Question+4


 * On the topic of**:

//Teaching from a Big Ideas Focus//

1. What did we hear and in what ways is this current practice at GBS? This is similar to essential questions through curricular mapping procedures where courses are designed to focus on big ideas. Backward design is used to plan curricular assessments and content instruction to adress these essential questions. We need to discuss the difference between teaching to big ideas versus essential questions and which we really want at GBS. This could be different from one subject area to another. Big ideas are the 30,000 ft view; essential questions are unit based and are at the 10,000 ft level. College Readiness Standards--explicit teaching of these. Explicit integrating these into the course. Perhaps CRS are at the 1,000 ft level.

Should big ideas overlap departments? Are we departmentalize?

2. If this became an instructional tool as part of the RtI process,

a. How could that look at GBS? Currently is done through course level teams and evaluated every five years through the EPP process. These, to the degree implemented, should be reflected in the syllabus, curriculum map and moodle presence. b. How would this engage more students in class? Instruction designed to meet essential questions, students will see the how and why of the curricular delivery. All roads should lead to that understanding of the big ideas. Therefore, more time and energy can be placed on delivery system modifications and diversity of delivery systems to adress different learning styles. This ultimately decreases overload and leads to long term learning. c. What kind of potential obstacles do you anticipate? Coordination and time! This requires pruning, and identifying what is most important. Some terminology should be common between departments.

Coverage - the need to "cover" the entire textbook, focus on every fact, every vocabulary word. Matching assessments to our big ideas and not rote memorization. How do we monitor validity of assessments? Do our unit tests measure what we want them to measure? Can an impartial person help review the materials we create?

Putting the Big Idea into non-academic intervention is also important! How/where do the big ideas fit in the Deans Office or with social work. Luike the idea of putting Social/emotional learning standards in all of the classrooms. How do screeners (universal otherwise) help us identify the critical big ideas. We think taht screeners can play a big role in hepling us determine our big ideas. collaboration, creativity, communication, citizenship, Where do the mission and vision statements fit?