This section of my site contains a pair of my unit KUD’s. What these “articulate” amounts to a virtual road map to my units and indeed my entire course.
To break it apart, the “Knows” includes my unit content. Content remains a really important part of my course (obviously) although I’ve strived to be more flexible about it in recent years. I came to a conclusion a few years ago concerning the true purpose of content. I have realized that as much as I love social studies, I realize that it is best used to teach students vital skills. It’s more important for them to know how I came to know history, then for me to try and teach them all the history I know. I also like to keep content on the Knows to be more general, allowing me to adjust it (especially important for Model UN/debates/current events) and differentiate it.
The “Understands” part is for me almost overlooked in the rush to link content to skills. Yet I see it as the most important part. It is here where you articulate what you really want students to know and be able to do. I remember being asked the latter question over 20 years ago when I was doing my student teaching. Now, by crafting precise understandings that connect content and skills, that question can be answered.
The “Do’s” section contains the vital skills, which link specific targets to standards. In particular, I want to stress Evidence, Analysis, and Critical Thinking this year. I am working on reshaping both summative and formative assessments to clearly label questions as coming from those areas. Reading and writing skills are of course inherent to assessing these standards.
I continue to seek out scales and rubrics which help my students accomplish the goals my KUD has set out for them. I also feel it is important that students understand the language and vocabulary of scales. For example, it bears explaining what the terms synthesis and evaluate mean. Using specific, concrete exemplars has worked best in this regard.
To break it apart, the “Knows” includes my unit content. Content remains a really important part of my course (obviously) although I’ve strived to be more flexible about it in recent years. I came to a conclusion a few years ago concerning the true purpose of content. I have realized that as much as I love social studies, I realize that it is best used to teach students vital skills. It’s more important for them to know how I came to know history, then for me to try and teach them all the history I know. I also like to keep content on the Knows to be more general, allowing me to adjust it (especially important for Model UN/debates/current events) and differentiate it.
The “Understands” part is for me almost overlooked in the rush to link content to skills. Yet I see it as the most important part. It is here where you articulate what you really want students to know and be able to do. I remember being asked the latter question over 20 years ago when I was doing my student teaching. Now, by crafting precise understandings that connect content and skills, that question can be answered.
The “Do’s” section contains the vital skills, which link specific targets to standards. In particular, I want to stress Evidence, Analysis, and Critical Thinking this year. I am working on reshaping both summative and formative assessments to clearly label questions as coming from those areas. Reading and writing skills are of course inherent to assessing these standards.
I continue to seek out scales and rubrics which help my students accomplish the goals my KUD has set out for them. I also feel it is important that students understand the language and vocabulary of scales. For example, it bears explaining what the terms synthesis and evaluate mean. Using specific, concrete exemplars has worked best in this regard.