/conference/ RETHINKING EDUCATION MIGHTY NETWORK: www.rethinking-education.mn.co/feed BECOME A PATRON: www.patreon.com/repod BUY ME A COFFEE: www.buymeacoffee.com/repod The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at rethinking-ed.org/contact, or via @RethinkingJames on Twitter.
January 2022 Bonus Episode: Designing Backward to Move ForwardWhat is the goal of modern education, and are we designing our schools and practices properly to help us meet that goal? That's the central question of this episode with Jay McTighe, who provides a detailed road map to help educators navigate the answers. What should a school's mission statement actually include? What is the most productive and meaningful structure for “professional development” days? And what are we missing when we focus on covering content instead of designing our classrooms for deeper learning?Guest: JayMcTigheResource List:Jay's website: Follow his work and keep up with Jay's latest news and thought leadership. Understanding by Design: Delve into the framework Jay developed with Grant Wiggins to help provide a planning process and structure for schools.Books by Jay: Add Jay's published works to your reading list.Jay's articles on ACSD: Read Jay's writings on topics like “For School Leaders, Reviewing Isolated Lessons isn't Enough,” “Assessing Deeper Learning After a Year of Change,” and more.What is Understanding by Design? Watch a video interview with Jay as he breaks down the key concepts of the framework.A Conversation on Assessment: Jay joins Carol Ann Tomlinson and Dylan Wiliam for a recorded webinar on assessment practices.Full Transcript Hosted on Acast. See acast.com/privacy for more information.
Teaching is a cognitive skill just like any other, so how can we increase the space in our working memory, our factual subject knowledge, and our procedural knowledge? Well, listeners to this podcast have heard me say many times, it is virtually impossible to become proficient at a mental task without extended practice. Therefore, our best bet for improving our teaching is to practice teaching! In this episode, Chef Roche discusses a few strategies that he recommends, including peer observations using video, as well a keeping a teaching diary and / or starting a discussion group with fellow teachers.Hosted by Dr. Professor Chef Colin Roche, this podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: www.chefeducator.comTo get more information on this topic, as well as many others, including charts, templates and examples, be sure to check out the book titled "Culinary Educators' Teaching Tools and Tips" which is published by Kendall Hunt (https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tips)If you would like a copy of the "Videotaping Your Teaching Checklist" that was mentioned in this podcast episode, click this link - https://foodmedianetwork.com/chefeducator.SPONSORSHIP/ SUPPORT:If you like the show, or this episode, why not show your support by buying us a cup or two of coffee to help defray some of the out-of-pocket expenses? You can do so easily by going to: https://www.buymeacoffee.com/chefroche or through Patreon at: https://www.patreon.com/DrProfessorChefWe truly appreciate any help or support you provide! If you contribute just the price of a cup of coffee a week, you will be helping to support the hosting, purchasing, creation and production of our episodes and shows that we produce and give away for free.Companies & Businesses interested in advertising or sponsoring the podcast, please contact us at: FoodMediaNetwork@gmail.comOur other podcast “Culinary School Stories” is a weekly show with engaging interviews that shares the stories of people from around the world who have an association with a culinary school in some way. It can be found on your favorite podcast app or at: http://www.culinaryschoolstories.com RATINGS / REVIEW: If you enjoy this episode or the podcast overall, please consider leaving a short review and ratings on Apple Podcasts if you have an iPhone or iPad. It takes less than 30 seconds, and it really makes a difference in spreading the word and helping us to get new listeners, guests, and sponsors!RESOURCES:Audience Response Hotline - (207) 835-1275 {Comments, Suggestions or Questions)Link Tree - https://linktr.ee/FoodMediaNetworkCulinary School Stories Podcast Website - http://www.culinaryschoolstories.comChef Educator Podcast Website - http://www.chefeducator.comKitchen Lingo Podcast Website - https://foodmedianetwork.com/kitchenlingo/Main Website - https://foodmedianetwork.comYouTube - https://www.youtube.com/user/DrChefColinFacebook - https://www.facebook.com/DrProfessorChefTwitter - https://twitter.com/ChefRocheInstagram - https://www.instagram.com/drprofessorchef/Email - FoodMediaNetwork@gmail.comSign up for our email list / newsletter - https://foodmedianetwork.com/contactMUSIC: "Atlanta" by Jingle Punks, YouTube Audio LibraryReference Texts (with affiliate links)Tools for Teaching (https://amzn.to/3lknoYT) by Barbara Gross DavisWhy Don't Students Like School? (https://amzn.to/3mMSWsy) by Daniel WillinghamThe Whole-Brain Child (https://amzn.to/3gg47qb) by Daniel Siegel & Tina Payne BrysonBrain Matters (https://amzn.to/37GcpDd) by Patricia WolfeThe New Science of Learning (https://amzn.to/3hdWCyB) by Terry Doyle & Todd ZakrajsekUnderstanding by Design meets Neuroscience (https://amzn.to/37I0zsz) by Jay McTighe & Judy WillisBrain-based Teaching (https://amzn.to/3nKHnjp) by Marilee SprengerThe Art of Changing The Brain (https://amzn.to/2QmiKy4) by James ZullNOTE: As an Amazon Associate, I earn a small fee from qualifying purchases made through these links, which helps to support the show; however, it doesn't change or increase the price you pay.The Chef Educator podcast is a proud member of the Food Media Network. Copyright 2021
Traditional education has largely relied on teachers relaying facts and information to students who passively receive the information, memorize it, then prove that they memorized it on a test. World-renowned author and educator Dr. Jay McTighe suggest that this way of education no longer meets the needs of the modern learner or modern workforce. Rather than rote learning, our modern world requires skills like effective communication, creative problem-solving, and self-directed learning. A modern education ought to reflect these needs. McTighe and his colleague Dr. Grant Wiggins developed a framework for learning that they believe equips the modern learner for the modern world. RESOURCES The World Economic Forum Parents' Powerful Impact on Young Children's Brains | Psychology Today Worthington Christian School Affordability Guide
A recent survey of undergraduate students revealed that 84% studied by rereading their notes or textbook. Despite its popularity, rereading has inconsistent effects on student learning. In addition, rereading does not always enhance students' understanding of what they read, and any benefits of rereading, over just a single reading, may not be long lasting. Though rereading might be relatively easy for students to do, they should be encouraged to use other strategies when they revisit their text and notes. In this episode, Chef Roche discusses one strategy he recommends which is called practice testing.Hosted by Dr. Professor Chef Colin Roche, this podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: www.chefeducator.comTo get more information on this topic, as well as many others, including charts, templates and examples, be sure to check out the book titled "Culinary Educators' Teaching Tools and Tips" which is published by Kendall Hunt (https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tips)SPONSORSHIP/ SUPPORT:If you like the show, or this episode, why not show your support by buying us a cup or two of coffee to help defray some of the out-of-pocket expenses? You can do so