RM-Unit

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There are MANY ways to design curriculum. Designing instruction has been at the heart of teaching since Socrates' days (or is that daze?). This creates controversy -- what is the best way to design instruction to maximize student learning and engagement? =====

Watch this rather dry, short video from Australia--not too engaging, but pretty accurate: media type="custom" key="2525285"

As discussed, there are SOO many different theories on how to design curriculum. Let's take a look at a few:

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At MSCD, we embrace [|Backwards Design] (a design strategy by Wiggins and McTighe as found in their Understanding By Design publications). On a professional level, I find this to be an exemplary design and the one that "makes most sense." =====


 * If you learn NOTHING else from me, please commit the following to your soul! **

** From now until the day you retire from teaching, these four questions need to drive EVERY TEACHING decision you make! **
I don't expect you to master backwards design in this course. But I do expect that you take some time and THINK about the idea of designing instruction. Let's compare traditional design with UBD (understanding by design, sometimes called backwards design:

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To implement curriculum, teachers give instruction in thematic segments call units. These are designed in two-to three week time periods. Consider a book in which you have chapters with subheadings and information, activities, and a logical sequence of information.