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Jay McTighe

Education Writer and Consultant
Jay McTighe

Programme:
Educators' Conference
Area of Specialty:Curriculum Design and Development

Biography
Jay is an accomplished author, having co-authored eleven books, including the best-selling Understanding by Design series with Grant Wiggins. He has written more than thirty articles and book chapters, and has published in a number of leading journals, including Educational Leadership (ASCD) and The Developer (National Staff Development Council). Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made presentations in forty-six states in the U.S., seven provinces in Canada, and nineteen countries outside of North America. Jay received his undergraduate degree from The College of William and Mary, earned a Masters degree from The University of Maryland and has completed post-graduate studies at The Johns Hopkins University. Jay also has an extensive background in professional development and is a featured speaker at national and international conferences and workshops. He received his undergraduate degree from The College of William and Mary, earned a Masters degree from The University of Maryland and completed post-graduate studies at The Johns Hopkins University.

 

Full Day Institute I

Title Understanding by Design - Stage 1
Programme Educators' Conference
Days Offered October 17th
Description Understanding by Design is a world-renowned framework for designing curriculum, assessment and instruction. In the first part of this 2-part workshop, participants will explore the following essential questions through a series of thought-provoking exercises and design experiences. What do we want students to understand and be able to do? What "enduring" knowledge is worth understanding? How might we design our courses and units to emphasize understanding rather than "coverage"? As part of the workshop, participants will have the opportunity to work on a curriculum unit or a school initiative using "backward design."
Objective
  • Participants will explore the logic of "backward design" - a 3-stage model for the development of well-aligned curriculum;
  • Participants will apply practical tools for "unpacking" content standards for selecting curriculum priorities and determining the "big ideas" worthy of deep understanding;
  • Participants will generate essential questions to frame curriculum and focus on "big ideas."
Target Audience Administrators and Teachers
Conference Material
 

Full Day Institute II

Title Understanding by Design - Stage 2: Assessment Evidence
Programme Educators' Conference
Days Offered October 18th
Description

Understanding by Design is a world-renowned framework for designing curriculum, assessment and instruction. In the second part of this 2-part workshop, participants will explore the following essential questions through a series of thought-provoking exercises and design experiences. What is "understanding" and how does it differ from "knowing"? How will we know that students truly understand and can apply their knowledge in a meaningful way? How can we make assessment a "photo album" not a "snapshot"? How will we evaluate student performance in consistent ways across classrooms? We'll explore these questions through a series of thought-provoking exercises and design experiences. As part of the workshop, participants will have the opportunity to work on the assessment plan for a curriculum unit or a school initiative.

Objective
  • Participants will examine processes for aligning assessments with learning goals;
  • Participants will apply practical tools for designing authentic performance tasks for assessing understanding based on six facets of understanding;
  • Participants will learn a tried and true process for developing and using scoring rubrics.
Target Audience Administrators and Teachers
Conference Material
 

3-Hour Workshop

Title Understanding by Design Meets Neuroscience: A Workshop (Co-presenting with Judy Willis)
Programme Educators' Conference
Day Offered October 19th
Description The confluence of research on learning from cognitive psychology, neuroscience and studies of student achievement provide educators with unprecedented knowledge. Brain scans cannot create lesson plans, but the accumulated neuroscience research on learning has already reinforced much classic educational theory and expanded our understanding of optimal teaching and assessment practices. Extending the neuroscience research about how the brain best attends to, processes, stores, and retrieves learning to what Understanding by Design has developed for ideal curriculum, assessment, and instructional planning unites two powerful forces that can help educators prepare learners for the challenges and opportunities of the 21st century. In this session, we will examine this research and co-author of its practical implications for curriculum, assessment, instruction and school structure. Participants will be actively engaged in exploring the following questions: What does current brain research tell us about the most effective approaches for learning? How can we construct a more coherent and relevant curriculum from the learners’ perspective? How should we teach for understanding and transfer? What assessment practices will promote learning, not simply measure it? How does stress impact learning? What motivates learners to try their best? What factors negatively affect student motivation? How can we improve student performance on standardized tests without excessive "test prep?"
Objectives Participants will examine practical ways for integrating key ideas of Understanding by Design with learning strategies supported by research from neuroscience and cognitive psychology
Target Audience Administrators and Teachers
Conference Material
 

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