easily by going to: https://www.buymeacoffee.com/chefroche or through Patreon at: https://www.patreon.com/DrProfessorChefWe truly appreciate any help or support you provide! If you contribute just the price of a cup of coffee a week, you will be helping to support the hosting, purchasing, creation and production of our episodes and shows that we produce and give away for free.Companies & Businesses interested in advertising or sponsoring the podcast, please contact us at: FoodMediaNetwork@gmail.comOur other podcast “Culinary School Stories” is a weekly show with engaging interviews that shares the stories of people from around the world who have an association with a culinary school in some way. It can be found on your favorite podcast app or at: http://www.culinaryschoolstories.com RATINGS / REVIEW: If you enjoy this episode or the podcast overall, please consider leaving a short review and ratings on Apple Podcasts if you have an iPhone or iPad. It takes less than 30 seconds, and it really makes a difference in spreading the word and helping us to get new listeners, guests, and sponsors!RESOURCES:Audience Response Hotline - (207) 835-1275 {Comments, Suggestions or Questions)Link Tree - https://linktr.ee/FoodMediaNetworkCulinary School Stories Podcast Website - http://www.culinaryschoolstories.comChef Educator Podcast Website - http://www.chefeducator.comKitchen Lingo Podcast Website - https://foodmedianetwork.com/kitchenlingo/Main Website - https://foodmedianetwork.comYouTube - https://www.youtube.com/user/DrChefColinFacebook - https://www.facebook.com/DrProfessorChefTwitter - https://twitter.com/ChefRocheInstagram - https://www.instagram.com/drprofessorchef/Email - FoodMediaNetwork@gmail.comSign up for our email list / newsletter - https://foodmedianetwork.com/contactMUSIC: "Atlanta" by Jingle Punks, YouTube Audio LibraryReference Texts (with affiliate links)Why Don't Students Like School? (https://amzn.to/3mMSWsy) by Daniel WillinghamThe Whole-Brain Child (https://amzn.to/3gg47qb) by Daniel Siegel & Tina Payne BrysonBrain Matters (https://amzn.to/37GcpDd) by Patricia WolfeThe New Science of Learning (https://amzn.to/3hdWCyB) by Terry Doyle & Todd ZakrajsekUnderstanding by Design meets Neuroscience (https://amzn.to/37I0zsz) by Jay McTighe & Judy WillisBrain-based Teaching (https://amzn.to/3nKHnjp) by Marilee SprengerThe Art of Changing The Brain (https://amzn.to/2QmiKy4) by James ZullNOTE: As an Amazon Associate, I earn a small fee from qualifying purchases made through these links, which helps to support the show; however, it doesn't change or increase the price you pay.The Chef Educator podcast is a proud member of the Food Media Network. Copyright 2021
Almost every student becomes angry at some point in school. After all, anger is a normal human emotion. And it is not a problem if a student becomes angry, as long as he or she expresses their feelings appropriately. However, it is a problem if they express their anger in a way that is hurtful to those around them or is disruptive to a class. A student who displays angry outbursts can throw a classroom into turmoil. They can also trigger strong feeling in us as the teacher. Our challenge in working with a student whose emotional temperature often reaches the boiling point is to first control our own feelings, as well as those of the student. And in this episode, you will learn various tips and techniques that can help you!Hosted by Dr. Professor Chef Colin Roche, the podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: www.chefeducator.comTo get more information on this topic, as well as many others, including charts, templates and examples, be sure to check out the book titled "Culinary Educators' Teaching Tools and Tips" which is published by Kendall Hunt (https://he.kendallhunt.com/product/culinary-educators teaching-tools-and-tips)SPONSORSHIP / SUPPORT:If you like the show, or this episode, why not show your support by buying us a cup or two of coffee to help defray some of the out-of-pocket expenses? You can do so easily by going to: https://www.buymeacoffee.com/chefroche or through Patreon at: https://www.patreon.com/DrProfessorChefWe truly appreciate any help or support you provide! If you contribute just the price of a cup of coffee a week, you will be helping to support the hosting, purchasing, creation and production of our episodes and shows that we produce and give away for free.Companies & Businesses interested in advertising or sponsoring the podcast, please contact us at: FoodMediaNetwork@gmail.comOur other podcast “Culinary School Stories” is a weekly show with engaging interviews that shares the stories of people from around the world who have an association with a culinary school in some way. It can be found on your favorite podcast app or at: http://www.culinaryschoolstories.com ABOUT THE SHOW: The Chef Educator podcast was created to be a comprehensive resource for new and "seasoned" culinary, baking & pastry, and hospitality teachers, instructors, and faculty at both secondary and post-secondary educational institutions.The show addresses the many issues related to student learning and instructor effectiveness and our hope is to offer a collection of practical and effective teaching tools, tips, and techniques that you can use in your classroom and/or labs.RATINGS / REVIEW: If you enjoy this episode or the podcast overall, please consider leaving a short review and ratings on Apple Podcasts if you have an iPhone or iPad. It takes less than 30 seconds, and it really makes a difference in spreading the word and helping us to get new listeners, guests, and sponsors!RESOURCES:Audience Response Hotline - (207) 835-1275 {Comments, Suggestions or Questions)Link Tree - https://linktr.ee/FoodMediaNetworkCulinary School Stories Podcast Website - http://www.culinaryschoolstories.comChef Educator Podcast Website - http://www.chefeducator.comKitchen Lingo Podcast Website - https://foodmedianetwork.com/kitchenlingo/Main Website - https://foodmedianetwork.comYouTube - https://www.youtube.com/user/DrChefColinFacebook - https://www.facebook.com/DrProfessorChefTwitter - https://twitter.com/ChefRocheInstagram - https://www.instagram.com/drprofessorchef/Email - FoodMediaNetwork@gmail.comSign up for our email list / newsletter - https://foodmedianetwork.com/contactMUSIC: "Atlanta" by Jingle Punks, YouTube Audio LibraryReference Texts (with affiliate links)The Whole-Brain Child (https://amzn.to/3gg47qb) by Daniel Siegel & Tina Payne BrysonBrain Matters (https://amzn.to/37GcpDd) by Patricia WolfeThe New Science of Learning (https://amzn.to/3hdWCyB) by Terry Doyle & Todd ZakrajsekUnderstanding by Design meets Neuroscience (https://amzn.to/37I0zsz) by Jay McTighe & Judy WillisBrain-based Teaching (https://amzn.to/3nKHnjp) by Marilee SprengerThe Art of Changing The Brain (https://amzn.to/2QmiKy4) by James ZullNOTE: As an Amazon Associate, I earn a small fee from qualifying purchases made through these links, which helps to support the show; however, it doesn't change or increase the price you pay.Recommended Article: A De-escalation Exercise for Upset Students by Daniel Vollrath -https://www.edutopia.org/article/de-escalation-exercise-upset-studentsThe Chef Educator podcast is a proud member of the Food Media Network. Copyright 2021
