Professor Fazal Class

Week 2 Assignment 2

Learners Presentation

Week 2 Assignment 3

Backward Design

The concept of Backwards Design, was very interesting for me to learn about. The goal for the class isn't for the student to attain the knowledge and score high marks, rather the goal is to have the students engage, and practice critical thinking and understanding.   

The idea is to lesson plan with a framework that is more goal oriented and effective. In order to accomplish this, the teacher has to have a very clear goal for the class, and keep the long term goal in mind constantly. 

Wiggins said something so profound. Don't just teach form your resources because those are the resources given. Choose the parts of your resources that lead you towards the goal of your class. 

Lesson plans are created backwards. First whats is the long term goal, how are the assessments, and instruction supporting those goals.

Lesson that are planned with Backward Design framework, creates a class with opportunities for teachable moments. A teacher should be able to develop a strategic answer based off of students performances. 

Lessons based off Backward Design doesn't only engage the stronger students in that subject, everyone is challenged in their thinking.

I loved the way Wiggins ended his presentation. Intellectual knowledge isn't the students problem, its the teachers. By using the ideas of Backward Design in lesson planning, A child no matter the level of intelligence will be engaged.

Week 3 Assignment 1

Stage One

Backward Design, Sage 1: Identify Desired Results                  ELA Reading, CCS	Established Goal: Students can understand how to analyze key individual events or ideas are developed through a text. As well as conveying the authors point of view thoroughly. Additionally students should be able to integrate information learned in different formats
Understandings: Students will understand how to analyze key individuals, meaning of phrases as they are used in texts in different contexts, as well as the authors point of view in informational texts	Essential Questions: What are the events in the story? What is the author’s point of view? What are the characteristics of each character? How can I apply the information I read to other aspects in my learning? What are the meanings of the words?
Students will be able to… Students will know the meaning of words, and phrases, figuratively, connotative, technically. As well they will know all that is expected from them	Students will know…. Students will know the meaning of words, and phrases, figuratively, connotative, technically. As well they will know all that is expected from them

Week 3, Assignment 2

Stage One

Backwards Design, Stage 1: Identifying Desired Results                                Writing, CCS	Established Goals: My established goal of the class is to have students be able to write informative texts to analyze and convey ideas, by selecting proper information.
Understandings: Students will understand that in order to write informative texts, they must be able to conduct the proper research and text   will help them convey their message.	Essential Questions: Is this text under the topic of research? Does the writing reflect proper understanding of research? Does your writing convey the message you intended it to? Is your information organized systematically?
Students will be able to… Look through, and select proper texts that they can base their writings off of. As well as organize their information systematically, and be able to convert it into a well written piece.	Students will know… Students will know what type of texts to choose, and how to convey their message through their writings.

Week 4, Assignment 1
The fist step is to understand what the desired results are, what is I want my students to learn, understand and be able to accomplish after. Based on class wide, and individual assessments I, as the teacher can see where students understood the material, and where they had difficulty. Building off of that knowledge I can then establish essential questions, that will challenge the students thinking, while still in their range of capabilities. To determine what understandings are desired, is dependent of the age and level of the students. Assessments done by the teacher and the students, as well can, and projects, can help determine the skills and knowledge students have acquired. Through this process hopefully students will be prepared for college and the workforce.

Week 4, Assignment 2

Here is the link to my video: https://drive.google.com/open?id=1sBjOk2HmP-UHXVL1rW3gyKg0l_qwSSkB

Week 10, Assignment 2

                                                  My Teaching Philosophy

                            Week 10, Assignment 3

                                    Summative and Formative Assessments video
Video Citation : 
Garrison, C., & Ehringhaus, M., Ph.D. (n.d.). Formative and SummativAssessments in the Classroom [PDF].http://schools.nyc.gov/NR/rdonlyres/33148188-6FB5-4593-A8DF-8EAB8CA002AA/0/2010_11_Formative_Summative_Assessment.pdf