Mi mis pdu april 2013
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MI/MIS PDU April 2013 . Agenda: 4:30-5:00 Deep Dive in LEAP Indicator I.8 5:00-5:15 , Networking, Feedback on AT and Special Olympics 5:30 – 6:30 Stage 2 and 3 of UbD. LEAP Indicator I.8 deep dive. Rethink Autism . Elementary MI and MIS should all have access to Rethink Autism

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MI/MIS PDU April 2013

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Mi mis pdu april 2013

MI/MIS PDU April 2013

Agenda:

4:30-5:00 Deep Dive in LEAP Indicator I.8

5:00-5:15 , Networking, Feedback on AT and Special Olympics

5:30 – 6:30 Stage 2 and 3 of UbD


Leap indicator i 8 deep dive

LEAP Indicator I.8 deep dive


Rethink autism

Rethink Autism

  • Elementary MI and MIS should all have access to Rethink Autism

  • If you would like to add students, pleaser email Rob with the list of kiddos

  • Set up a site visit with a person from Rethink to work with you side by side around April 24

  • They will attend the April 24 MI and MIS meeting at Asbury


Boardmaker studio

Boardmaker Studio

  • Digital download

  • Right now one per school

  • Choose a stationary computer in your building that is accessible by your special education team and connected to a computer

  • Add the pink sticker we will give you so folks know this computer has the software download

  • Training during the Summer Institute


Assistive technology and special olympics feedback

Assistive Technology and Special Olympics Feedback


Understanding by design aka backwards design

Understanding By Design AKA Backwards Design

1. What is your

goal?

2. How are you

going to assess?

3. What are your

instructional tasks?


Ubd template

UBD Template

1. What is your goal?

2. How are you going to assess?

3. What are your

instructional tasks?


Stage 2 of the ubd process

Stage 2 of the UBD Process

What evidence can show that students have achieved the desired results?

What assessment tasks and other evidence will anchor our curricular units and thus guide our instruction?

What should we look for, to determine the extend of student understanding?


Think like an assessor

Think like an Assessor

Goals

Not a teacher

What performance evidence signifies they have been met?

Essential Questions

Understandings

What evidence would show the learner has deeply considered them?

What would show the learner “got it”


Examples

Is this evidence that they can count to 100?

Examples

Do we even know if the student did this?

Is this evidence that they have developed “one hundredness”?

Did the student have to explain rows, columns or patterns?

Teacher has the students bring from home a poster that indicated they have counted 100 objects as a way of demonstrating their understanding of 100. Teacher refers to the state standards that references the “idea” of number and place value.


Rigor

Rigor

Does the 100 day activity meet the criteria of rigor?


Assessor vs activity designer

Assessor vs Activity Designer


Continuum of assessments

Continuum of Assessments

observations and dialogues

informal checks for understanding

tests and quizzes

academic prompts

performance tasks


Authentic assessment

Authentic Assessment

requires judgment and innovation

is realistically contextualized

asks the students to “do” the subject

allows for rehearse, practice, consul and feedback to refine

replicates “adult” challenges

challenges students to use a repertoire of knowledge and skill


Authentic assessment1

Authentic Assessment

based upon these criteria which assessments from the brainstorm list would meet the criteria of authentic?

How could they be changed to be an authentic assessment?


Small group discussion

Small Group Discussion

  • Discuss as a group the types of assessment tasks you are thinking about doing for your unit.

  • Provide feedback to your fellow teachers


Ubd stage three instructional tasks

UBD Stage Three Instructional Tasks


The learning activities need to

The learning activities need to…

Group A

When are students most fully engaged?

Group B

When is student learning most effective


The learning activities need to1

The learning activities need to…

Group A

When are students most fully engaged?

-hands-on

-involves mystery or problems

-provides variety

-personalize the challenge

-cooperation and competition

-real-world

-provocative interaction (case study, mock trial)

-authentic learning

Group B

When is student learning most effective

-focused work ;clear goals

-understanding of the purpose/rational

-models and exemplars are provided

-clear criteria that allows for monitoring progress

-limited fear and maximal incentive to try harder, take risks and learn from mistakes

-Ideas are concrete and real

-students self assess reflect and adjust


Whereto

WHERETO

W- Where the unit si headed and why

H- Hook and Hold attention

E- Equip with necessary tools and experience

R- numerous opportunities to Rethink, Reflect and Revise their work

E- Evaluate progress and self access

T- Tailored to reflect individual needs

O- Organized


Compare and contrast

Compare and Contrast

At your table, look at the two different planning documents for a unit of study. How are they alike and different.

Look at Stage 3 in the Social Studies unit after Backwards Design. Label the tasks with the WHERETO


Transfer of knowledge

Transfer of Knowledge


Pdu review may 7

PDU Review May 7

  • Bring your two page UBD design of a unit of study to share with a triad of peers

  • 2 page reflection essay to turn into the PDU office.


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