Neuroscience researchers have shown that when you learn something new, there is a physical change in your brain. You have approximately 86 billion brain cells and when you learn something new, some of your brain cells establish connections with other brain cells to form new networks of cells, which represent the new learning that has taken place. When frequently activated, these new networks have the potential to become long-term memories. And in this episode, we specifically focus on "long-term" memory which is helpful for any educator because knowing how long-term memories are formed and acting accordingly can lead to long-term learning success. Hosted by Dr. Professor Chef Colin Roche, the podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: *www.chefeducator.com* ( http://www.chefeducator.com/ ) To get more information on this topic, as well as many others, including charts, templates and examples, be sure to check out the book titled "Culinary Educators' Teaching Tools and Tips" which is published by Kendall Hunt ( https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tips ) *SPONSORSHIP / SUPPORT:* If you like the show, or this episode, why not show your support by buying us a cup or two of coffee to help defray some of the out-of-pocket expenses? You can do so easily by going to: https://www.buymeacoffee.com/chefroche or through *Patreon* at: https://www.patreon.com/DrProfessorChef We truly appreciate any help or support you provide! If you contribute just the price of a cup of coffee a week, you will be helping to support the hosting, purchasing, creation and production of our episodes and shows that we produce and give away for free. Companies & Businesses interested in advertising or sponsoring the podcast, please contact us at: *FoodMediaNetwork@gmail.com* Our other podcast *“Culinary School Stories”* is a weekly show with engaging interviews that shares the stories of people from around the world who have an association with a culinary school in some way. It can be found on your favorite podcast app or at: http://www.culinaryschoolstories.com ( http://www.culinaryschoolstories.com/ ) ** *SOCIAL MEDIA* Email: DrProfessorChef@gmail.com Website: https://chefroche.com/ Facebook: https://www.facebook.com/DrProfessorChef Instagram: https://www.instagram.com/drprofessorchef/ YouTube: https://www.youtube.com/user/DrChefColin Twitter: https://twitter.com/ChefRoche Please call our " *Audience Response Hotline* " and leave us your questions, comments and/or suggestions! We would love to hear from you! (207) 835-1275 Kendall Hunt Publishing - "Culinary Educators' Teaching Tools and Tips" book https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tips *Reference Texts* (with affiliate links) Brain Matters ( https://amzn.to/37GcpDd ) by Patricia Wolfe The New Science of Learning ( https://amzn.to/3hdWCyB ) by Terry Doyle & Todd Zakrajsek Understanding by Design meets Neuroscience ( https://amzn.to/37I0zsz ) by Jay McTighe & Judy Willis Brain-based Teaching ( https://amzn.to/3nKHnjp ) by Marilee Sprenger The Arts of Changing The Brain ( https://amzn.to/2QmiKy4 ) by James Zull NOTE: As an Amazon Associate, I earn a small fee from qualifying purchases made through these links, which helps to support the show; however, it doesn't change or increase the price you pay. The Chef Educator podcast is a proud member of the *Food Media Network. Copyright 2021*
Show Notes: FREEBIE!! The Ultimate Curriculum Design Toolkit. Click here to get your copy! Website: Music Ed Forward MusicEd Forward Podcast Understanding by Design Model by Jay McTighe and Grant Wiggins Nyssa Brown is an international music education consultant with Music Ed Forward. Nyssa specializes in empowering educators to design curriculum that is inquiry-based, conceptual, and community-specific. She has facilitated student learning for 20+ years, in addition to presenting and consulting with teachers from six continents. Nyssa was one of ten finalists for 2004 Minnesota Teacher of the Year and received a prestigious Milken Educator Award in 2004 from the Milken Family Foundation. Nyssa served as a Grade 3-5 sub-committee member in the development of the National Core Arts Standards. She empowers educators to envision what is possible in music education. Afternoon Ti: The Afternoon Ti Guide to Teaching Music Book and Journal are here! F-Flat e-books: Book and Journal Amazon: Book and Journal Blog Instagram - @highafternoonti Intro/Outro Music: Our Big Adventure by Scott Holmes
Show Notes: FREEBIE!! The Ultimate Curriculum Design Toolkit. Click here to get your copy! Website: Music Ed Forward MusicEd Forward Podcast Understanding by Design Model by Jay McTighe and Grant Wiggins Nyssa Brown is an international music education consultant with Music Ed Forward. Nyssa specializes in empowering educators to design curriculum that is inquiry-based, conceptual, and community-specific. She has facilitated student learning for 20+ years, in addition to presenting and consulting with teachers from six continents. Nyssa was one of ten finalists for 2004 Minnesota Teacher of the Year and received a prestigious Milken Educator Award in 2004 from the Milken Family Foundation. Nyssa served as a Grade 3-5 sub-committee member in the development of the National Core Arts Standards. She empowers educators to envision what is possible in music education. Afternoon Ti: The Afternoon Ti Guide to Teaching Music Book and Journal are here! F-Flat e-books: Book and Journal Amazon: Book and Journal Blog Instagram - @highafternoonti Intro/Outro Music: Our Big Adventure by Scott Holmes
In which Dan kicks off a mini-series on assessment by talking with Jay McTighe (@jaymctighe), co-creator of Understanding by Design and someone who's done lots of thinking about what constitutes authentic and meaningful assessment. They talk about performance tasks, project-based learning, feedback, rubrics, and why teaching should be more like coaching. As always, we welcome comments and questions on Twitter @BigIdeaEd Mentioned on the show:Understanding by Design by Grant Wiggins and Jay McTigheWhat is a Performance Task? by Jay McTighe?Designing Authentic Performance Tasks and Projects by Jay McTigheDeep Virtual Learning by Jay McTighe, Harvey Silver, and Matthew Perini Three Key Questions on Measuring Learning by Jay McTighe Performance Task PD with Jay McTigheAssessing What Matters Most: Developing Authentic Performance Tasks (video)Using Webb's Depth of Knowledge from EdutopiaMusic: "Que Es Extraño" by Molo
In this episode, we are joined by educational developers Ceridwen Coulby (@cericoulby)and Laura Blundell (@laurablundell) of the University of Liverpool's Centre for Innovation in Education.Information about their Peru project can be found on what'srel and on UNESCO's PMESUT pages. Resources:L. Dee Fink, Creating Significant Learning Experiences: An Integrated Approach to Designing College CoursesABC Learning DesignGrant Wiggins & Jay McTighe, ‘Backward Design' in Understanding by DesignKay Sampbell and Sally Brown, ‘Covid-19 Assessment Collection'Twitter: Sally Brown; Phil Race; Virena RossiSEDA NetworkJisc Mailing ListLTHE Tweetchat on Twitter and collected here.Association for Learning Technology (ALT)Creative HEUniversity of Liverpool's Spotlight GuidesCentre for Innovation in Education podcast…including the series ‘Treasure Island Pedagogies' by Dr. Tunde Varga-Atkins
