Rather than focusing on the content that wasn’t covered during remote and hybrid
instruction, they propose two more-productive approaches:
• Prioritizing the
curriculum on outcomes that matter the most – A simple but effective way to
accomplish this is preceding the title of each curriculum unit with the words, A
study in… Several examples:
- The calendar – A study in systems
- Linear
equations – A study in mathematical modeling
- Media literacy – A study in
critical thinking
- Any sport – A study in technique
- Argumentation – A study
in craftsmanship
Preceding a unit title with those three words, say Silver and
McTighe, “establishes a conceptual lens to focus learning on transferable ideas,
rather than isolated facts or discrete skills.”
It’s also helpful to frame the
unit around Essential Questions. For the five units above, here are some
possibilities:
- How is the calendar a system? What makes a system a system?
-
How can mathematics model or represent change? What are the limits of a
mathematical model?
- Can I trust this source? How do I know what to believe in
what I read, hear, and view?
- Why does technique matter? How can I achieve
maximum power without losing control?
- What makes an argument convincing? How
do you craft a persuasive argument?
Well-framed Essential Questions are
open-ended, stimulate thinking, discussions, and debate, and raise additional
questions.
• Engaging learners in deeper learning that will endure – “To learn
deeply,” say Silver and McTighe, “students need to interact with content, e.g.,
by linking new information with prior knowledge, wrestling with questions and
problems, considering different points of view, and trying to apply their
learning to novel situations.” The most important skills are comparing,
conceptualizing, reading for understanding, predicting and hypothesizing,
perspective-taking, and exercising empathy.
A kindergarten example: challenging
students to predict how high they can stack blocks before a tower falls down,
then having them try different hypotheses and see what works best, and note the
success factors. “This focus on cause and effect will become a yearlong inquiry
for students,” say Silver and McTighe, “as they learn to use it to examine
scientific phenomena, characters’ behavior in stories, and even their own
attitudes and motivations as learners.” (The full article, linked below,
includes a middle-school unit on genetically modified food and a high-school
unit comparing the educational philosophies of Booker T. Washington and W.E.B.
DuBois.)
This two-part approach to curriculum is not just “a stopgap measure
tied to current anxieties about learning loss,” conclude Silver and McTighe:
“Framing content around big ideas and actively engaging students in powerful
forms of thinking is good practice – in any year, under any conditions.”
“Learning Loss: Are We Defining the Problem Correctly?” by Harvey Silver and Jay
McTighe on McTighe’s website, May 7, 2021; McTighe can be reached at
jmctigh@aol.com.
Please Note: This summary is reprinted with permission from issue #886 of The Marshall Memo, an excellent resource for educators.
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