7 Practices For Effective Learning McTighe 2005
7 Practices For Effective Learning McTighe 2005
7 Practices For Effective Learning McTighe 2005
3 The graph contains a title All parts of the graph (units All data are accurately The graph is very neat
that clearly tells what the of measurement, rows, represented on the graph. and easy to read.
-1 data show. [---/ etc.) are correctly labeled. -- ••r
data show. ED V ED 7r
1 The title does not reflect The graph is incorrectly The data are inaccurately The graph is sloppy and
what the data show OR labeled OR labels are represented, contain difficult to read.
the title is missing. missing. major errors, OR are
missing.
Comments:
Goals/Actions:
Source: From The Understandingby Design ProfessionalDevelopment Workbook (p. 183), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: ASCD.
Practice 3: Assess
E example). If teachers don't
identify and confront these
misconceptions, they will
before teaching. persist even in the face of
Before beginning instruction on good teaching. To uncover
the five senses, a kindergarten existing misconceptions,
teacher asks each student to teachers can use a short,
draw a picture of the body parts nongraded true-false diag-
related to the various senses and nostic quiz that includes
show what each part does. She several potential misconcep-
models the process by drawing tions related to the targeted
an eye on the chalkboard. "The "2 learning. Student responses
eye helps us see things around () will signal any prevailing
_J
us," she points out. As students ,4_ misconceptions, which the
draw, the teacher circulates teacher can then address
around the room, stopping to through instruction. In the
ask clarifying questions (7"see E future, the growing avail-
you've drawn a nose. What does ability of portable, electronic
the nose help us do?"). On the student-response systems
basis of what she learns about will enable educators to
her students from this diagnostic obtain this information
pre-test, she divides the class instantaneously
into two groups for differenti- Duration
ated instruction. At the conclu- : Represents several (2 or 3) pieces of evicJence. Practice 4: Offer
sion of the unit, the teacher asks appropriate choices.
ght © Ken O'Connor. Reprinted with permission.
students to do another drawing, CopyrI As part of a culminating assess-
which she collects and compares Four stuudents master a given learning goal by the end of ain ment for a major unit on their
with their original pre-test as instruct ional segment but have vastly different learning ct irves. state's history and geography,a