Memory is what enables us to learn by experience, therefore memory is essential to survival. And in this episode, we specifically focus on "working" memory, the term most scientists prefer over "short-term" memory. We first discuss working memories limitations and then talk about some of the methods teachers can utilize for overcoming some of them.Hosted by Dr. Professor Chef Colin Roche, the podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: www.chefeducator.comTo get more information on this topic, as well as many others, including charts, templates and examples, be sure to check out the book titled "Culinary Educators' Teaching Tools and Tips" which is published by Kendall Hunt (https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tips)SPONSORSHIP / SUPPORT:If you like the show, or this episode, why not show your support by buying us a cup or two of coffee to help defray some of the out-of-pocket expenses? You can do so easily by going to: https://www.buymeacoffee.com/chefroche or through Patreon at: https://www.patreon.com/DrProfessorChefWe truly appreciate any help or support you provide! If you contribute just the price of a cup of coffee a week, you will be helping to support the hosting, purchasing, creation and production of our episodes and shows that we produce and give away for free.Companies & Businesses interested in advertising or sponsoring the podcast, please contact us at: FoodMediaNetwork@gmail.comOur other podcast “Culinary School Stories” is a weekly show with engaging interviews that shares the stories of people from around the world who have an association with a culinary school in some way. It can be found on your favorite podcast app or at:http://www.culinaryschoolstories.com SOCIAL MEDIAEmail: DrProfessorChef@gmail.comWebsite: http://chefroche.com/Facebook: https://www.facebook.com/DrProfessorChefInstagram: https://www.instagram.com/drprofessorchef/YouTube: https://www.youtube.com/user/DrChefColinTwitter: https://twitter.com/ChefRochePlease call our "Audience Response Hotline" and leave us you questions, comments and/or suggestions! We would love to hear from you! (207) 835-1275Kendall Hunt Publishing - "Culinary Educators' Teaching Tools and Tips" book https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tipsReference Texts (with affiliate links)Brain Matters (https://amzn.to/37GcpDd) by Patricia WolfeThe New Science of Learning (https://amzn.to/3hdWCyB) by Terry Doyle & Todd ZakrajsekUnderstanding by Design meets Neuroscience (https://amzn.to/37I0zsz) by Jay McTighe & Judy WillisBrain-based Teaching (https://amzn.to/3nKHnjp) by Marilee SprengerThe Chef Educator podcast is a proud member of the Food Media Network. Copyright 2021Support the show (https://www.patreon.com/user?u=31815102)
In Don't @ Me (6:18) Tom examines the strange relationship some educators have with research and suggests that our experience be used to add the nuances of implementation. Then, Tom is joined by Jay McTighe (15:15) to discuss "Designing Authentic Performance Tasks and Projects." Finally, in Assessment Corner (1:20:30), Tom explores how teachers can assess creativity without stifling creativity and how to develop criteria to assess the creative process.Follow Jay McTighe on Twitter: @jaymctigheMcTighe & Associates Consulting: www.jaymctighe.com Email the Podcast: tomschimmerpod@gmail.comFollow the Podcast on Twitter: @TomSchimmerPodFollow Tom on Twitter: @TomSchimmerInstagram: tomschimmerpodcastFacebook: Schimmer Education
Educators are often overwhelmed by the pressure to “cover it all” when it comes to content and curriculum. In this episode, Dr. Catlin Tucker talks with Jay McTighe about designing learning experiences for transfer—focusing on how students will apply their learning instead. By reframing and choosing specific long-term goals, teachers can let go of “covering it all” and make time for exploration of essential questions and performance-tasks. “What if we mapped out the curriculum,” says Jay, “not around input or content to be covered, but around rich, authentic tasks that reflect what we want students to be able to do with learning.” Listen now.
A.J. Juliani talks with Jay McTighe, co-author of Understanding By Design (with Grant Wiggins). Jay breaks down how backward design works, what this looks like in learning, and what he has learned in training thousands of people on the backward design process over the past three decades. Inside you'll also hear about curriculum mapping 3.0 and what that means for learning, training, and planning in the future.
The brain's programming promotes survival of the animal and the species. This programming has guided mammalian development and adaptations for survival in the unpredictable and perilous environments in which most mammals live. And memory is what enables us to learn by experience, therefore memory is essential to survival. Without the ability to learn, store, and recall how we should respond to environmental dangers and to know when and how to run or fight, the individual has little chance of survival. There is only a very small formal distinction between "learning" and "memory" and the study of one becomes a study of the other, which is why an understanding of memory is so important to us as educators. Hosted by Dr. Professor Chef Colin Roche, the podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: www.chefeducator.com SPONSORSHIP / SUPPORT:If you like the show, or this episode, why not show your support by buying us a cup or two of coffee to help defray some of the out-of-pocket expenses? You can do so easily by going to: https://www.buymeacoffee.com/chefroche. Individuals can also support the show through Patreon at: https://www.patreon.com/DrProfessorChefWe truly appreciate any help or support you provide! If you contribute just the price of a cup of coffee a week, you will be helping to support the hosting, purchasing, creation and production of our episodes and shows that we produce and give away for free.Companies & Businesses interested in advertising or sponsoring the podcast, please contact us at: FoodMediaNetwork@gmail.comOur other podcast “Culinary School Stories” is a weekly show with engaging interviews that shares the stories of people from around the world who have an association with a culinary school in some way. It can be found on your favorite podcast app or at http://www.culinaryschoolstories.com SOCIAL MEDIAEmail: DrProfessorChef@gmail.comWebsite: http://chefroche.com/Facebook: https://www.facebook.com/DrProfessorChefInstagram: https://www.instagram.com/drprofessorchef/YouTube: https://www.youtube.com/user/DrChefColinTwitter: https://twitter.com/ChefRochePlease call our "Audience Response Hotline" and leave us you questions, comments and/or suggestions! We would love to hear from you! (207) 835-1275Kendall Hunt Publishing - "Culinary Educators' Teaching Tools and Tips" book https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tipsReference Texts (with affiliate links)Brain Matters (https://amzn.to/37GcpDd) by Patricia WolfeThe New Science of Learning (https://amzn.to/3hdWCyB) by Terry Doyle & Todd ZakrajsekUnderstanding by Design meets Neuroscience (https://amzn.to/37I0zsz) by Jay McTighe & Judy WillisBrain-based Teaching (https://amzn.to/3nKHnjp) by Marilee SprengerThe Chef Educator podcast is a proud member of the Food Media Network.Support the show (https://www.patreon.com/user?u=31815102)
In this episode, Dan interview's Jay McTighe, author of Understanding by Design, and education consultant. This is the third episode of a 3-part series looking at the Understanding by Design Framework. In this episode, Jay focuses in on "planning learning experiences".Episode 65 How to plan learning (Part 3 of the Understanding by Design Series with Jay McTighe) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Grab your workbook, complete it and submit it for 3 hrs of professional development. A certificate of completion is also provided. Please submit your workbook here. Submit your Workbook here Join the Facebook Community Unit design can be difficult and time consuming for many teachers. In this series, Dan interview's Jay McTighe and walks you through the 3 step framework from Understanding by Design. In this episode, you can discover how to plan engaging and authentic learning experiences for your students that help them to be successful learners using the Understanding by Design Framework. Video show https://youtu.be/7kMefZg2SJ4 Show Notes Episode HighlightsKey Point #1: Can you quickly remind us what we have covered so far?Goals and subgoalsUnderstandings not just knowledgeEssential questionsKey knowledge and skillsPerformance tasksOther EvidenceSelf-Assessment and reflectionKey Point #2: Well this week we are planning learning experiences, and here you use the acronym WHERETO can you break this down for us?Students know Where the unit is headedHook them inEquip