NewFraming Systems Level I CAR801A Framing Systems Level II CAR801B Government Of Prince Edward IslandFraming Systems Level I CAR801A Framing Systems Level II CAR801BFramingham, MAExplanation of Knowledge LevelFactualThe basic elements students must know to be acquainted with a discipline or solve problems in itKNOWING THAT• knowledge of terminology (e.g., technical vocabulary, name of equipment)• knowledge of specific details and elements (e.g., general shop safety procedures, operating procedures)ConceptualThe interrelationship among the basic elements within a larger structure that enables them to function togetherKNOWING WHAT and WHY• knowledge of classifications and categories (e.g., types of tools, equipment, and materials)• knowledge of theories, models, and structures (e.g., building envelop, selecting materials)ProceduralHow to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methodsKNOWING HOW• knowledge of subject-specific-skills and algorithms (e.g., technical skills with tools, wall framing)• knowledge of subject-specific techniques and methods (e.g., safe operating procedures on stationary equipment)• knowledge of criteria for determining when to use appropriate procedures (e.g., work plans, procedures, bills of materials)MetacognitiveKnowledge of cognition in general as well as awareness and knowledge of one's own cognitionKNOWING HOW TO KNOW• strategic knowledge (i.e., knowledge of where to locate required information)• knowledge about cognitive tasks, including appropriate contextual and conditional knowledge (i.e., knowledge of the skills required to complete a task)• Self-knowledge (i.e., awareness of one's own knowledge and ability level) 11CAREER AND TECHNICAL EDUCATION: CARPENTRY TECHNOLOGYCognitive Process DimensionThe cognitive process dimension represents a continuum of increasing cognitive complexity, from lower order thinking skills to higher order thinking skills. In order to assess the level of learning, it is necessary to plan instruction as a backward experience of three stages beginning with the end-in-mind or the desired results, moving to the second stage of evidence-of-learning or assessment, and ending with the learning plan or the activities that will engage students and scaffold them toward the end result or performance task .Basics of UbD• helps transform specific curriculum outcomes (SCOs) into meaningful learning elements and assessments• encourages teachers to become coaches and facilitators of meaningful learning rather than purveyors of superficial content• reveals learning when students make sense of, and are able to transfer, learning to new and authentic situations• requires ongoing review of instructional design to ensure effective practice and continuous improvement for achievement• promotes a way of thinking about curricular planning in a broader sense, not a rigid program or prescriptive plan• ensures deeper student understanding by making meaning from big ideas• overcomes instructional errors associated with simplified textbook coverage and activity-oriented teaching (activity without a clear purpose)Stage 1Desired ResultsStage 2EvidenceStage 3Learning PlanThe knowledge, skills, and attitudes that are articulated in specific curriculum outcomes (SCOs) are identified.