1. CHAPTER 3 PRESENTED BY JAMES HIGGS
The FACTS of Design
CHAPTER 3
PRESENTED BY
JAMES HIGGS

2. Your humble presenter

3. The Teacher as Designer
Not a “Sage on The Stage” but a “Guide at The Side” Teachers as Coach, Facilitator, Cognitive Mentor

4. GET OUT OF THE BOX TEACHER AS DESIGNER
DESIGNING LEARNING FOR OUR STUDENTS
Planning
OUR CLASSROOM COMMUNITIES
Structuring
Provisioning
OUR CLASSROOMS PERSONALITIES
Orchestrating
OUR STUDENTS NEEDS

5. and now for something different
Time for a survey:
I will ask the question.
U will answer
Remember ve have ways to make you annswwer

6. Raise your hand for yes Do you use CSCOPE in your classroom?
Do you use the Exemplary Lessons?
Are you allowed to use something else?
Do you like it?

8. Each piece fits in to create a whole
F.A.C.T.S. Design
It’s like a puzzle
Each piece fits in to create a whole
F- oundtaion: students needs
A-ctivities: engaging students in learning
C-ontent: what to teach
T-ools: needed to accomplish goal
S-ystem: of assessment to see effectiveness

9. Foundations
The overall vision of what we want students to know, do and be
SCANS report: (Secretary’s Commission on Achieving Necessary Skill) translated by……….me
Students should be knowledgeable, problem-solvers, learn how to live their life, be connected to others, and be able to use various tools to achieve these goals

10. Activities Anchored in a problem
Designed to engage different learning styles
Designed to engage all students of varying abilities and challenges
Relevant to student’s life or real world

11. Activities Authentic: to do this we must know this, meaningful
connected to subsequent activity,
bridges from isolated information to
interconnected useful knowledge

12. Activities Building Knowledge Activities:
knowledge needed to do, understand, solve problem: demonstrations, read/discuss, view films, structured experiments, examples
Constructing Activities:
using knowledge to solve problem, perform, experiment, hypothesis and proof
Sharing Activities:
I know, can do, have learned: what can u do

13. Content State Requirements Texas Essential Knowledge and Skills (TEKS)
Everything is rooted in this
Job requirements
Relate culture, current events, student interests

14. Conclusion 1
Problem Based Lessons with information presented in context of solving the problem and activities designed to give the students the abilities to think through and solve the problem using their own ideas and beliefs.

15. What is needed to: Support, Enhance, Engage, Students in Learning
Tools
What is needed to: Support, Enhance, Engage, Students in Learning

16. Tools Examples: Books: introduce, overview, background information
Television, Film, Video:
setting contexts, introduce topics, show social and emotional consequences of actions, ideas
Skills Software:
develop skills, remember information

17. Tools Computer Graphics:
Visualization, interactivity with data, simulations
sharing with others, creative/artistic expression
Word Processing, Blogging, Desktop Publishing
active learning, analysis-application-synthesis evaluation, process of writing, tool selection for
desired audience, design principles

18. Tools Databases: organize and analyze
Telecommunications: s, chats, blogging, twitter distance learning
Internet: accessing, researching, evaluating

19. Tools Simulations: experimenting, structuring
Multimedia/hypermedia: present, collect, cross media types
Mathematical devices: collecting, modeling

20. Conclusion 2
Tools are selected to help students develop the skills to solve relevant problems and accommodate the individual special needs students have.

21. Assessing Student Learning
Rubrics
Portfolios
peer critiques
Exhibitions
performance assessment

22. The Learning Environment
organized
consistent
promote independence
encourage use of skills

23. The FACTS Based Design Web Tool

24. Design Mentors Demonstration of : FACTS Design Tool
Sutton: The TimberLake Detective Agency
Reading, Writing, Science
4th / 5th grade
White: The Perfect Presidential Candidate
Civics/ Government
High School

25. Design Challenges Tutorials on Each Piece of the Design
Given a Problem to Solve
Use with a Partner
Place to Practice / Play

26. Design Examples Sample Lessons from Others
Different grade levels and subjects
Created by teachers
You Have a Chance to Include your work

27. Conclusion 3
The Environment is organized to provide support, a feeling of safety to experiment, useful feedback, relative comfort and to arouse intellectual curiosity
Assessments authentic products designed to demonstrate mastery of the knowledge and are used to improve instruction

28. Putting It All Together Again

29. Restatement of Conclusions
Problem Based Lessons with information presented in context of solving the problem and activities designed to give the students the abilities to think through and solve the problem using their own ideas and beliefs.
Tools are selected to help students develop the skills to solve relevant problems and accommodate the individual special needs students have.

30. Restatement of Conclusions
The Environment is organized to provide support, a feeling of safety to experiment, useful feedback, relative comfort and to arouse intellectual curiosity
Assessments authentic products designed to demonstrate mastery of the knowledge and are used to improve instruction