the students to learnProvide opportunities to rethink, reflect and reviseEvaluate progressTailored for each studentOrganised for depth of understandingKey Point #3: Why is this approach effective in creating not just “gourmet” units, but also in training our students to be effective lifelong learners?Understanding by Design can be used to focus on the skills needed to help our students become self-sufficient learningIt allows us to focus on the skills of learning and transfer fo knowledgeIt has self-reflection built into the process to enable students to become better learnersPowerful Quote from This Episode"This approach has been one of the things that's really helped me with my programming and my unit design to create really fantastic units of work and I've got to say it really works it really does help to change the way that you're teaching and to help your students to become lifelong learners and to be able to transfer their understanding and their learning into other contexts particularly into their life context" - Dan Jackson Resources Go to Ep 63 How to set desired learning results Go to Ep 64 How to determine acceptable evidence of learning Visit Jay's Website Transcript Hello everyone and welcome again to the Effective Teaching podcast we are up to Episode 65. So, if you want the show notes etc head over to teachespd.net/65. This is our last episode in a three-part series where I've been talking to Jay all about his Understanding by Design framework. Thank you so much for joining me again Jay.A pleasure to be with you dan and hello to any of the listeners who were with me in previous episodes.So, so far Jay we've covered designing learning results and how to determine the kind of evidence that matches up with those design results. Can you again just quickly give us a quick recap of what we've learned so far in our first two episodes before we dive into planning learning experiences today?Sure, Understanding by Design is basically a curriculum planning framework used to plan units a year-long curriculum or course or programs of study across the grades and the focus is on developing and deepening student understanding so...
In this episode, Dan interviews Jay McTighe, author of Understanding by Design, and education consultant. This is the third episode of a 3-part series looking at the Understanding by Design Framework. In this episode, Jay focuses on "planning learning experiences".
In this episode, Dan interview's Jay McTighe, author of Understanding by Design, and education consultant. This is the second episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay focuses in on "Determining Evidence of Learning".Episode 64 How to determine acceptable evidence of learning (Part 2 of the Understanding by Design Series with Jay McTighe) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Grab your workbook, complete it and submit it for 3 hrs of professional development. A certificate of completion is also provided. Please submit your workbook here. Submit your Workbook here Join the Facebook Community Unit design can be difficult and time consuming for many teachers. In this series, Dan interview's Jay McTighe and walks you through the 3 step framework from Understanding by Design. In this episode, you can discover how to determine acceptable evidence of learning. This includes success criteria, skilled performance and knowledge evidence. Video show https://youtu.be/riBCmEdbJgo Show Notes Episode HighlightsKey Point #1: Can you quickly remind us of the first stage and the 4 points?Goals and subgoalsUnderstandings not just knowledgeEssential questions Key knowledge and skillsKey Point #2: Well this week we are looking at determining acceptable evidence. Can you walk us through the 3 steps in this process?Performance tasks - How do they differ from normal tasks?Other EvidenceSelf-Assessment and reflection - Why is this so important?Key Point #3: How could one of our listeners apply this stage this week in their classroom?Think about one performance task that requires application and explanation that matches your unit goals Create some success criteria for a lesson or series of lessons with your students.Powerful Quote from This Episode'Good assessment should be thought of, not just as a single picture, but as a photo album... When we think about assessment, think about it as plural. Think about it as a collection of evidence amassed over time that will enable teachers to make inferences about what students know, understand and can do.’ Resources Visit Jay's Website Transcript Well, hi everyone and welcome back to the Effective Teaching podcast. This is episode 64, and today we are continuing our discussion with Jay all about the Understanding by Design framework if you didn't get a chance to listen to last week's episode, do make sure you head back over to episode 63 and if you want the workbook for this week, for the whole series of episodes or podcasts that I'm doing with Jay make sure you go to teacherspd.net/64 and you can grab your workbook there for the series and obviously if you complete that and give it back to me I'll give you three hours of NESA accredited professional development or if you're not from NSW you'll also get a certificate of completion for going through this.So Jay, can you quickly just give us a really quick recap of last week's episode all about stage one? Yes, hello again Dan and listeners last week I described an overview of the Understanding by Design framework and then I talked about stage one, one of three stages in our quote backward design process in a nutshell Understanding by Design is a curriculum planning framework used to plan units an entire year or course or even programs of study that cut across the grades with a focus on developing and deepening student understanding, ultimately so students can transfer their learning and we use a three-stage design process to plan such curriculum.The last session I talked about stage one of backward design and looked at the elements that are considered in identifying our goals or desired results. And these included:transfer goals - that answer the qu...
In this episode, Dan interviews Jay McTighe, author of Understanding by Design, and education consultant. This is the second episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay focuses on "Determining Evidence of Learning".
This edWeb podcast is hosted by AASA, The Superintendents Association. The webinar recording can be accessed here.Join nationally recognized author Jay McTighe as he describes ways to design and deliver a modern curriculum that focuses on engaging student thinking around authentic and culturally relevant tasks. Mount Vernon City Schools (NY) Superintendent, Dr. Kenneth Hamilton, discusses his district's vision and actions for systemically changing traditional school processes, policies, and practices. Mount Vernon's Deputy Superintendent, Dr. Jeff Gorman, shares student and staff engagement practices that reach all diverse learners by offering a culturally relevant curriculum and project-based assessments where students have voice and choice. Essential questions: What are the characteristics of a modern curriculum that engages all students in authentic and culturally relevant tasks? How can districts create assessments for measuring what matters most (not just those objectives that are easiest to test and grade)? What instructional shifts are needed to engage students in deep learning? How do educators engage in personal self-analysis and begin courageous conversations about equity? What actions can districts take to ensure that for ALL students to thrive? Listeners learn about strategies to address systemic disparities and inequities in order to benefit all students.AASA, The Superintendents Association AASA advocates for equity for all students and develops and supports school system leaders.
