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Welcome to EDUC 461!. Integrated Methods I: Processes Mercer University McDonough RAC. January 12, 2011 Agenda. Course Requirements Introductions and Norms The Middle School Concept Chapter 1 UBD Unpacking Standards Team Building Reflection. Course Syllabus. Essential Questions.

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Welcome to EDUC 461!

Integrated Methods I: Processes

Mercer University

McDonough RAC

January 12, 2011Agenda

  • Course Requirements

  • Introductions and Norms

  • The Middle School Concept

  • Chapter 1

    • UBD

    • Unpacking Standards

  • Team Building

  • Reflection

Course Syllabus

Essential Questions

  • What is the middle school concept?

  • What is accountability?

  • What is the standards-based approach?

  • What is two-dimensional thinking?

  • What is the KBD/UBD framework?

  • Why is team building important for middle school teachers?


BA. English, State University of West Georgia

M Ed Educational Leadership, Mercer University

PhD Educational Leadership, Mercer University


12 years

1 elementary

8 middle school

3 high school

Middle School Teacher, Team Leader, Department Chair, Graduation Coach, Instructional Coach



  • Name

  • List (3) important norms for EDUC 461.

  • List (1) interesting thing about you.

  • Why do you want to teach? Why Middle School?

  • Areas of concentration

  • What do you hope to gain from taking this course?

  • If you were a piece of candy, what piece would you be?

Describe a typical middle school student.

This We Believe (1995)

This We Believe: Keys to Educating Young Adolescents is the landmark position paper from National Middle School Association in which the association's vision for a successful school for 10- to 15-year-olds is delineated in 16 characteristics.


Turning Points Recommendations for Middle Schools (2000)

What is accountability?

What is a standards-based approach?

Two-dimensional Thinking

  • Accountability

  • Relevancy

  • Alignment

What is the KDB?UBD Framework?

Standards Based Education Model

Stage 1:

Identify Desired Results

What do I want my students

to know and be able to do?

Big Ideas  Enduring Understandings 

Essential Questions


Skills and Knowledge


Stage 2:

Determine Acceptable Evidence

(Design Balanced Assessments)

How will I know if my students

know it and/or can do it?

(to assess student progress toward

desired results)

Stage 3:

Plan Learning Experiences and Instruction

What will need to be done to help my students learn the required knowledge and skills?

(to support student success on assessments,

leading to desired results)

Stage 1: Identifying the Desired Results

Appropriate standards and elements are targeted for learning.

Standards and elements from multiple strands are targeted.

Statements of enduring understanding are based on transferable, big ideas at the heart of the discipline.

Understandings are framed by essential questions that spark meaningful connections, provoke genuine inquiry and depth of thought.

Essential questions are provocative, arguable, and likely to generate inquiry around the central ideas.

The enduring understandings and essential questions are pervasive throughout the unit.

Stage 1: Identifying the Desired Results

What do you want students to know and be able to do as a result of this unit?

What standards will you target for learning during this unit?

Which specific elements represent the specific content knowledge and skills that you will emphasize in this unit?

What ideas / concepts do you want students to remember five years from now?

What “big” questions can students explore throughout this unit?

Stage 2: Assessment

How will I know if my students KNOW AND CAN DO the key learning goals identified?

How will I measure student progress toward mastering the key learning goals identified?

Stage 2: Assessment Plan

A variety of appropriate assessment formats are used.

The assessment tasks are aligned with targeted learning goals.

All primary/focus standards are assessed.

The plan balances the use of formative and summative assessments.

The plan provides opportunities for self assessment.

The assessments are used as feedback for students and teachers.

Students are asked to exhibit their learning through authenticperformance tasks.

Appropriate criterion-based scoring tools are used to evaluate student products and performances.

Assessment tasks are described in sufficient detail (especially the performance tasks).

Our goal is to create and maintain a balanced assessment system that includes high-quality assessments of and for student learning.

2006 Measured Progress

Assessment Types

Formative Assessment can be formal or informal and is used throughout the unit.

Summative Assessmentis comprehensive in nature and used at the end of unit.

When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.

Performance Assessment

Assessment based on observation and judgment. Students engage in an activity that requires them to apply a performance skill or create a product and “we” judge its quality.

Two parts:

Performance Task

Performance Criteria

Richard Stiggins, Classroom Assessment for Student Learning

Performance Tasks

Engage students in reality-based activities

Require students to assume an authentic role

Present a specific audience for the product or performance

Provides real-world situation/context

Require real-world product

Require both the elaboration of core knowledge content and the use of specific processes

Specify clear standards for evaluation

Performance Tasks

Goal: What is the task to be completed?

Role: What is the adopted persona?

Audience: Who will evaluate?

Situation: What is the context/environment?

Product: What creation will be evaluated?

Standards/Criteria: What rubric will be used for evaluation?

Stage 3: Instructional Plan

What strategies and activities will EQUIP my students for success on the assessment tasks?

How will I prepare my students to demonstrate their learning?

Stage 3: Instructional Plan

Orient students about the learning goals, the importance of the content, and the unit requirements.

Hook students: motivate them to dig into the big ideas of the unit.

Provide adequate opportunities for students to explore and experience concepts and to receive instruction to equip them for required assessments.

Stage 3: Instructional Plan

Provide sufficient opportunities to rethink, revise, rehearse, and refine their work based on feedback.

Provide opportunities for students to evaluate their work, reflect on their learning, and set goals.

Differentiate instruction according to interests, abilities, and/or learning styles.

Sequence the learning plan in a logical fashion.

The Process of Backward Design

big ideas

enduring understandings and essential questions

skills and knowledge


instruction planning

VIPs—Very Important Points

All planning directly connects to the standards, and the language of the standards should become familiar to all teachers.

Standards are revisited continuously throughout the teaching/learning process.

Planning takes place at the unit level, and units are usually 3 to 6 weeks in length, regardless of whether the course is block or traditional schedule.

Although standards do not have to be posted, they should be pervasive in the classroom.

Covering vs. Uncovering: What does it mean to “uncover?”

Bringing the “big ideas” to life

Focusing on learning, rather than teaching

Helping students to understand, not just remember the understanding of others

Incorporating a number of different teaching strategies that are driven by the achievement targets

Teaching for breadth and depth

Backward Design

Stage 1: What do I want my students to learn?

Stage 2: How will I know when they have learned it?

Stage 3: What strategies/activities will be necessary in order to help them learn it?

Unpacking the Standards

  • Activity

  • With a partner read the RAC standard.

  • Highlight the verbs and underline the main nouns.

  • 5-Step Protocol

What is curriculum mapping?

  • Horizontal mapping

  • Vertical mapping

  • Making connections

Team Building

  • Get into a team to include 4 people with expertise in each of the core content areas: ELA, MA, SC, SS.

  • Decide a team leader.

  • Complete Compass Activity.


  • Go to www.georgiastandards.org

  • Download and bring to class:

    • standards for (2) areas of concentration

    • Curriculum map/framework for (2) areas of concentration


  • Login