scholarly journals Improving Classroom Guidance Curriculum With Understanding by Design

2019 ◽  
Vol 9 (2) ◽  
pp. 80-99 ◽  
Author(s):  
Hilary Dack ◽  
Clare Merlin-Knoblich
Keyword(s):  
Understanding By Design ◽  
Classroom Guidance ◽  
Guidance Curriculum

Метод UbD (Understanding by Design)

2016 ◽  
Vol 4 (4) ◽  
pp. 35-39
Author(s):  
Snejana Konsulova ◽  
Vladimira Teneva
Keyword(s):  
Transfer Of Knowledge ◽  
Educational Content ◽  
Understanding By Design ◽  
Selection Of

Careful lessons planning is extremely important when leading the process of learning in the classroom. When a planned lesson is being selected it is good to do that in a way that would focus on selection of the educational content because it is very important to the performance and transfer of knowledge- a tasks which is difficult to implement in the duration of a single lesson

scholarly journals Suicide Protective Factors: Utilizing SHORES in School Counseling

2021 ◽  
Vol 11 (1) ◽  
pp. 16-30
Author(s):  
Diane M. Stutey ◽  
Jenny L. Cureton ◽  
Kim Severn ◽  
Matthew Fink
Keyword(s):  
Suicidal Ideation ◽  
Protective Factors ◽  
Small Group ◽  
School Counseling ◽  
School Counselors ◽  
Suicide Prevention ◽  
Comprehensive School ◽  
Mnemonic Device ◽  
Classroom Guidance

Recently, a mnemonic device, SHORES, was created for counselors to utilize with clients with suicidal ideation. The acronym of SHORES stands for Skills and strategies for coping (S); Hope (H); Objections (O); Reasons to live and Restricted means (R); Engaged care (E); and Support (S). In this manuscript, SHORES is introduced as a way for school counselors to address protective factors against suicide. In addition, the authors review the literature on comprehensive school suicide prevention and suicide protective factors; describe the relevance of a suicide protective factors mnemonic that school counselors can use; and illustrate the mnemonic’s application in classroom guidance, small-group, and individual settings.

Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students

2013 ◽  
pp. 218-246
Author(s):  
Angelo Chiarle
Keyword(s):  
Critical Reflection ◽  
Italian Literature ◽  
Authentic Assessment ◽  
Habits Of Mind ◽  
Assessment Practices ◽  
Active Citizenship ◽  
Understanding By Design ◽  
Latin Language ◽  
Language And Literature ◽  
Key Competences

To meet the complex challenge set by the 2006 European Reference Framework of the Key Competences for Lifelong Learning, different didactic tools seem necessary: cooperative learning, problem solving, authentic assessment, understanding by design, differentiated instruction, habits of mind, critical thinking, and student portfolio. Since 1998, teaching both Italian and Latin Language and Literature in two Licei Scientifici Statali in the Province of Turin (Piemonte) to students aged 14 through 19, the author has gradually implemented all these didactic tools. The author’s working hypothesis is to construct the “three storey competence building” starting from the daily “ground floor” of attitudes or habits of minds, rising whenever possible to the “first floor” of authentic assessment, coming up to the “attic” of student portfolio with some willing students. The author’s main goal is to submit some critical reflection and evidence on what teachers can really achieve with their students if they accept the challenge of refocusing their instruction and their assessment practices.

Improving Course Coherence & Assessment Rigor: “Understanding by Design” in a Nonmajors Biology Course

2016 ◽  
Vol 78 (6) ◽  
pp. 463-470
Author(s):  
Julie Minbiole
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Final Exam ◽  
Traditional Course ◽  
Understanding By Design ◽  
Course Planning ◽  
Undergraduate Institutions ◽  
Core Concepts ◽  
Course Material ◽  
K 12

Instructors in two- and four-year undergraduate institutions face a variety of challenges in designing and delivering high-quality courses for their students and in creating accurate assessments of student learning. Traditional course planning (a linear, start-to-finish process based on the knowledge and perspective of the instructor) can lead to lack of clarity of learning objectives for students, uncertainty about course priorities for both instructor and students, and poor alignment between course material and assessments. To address these issues, Understanding by Design (UbD), a course-planning protocol widely used in K–12 education, was implemented to redesign a one-semester, nonmajors “Sensation & Perception” course at a four-year liberal arts college. This implementation improved the instructor's understanding of desired student learning outcomes, allowed core concepts and science competencies to be prioritized as recommended by the “Vision and Change” reform initiative, and led to decreased lecture time in favor of greater lab and student-driven discussion time. In addition, this process allowed components of evidence-based reasoning and scientific process to be incorporated authentically into assessments. Despite the increasing rigor of assessments, there was a statistically significant increase in students earning an A or B on the final exam after UbD implementation.

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