In this episode, Dan interview's Jay McTighe, author of Understanding by Design, and education consultant. This is the first episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay provides an overview of the framework and then focuses in on "Desired Results". Episode 63 How to set desired learning goals (Part 1 of the Understanding by Design Series with Jay McTighe) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Grab your workbook, complete it and submit it for 3 hrs of professional development. A certificate of completion is also provided. Please submit your workbook here. Submit your Workbook here Join the Facebook Community Unit design can be difficult and time consuming for many teachers. In this series, Dan interview's Jay MCTighe and walks you through the 3 step framework from Understanding by Design. In this episode, you can discover how to identify and set desired learning results. This includes setting learning goals, considering transfer goals and creating essential questions. Here are three reasons why you should listen to the full episode: Learn the difference between knowledge and understanding Understand why defining your desired results is the place to begin your unit design process Learn to use the Understanding by Design framework to design your units to help students transfer their knowledge Video show https://youtu.be/kCxV7YO4Ieo Show Notes Episode Highlights Key Point #1: Why would a teacher want to use the Understanding by Design framework? We are preparing students for an increasingly complex interconnected and unpredictable world This requires understanding Key Point #2: What is the Understanding by Design framework Understanding by Design is a curriculum planning framework that prioritises transfer of learning 3 stages for teaching and assessing for understanding and transfer. Stage 1 - identifying desired results Stage 2 - what evidence of learning understanding and transfer do we need Stage 3 - plan the learning experiences Learning is enhanced when teachers think purposefully about curricular planning. The Understanding by Design framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Effective curriculum is planned backwards from long-term, desired results Teachers are coaches of understanding Regularly reviewing units and curriculum enhances curricular quality and effectiveness, The Understanding by Design framework reflects a continual improvement approach to student achievement and teacher craft. Key Point #3: The first stage is Identifying the desired results, which is where we are focusing our efforts today. What are the key steps to this approach? Goals and subgoals Understandings not just knowledge Essential questions How do you design these? Key knowledge and skills Key Point #4: How do you see this part of the approach helping students to become self-sufficient learners? What "understandings" do students need to be self-sufficient? Ability to research Ability to provide and receive feedback Key Point #5: where would you recommend a teacher begin with this? Create units using the titles "A study in..." Design essential questions around these Powerful Quote from This Episode 'we argue in fact that our goal is not to cover every bit of content that might be in a textbook or might be in a set of outcomes or standard document. Rather our goal should be equipping students to be able to use what they’ve learnt in new and effective ways.’. Resources Visit Jay's Website Enjoy This Podcast? Changing the world through teaching goes beyond the classroom.
In this episode, Dan interview's Jay McTighe, author of Understanding by Design, and education consultant. This is the first episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay provides an overview of the framework and then focuses in on "Desired Results".
Greg Curtis is an author and independent education consultant. He is currently based in Beijing and has spent much of his career working with international schools around the world in all-school capacities. Greg has been a technology director, a curriculum and professional learning director and a strategic planner for schools in Europe, North America, Australia and Asia. Greg has been heavily invested in deep, systems-focused school improvement efforts for his entire career. With over 27 years of experience working from early years through high school programs, he has developed considerable experience in leading curriculum revitalization, 21st century learning, technology infusion, assessment shifts and change initiatives. Greg is the author of the three books: Moving Beyond Busy: Focusing School Change on Why, What, and How (Student-Centered Strategic Planning for School Improvement) (2019) Leading Modern Learning: A Blueprint for Vision-Driven Schools (foreword by Jay McTighe) (2015) Learning Personalized: The Evolution of the Contemporary Classroom (co-authored with Allison Zmuda and Diane Ullman) (2015) Greg has recently been working with the Mastery Transcript Consortium as they develop their alternative to the High School GPA-focused transcript to one which "authentically and holistically captures student learning, progress, and interests." Greg is also the creator of LearningBoard® - a software solution that supports schools make the shift to a focus on transformational learning. It enables schools to plan curricula and collect, organize, analyze and report evidence of student learning against performance indicators for transformational learning goals such as leadership, creativity, and critical thinking, as well as against academic standards. Social Links Email: greg@gregcurtis-consulting.ca Twitter: @jgcurtis LinkedIn: @greg-curtis
Learning is a complicated process. Several thousand years ago, the primary job of the human brain was to figure out how to find food, avoid getting eaten by a predator, and to find a mate. Today, in addition to those three basic functions, our brains are inundated with other tasks and facts that need to be learned. And now, thanks to breakthroughs in neuroscience research, we can observe how the brain responds during learning. And these new insights into how the human brain learns makes it clear that many of the learning practices that faculty currently use or have used in the past, are highly inefficient, ineffective and just plain wrong. One of the prolific writers / researchers in this area is Dr. Judy Willis who was a practicing neurologist before she became a teacher. She has numerous valuable articles and books on the topic of teaching and learning from a neurological point of view. The book "Upgrade Your Teaching: Understanding by design meets neuroscience" that she co-authored with Jay McTighe is one I reference in this podcast episode. A few other recommended resources that I reference in this episode are the books, "How we Learn" by Benedict Carey, "The Art of Changing the Brain" by James Zull, and "The New Science of Learning" by Terry Doyle and Todd Zakrajsek. Hosted by Dr. Professor Chef Colin Roche, the podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: www.chefeducator.com If you find the show to be of interest, please be sure to subscribe and to share with all of your podcasting friends and teachers! We appreciate the support! Our new “Culinary School Stories” podcast is a weekly show with engaging interviews that share the stories of people from around the nation who have an association with a culinary school in some way. Each episode brings you the best stories from people whose lives have been influenced, impacted, touched, and/or enriched, for good or for bad, from their culinary school experience! And this podcast is dedicated to telling their story! It can be found on your favorite podcast app or at http://www.culinaryschoolstories.com SOCIAL MEDIA Email: DrProfessorChef@gmail.com Website: http://chefroche.com/ Facebook: https://www.facebook.com/DrProfessorChef Instagram: https://www.instagram.com/drprofessorchef/ YouTube: https://www.youtube.com/user/DrChefColin Twitter: https://twitter.com/ChefRoche Please call our "Audience Response Hotline" and leave us you questions, comments and/or suggestions! We would love to hear from you! (207) 835-1275 Kendall Hunt Publishing - "Culinary Educators' Teaching Tools and Tips" book https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tipsThe Chef Educator podcast is a proud member of the Food Media Network.Support the show (https://www.patreon.com/user?u=31815102)
In this episode, Dan talks about some of the highlights of the reforms recommended, including the emphasis on understanding, inquiry-based learning, application, skill and providing time for teachers. Curriculum reforms, reviews and some fantastic directions to move us forward is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Video show https://youtu.be/ULQeA87VEmw Show notes Context This was our first review in almost 30 years… on this scale The aim is “to equip students for the challenges and opportunities of the 21st century” Reforms include: building strong foundations for future learning by 2022 with new English and Mathematics syllabuses for Kindergarten to Year 2 more time for teaching by 2022 by reducing the hours teachers spend on extra-curricular topics and issues and compliance requirements strengthening post school pathways by 2022 with new learning areas for Years 11 and 12 that clearly link learning to future employment and study options a new curriculum from 2024 with new syllabuses focused on what is essential to know and do in early and middle years of schooling, and key learning areas in the senior years. (copied from NESA's website here) Curriculum Changes Aim Prioritise core knowledge, understanding and skills and give teachers time to focus on depth of learning. Key features include: Learn with understanding Build skills in applying knowledge Make excellent and ongoing progress References Episode 28 Early Years Literacy with Camilla Occhipinti Grant Wiggins and Jay McTighe, Understanding by Design John Hattie and Gregory Yates, Visible Learning and the Science of How we Learn NESA, NSW Curriculum Review Leave a comment below and tell me your thoughts on the NSW curriculum reforms!
In this episode, Dan talks about some of the highlights of the reforms recommended, including the emphasis on understanding, inquiry-based learning, application, skill and providing time for teachers.Curriculum reforms, reviews and some fantastic directions to move us forward is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/ULQeA87VEmwShow notesContextThis was our first review in almost 30 years… on this scaleThe aim is “to equip students for the challenges and opportunities of the 21st century”Reforms include:building strong foundations for future learning by 2022 with new English and Mathematics syllabuses for Kindergarten to Year 2more time for teaching by 2022 by reducing the hours teachers spend on extra-curricular topics and issues and compliance requirementsstrengthening post school pathways by 2022 with new learning areas for Years 11 and 12 that clearly link learning to future employment and study optionsa new curriculum from 2024 with new syllabuses focused on what is essential to know and do in early and middle years of schooling, and key learning areas in the senior years. (copied from NESA's website here)Curriculum Changes AimPrioritise core knowledge, understanding and skills and give teachers time to focus on depth of learning. Key features include: Learn with understandingBuild skills in applying knowledgeMake excellent and ongoing progressReferencesEpisode 28 Early Years Literacy with Camilla OcchipintiGrant Wiggins and Jay McTighe, Understanding by DesignJohn Hattie and Gregory Yates, Visible Learning and the Science of How we LearnNESA, NSW Curriculum ReviewLeave a comment below and tell me your thoughts on the NSW curriculum reforms!
What should be at the heart of learning? How do we know if students are learning things that will stick with them? Using the work of Jay McTighe, Grant Wiggins and Judy Willis, this episode highlights how Understanding By Design can transform the way we think about music learning. With attention to understanding, transfer and process, we can and help students learn more and faster, while using brain-based strategies that will help retention of learning, as well.
We are discussing all things Curriculum 21 in today's podcast! I will be referencing three other authors today: Sir Ken Robinson and Wiggins & McTighe. Check out the resources I mention in the podcast for more information: Video: How to Change Education by Sir Ken Robinson (link: https://www.youtube.com/watch?v=BEsZOnyQzxQ) Book: The Understanding by Design Guide to Creating High-Quality Units by Grant Wiggins and Jay McTighe
Combining Understanding by Design and neuroscience opens up myriad new possibilities for improving instruction. Join us as we explore the implications of marrying the two. Follow: @ASCD @jaymctighe @judywillis @drncgarrett @bamradionetwork Co-authors Jay McTighe and Judy Willis of Upgrade Your Teaching: Understanding by Design Meets Neuroscience. Jay McTighe has coauthored 14 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. He is the director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Dr. Judy Willis, a board-certified neurologist and middle school teacher in Santa Barbara, California, has combined her training in neuroscience and neuroimaging with her teacher education training and years of classroom experience. Dr. Chaunte Garrett is a longtime educator, speaker, and presenter, as well as an ASCD Emerging Leader.
The four shifts is a new education technology paradigm shared in the book Harnessing Technology for Deeper Learning by Scott McLeod and Julie Graber. On today's show, Julie discusses these four shifts and how it compares to other models such as SAMR. She gives examples of effective design using technology and where many programs are falling short. www.coolcatteacher.com/e497 Julie Graber's Bio as Submitted Julie Graber is an instructional technology consultant on a technology innovation team for Prairie Lakes Area Education Agency in Iowa where she supports educators with effective teaching, learning, leading, and technology practices. She is a passionate educator who is most interested in seeing teachers and administrators improve authentic learning experiences for students. Her many areas of expertise include deeper thinking with technology, authentic learning, curriculum design, and performance tasks and assessments. She spent thirteen years as a technology coordinator and business and computer teacher. Julie is an Authentic Intellectual Work (AIW) coach and has coached elementary, middle, and high school teams of teachers on how to use the framework in order to increase the level of intellectual demand as well as the authenticity of the work that students are asked to do. She has served on several state leadership teams, including the North Central Science, Technology, Engineering, and Math (STEM) Hub Advisory Board and the Design Team for the Iowa Competency-Based Education Collaborative, and has provided guidance for schools to increase STEM education in their classrooms and move them toward competency-based and personalized learning. Julie is a Defined STEM, a K–12 curriculum resource curriculum with engaging project-based lessons that are based on real-world scenarios. She is also a consultant for Jay McTighe's consulting group, McTighe and Associates, where she conducts workshops for educators using the Understanding by Design curriculum framework. Julie is the co-creator of the 4 Shifts discussion protocol and a regular local, state, and national presenter focusing on authentic work and student-centered, personalized and project-based learning.
Justin Zimmerman joined the Linsly family as Headmaster in 2014, bringing a wide range of experience in the independent school world. After attending boarding school at The Culver Academies in Indiana, he continued on to the University of Wisconsin-Stevens Point, where he played DIII ice hockey and earned his BS in Natural Science and Biology. He later earned his Master’s Degree in Education from Indiana University. Previously, Mr. Zimmerman worked as Dean of Studies and Student Life at Western Reserve Academy in Hudson, OH. He also taught AP Environmental Science and Biology at WRA and Culver and coached ice hockey and lacrosse. Jay McTighe JayMcTighe.com Grant Wiggins "Understanding by Design" www.authenticeducation.org Ted Dintersmith - "What School Could Be", "Most Likely to Succeed" Grant Lichtman - Listen to our previous episode Produced by Shoop Media for Kay-Twelve.com If you are interested in being on the show or know someone who would be a great guest, please connect with Kevin Stoller
In today’s episode we’re speaking to Jay McTighe. Jay brings to our discussion a wealth of experience developed during a… The post ERRR #021. Jay McTighe on Understanding by Design appeared first on Ollie Lovell.
Join us a for a discussion on the ways instructional design is evolving and how the Understanding by Design can be adapted in linguistically and culturally diverse classrooms. Follow: @DrAJHeineke @eklundteaches @ASCD @bamradionetwork Amy J. Heineke, Ph.D.is Associate Professor of Education, Loyola University Chicago. Her work centers on preparing both pre-service and in-service teachers to promote disciplinary learning and language development of all students, with particular lenses on CLD students and ELs. She co-authored Using Understanding by Design in the Culturally and Linguistically Diverse Classroom with Jay McTighe, who served as director of the Maryland Assessment Consortium. Abbie Eklund, Principal of Lincoln Elementary School, 2016 ASCD Emerging Leader.
Kayla Delzer motivates us to relinquish control and empower students with three powerful examples. We can do this! Show Notes: www.coolcatteacher.com/e311 Sponsor: The STLinATL Conference will be at Woodward Academy in Atlanta July 26-27, 2018. I’ll be speaking with other amazing educators like Suzy Boss, Janet Zadina, Jay McTighe, Dr. Brendan Ozawa de Silva, Scott Sanchez, Dr. Ayanna M Howard and more. For $295, this all-inclusive event (except for hotel and travel) is an amazing opportunity to learn. www.stlinatl.com
Julie Willcott talks about how we can bring sustainable food systems and understanding into our schools with these five simple ideas. Show Notes: www.coolcatteacher.com/e285 Sponsor: The STLinATL Conference will be at Woodward Academy in Atlanta July 26-27, 2018. I’ll be speaking with other amazing educators like Suzy Boss, Janet Zadina, Jay McTighe, Dr. Brendan Ozawa de Silva, Scott Sanchez, Dr. Ayanna M Howard and more. For $295, this all-inclusive event (except for hotel and travel) is an amazing opportunity to learn. www.stlinatl.com
Dr. Doug Green challenges our thinking about school, how we should teach, and the flaws with the testing programs we have in education today. Show notes: www.coolcatteacher.com/e284 Sponsor: The STLinATL Conference will be at Woodward Academy in Atlanta July 26-27, 2018. I’ll be speaking with other amazing educators like Suzy Boss, Janet Zadina, Jay McTighe, Dr. Brendan Ozawa de Silva, Scott Sanchez, Dr. Ayanna M Howard and more. For $295, this all-inclusive event (except for hotel and travel) is an amazing opportunity to learn. www.stlinatl.com
Jacqui Murray shares how we can encourage an improvement in writing using technology. These creative ways will help you think about how to help children, particularly those who struggle with handwriting and typing. Show Notes: www.coolcatteacher.com/e280 Sponsor: The STLinATL Conference will be at Woodward Academy in Atlanta July 26-27, 2018. I’ll be speaking with other amazing educators like Suzy Boss, Janet Zadina, Jay McTighe, Dr. Brendan Ozawa de Silva, Scott Sanchez, Dr. Ayanna M Howard and more. For $295, this all-inclusive event (except for hotel and travel) is an amazing opportunity to learn. www.stlinatl.com
Emerging administrator leaders and administrators are participating in an emerging leadership virtual mentorship program created by Jodie Pierpoint and many volunteers. Learn about this program, how you can join in, and how you can become a better mentor. Show Notes: www.coolcatteacher.com/e278 Sponsor: The STLinATL Conference will be at Woodward Academy in Atlanta July 26-27, 2018. I’ll be speaking with other amazing educators like Suzy Boss, Janet Zadina, Jay McTighe, Dr. Brendan Ozawa de Silva, Scott Sanchez, Dr. Ayanna M Howard and more. For $295, this all-inclusive event (except for hotel and travel) is an amazing opportunity to learn. www.stlinatl.com
Richard Byrne, author of Free Technology for Teachers, was a history teacher. It shows. In today’s show, he talks about top free tech tools to try in social studies lessons. This is one to share with your history department. Show Notes: www.coolcatteacher.com/e277 STLinATL will be at Woodward Academy in Atlanta July 26-27. I’ll be speaking with other amazing educators like Suzy Boss, Janet Zadina, Jay McTighe, Dr. Brendan Ozawa de Silva, Scott Sanchez, Dr. Ayanna M Howard and more. For $295, this all-inclusive event (except for hotel and travel) is an amazing opportunity to learn. www.stlinatl.com
John Spencer, coauthor of two different best-selling books, Launch and Empower, talks about the creativity (and test score) boosts his classes experienced when he began Maker Mondays. www.coolcatteacher.com/e276 Sponsor: The STLinATL Conference will be at Woodward Academy in Atlanta July 26-27, 2018. I’ll be speaking with other amazing educators like Suzy Boss, Janet Zadina, Jay McTighe, Dr. Brendan Ozawa de Silva, Scott Sanchez, Dr. Ayanna M Howard and more. For $295, this all-inclusive event (except for hotel and travel) is an amazing opportunity to learn. www.stlinatl.com
HELP PAY FOR QUINTONIO LEGRIER’S FUNERAL Daniel & Iby from Better Leaders Better Schools brings you a special NYE episode to inspire you to accomplish BIG things in 2016. In this episode you will learn: the importance of starting with the end in mind why chunking your time matters the writing process for writing goals that works the power of writing and speaking your goals the importance of treating yourself and celebrating progress 6 X 6 goal strategy why you should cut 15% of what you do this year how to reflect on your last year Resources: Essentialism Leadership Book Report Understanding by Design by Grant Wiggins and Jay McTighe Strength Finders 2.0 DISC Profile How to Fascinate (book) by Sally Hogshead How to Fascinate Assessment and Report Axiom by Bill Hybels (6 X 6 book) 21 Day Instructional Challenge Tribes by Seth Godin 48 Days to the Work You Love by Dan Miller 48 Days Website & Podcast Write Down Your Goals Tell Someone Your Goals Design Your Career or Someone Else Will 6 X 6 Article and Example DID YOU LIKE THE SHOW? iTunes SUBSCRIBE HERE! SHOW SOME LOVE: PLEASE LEAVE A 5-STAR RATING AND REVIEW Website :: Facebook :: Twitter :: LinkedIn Grad your FREE 15 Phrases of Effective School Leaders text PHRASES to 33444 or click the link above. BECOME A PATRON OF THE SHOW FOR AS LITTLE AS $1/MONTH HELP PAY FOR QUINTONIO LEGRIER’S FUNERAL DO YOU NEED ACCOUNTABILITY? TEXT BETTERMASTERMIND to 33444
This week we talk with Jay McTighe, a partner and extensive collaborator with Grant Wiggins. Follow: @bradmcurrie @jaymctighe @bamradionetwork Jay McTighe is completing his 44th year as a professional educator, teacher, and administrator. He is an education consultant, speaker, and an accomplished author, having co-authored 13 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. Brad Currie is the co-founder of #satchat, a weekly Twitter discussion for current and emerging school leaders. Brad is a Vice Principal and Supervisor of Instruction for the Chester School District in Chester, N.J. Billy Krakower is a co-moderator and is a Computer & Resource Reading Room Teacher in Woodland Park, N.J.
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