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Understanding by Design: Next steps. Tom Rye Donna Herold ASCD Faculty 2010 Understanding by Design Training, Allen Parish . Think of a successful learning experience. Identify three characteristics that made it successful:. 1. 2. 3. Our Outcomes.

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understanding by design next steps

Understanding by Design: Next steps

Tom Rye

Donna Herold

ASCD Faculty

2010 Understanding by Design Training, Allen Parish

think of a successful learning experience identify three characteristics that made it successful
Think of a successful learning experience. Identify three characteristics that made it successful:

1.

2.

3.

our outcomes
Our Outcomes
  • Explore backward design principles and common misunderstandings about design;
  • Identify desired results for unit of study and draft a complete unit to include an assessment and learning plan;
  • Review unit of study applying design standards
  • Strategize about how to collaboratively develop multiple units, courses, and programs as you move forward

ASCD Allen Parish 2010; Rye and Herold

tasks
Tasks:
  • Design a unit for a period of instruction between 1-6 weeks.
  • Review units by applying design standards and offering feedback to improve design.
  • Explore what an Understanding by Design classroom looks like.

ASCD Allen Parish 2010; Rye and Herold

essential questions
Essential Questions:
  • Why Understanding by Design? Why 21st Century Skills?
  • What strategies are there for evaluating and revising existing UbD units?
  • What is a performance task?
      • To what extent can we truly implement a performance task into every unit of instruction?
      • How can we assess/grade performance tasks reliably and practically?
  • What does a UbD classroom actually look like?
  • How do we continue to move forward professionally? 
why are we here
Why are we here?

What do you want your students to remember about your class ten, twenty years from now?

ASCD Allen Parish 2010; Rye and Herold

what is understanding
What is Understanding?
  • Understanding Understanding
    • Big ideas make meaning of the learning and permit transfer
    • Transfer is the key evidence of understanding (or lack of it)
  • Good design
    • best done “backward” from the desired understanding
      • Given the understanding we seek, we ask: what follows for assessment and for student learning?

ASCD Allen Parish 2010; Rye and Herold

designing for understanding
Designing for understanding:
  • “Understanding is never a passive possession of information or mere automaticity of skill, but the capacity to act wisely, decisively and effectively.”
          • -- Schooling by Design (2007)

ASCD Allen Parish 2010; Rye and Herold

slide9

What is ‘understanding’?

- really ‘getting it’?

9

ASCD Allen Parish 2010; Rye and Herold

  • What does understanding as a goal require of -
    • ‘Designs’ - our planning?
    • Learning and teaching activities?
    • Assessment and feedback to learners?
  • How do we achieve understanding by design vs. ‘good fortune’?
three stages of backward design
Three stages of backward design

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

10

ASCD Allen Parish 2010; Rye and Herold

three stages of backward design11
Three stages of backward design

11

  • What should students be able to
  • DO with their learning?

2. What IS valid evidence of ability to

meet the long-term transfer goal?

3. What learning experiences

& instruction do students need

to get there?

ASCD Allen Parish 2010; Rye and Herold

typically
Typically:

Without checking for

alignment

Without checking for

alignment

12

  • Identify content to be acquired

2. Brainstorm lessons to teach the content

3. Create an assessment to

judge if students learned the content

ASCD Allen Parish 2010; Rye and Herold

ubd design template

Unit Template

Overarching understandings

Essential Questions

Knowledge and skill to be acquired

UbD design template

ASCD Allen Parish 2010; Rye and Herold

three stages of backward design14

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

Three stages of backward design

ASCD Allen Parish 2010; Rye and Herold

stage 1 desired results
Stage 1:Desired results

Stage 1 - Desired Results

EstablishedGoals

  • Excerpted from program level documents
  • Demonstrates how unit will embody system expectations

Enduring Understanding(s):

EssentialQuestion(s):

  • Inquiry students pursue to earn insights and develop proficiency
  • Insights students earn that will transfer to new learning

Students will know and be able to do:

  • Content priorities for the unit / course / subject
  • Students will be accountable to demonstrate in their work
  • Key vocabulary concepts

ASCD Allen Parish 2010; Rye and Herold

what the research says
“Research on expertise suggests that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work.”

-- Bransford, How People Learn

What the research says

ASCD Allen Parish 2010; Rye and Herold

slide17

From the Agriculture Age

to the Conceptual Age

Affluence,

Technology,

Globalization

Conceptual Age

(creators and empathizers)

Information Age (knowledge worker)

Industrial Age

(factory workers)

Agricultural Age (farmers)

21st century

18th century

19th century

20th century

ASCD Allen Parish 2010; Rye and Herold

are we developing
Are we developing. . .

communicators . . .

leaders . . .

creators . . .

critical thinkers . . .

self-directed workers?

ASCD Allen Parish 2010; Rye and Herold

really ready to work
Really Ready to Work?

ASCD Allen Parish 2010; Rye and Herold

partnership for 21 st century core themes and skills
Partnership for 21st Century Core Themes and skills

THEMES:

Global Awareness

Financial, economic, business, and entrepreneurial literacy

Civic literacy,

Health and environmental literacy

SKILLS:

Creativity and Innovation

Information, Media, and Technology Skills

Life and Career Skills

ASCD Allen Parish 2010; Rye and Herold

design standards for enduring understandings
Design Standards for Enduring Understandings
  • Big ideas at the heart of the discipline
  • Requires “uncoverage”
  • Lasting value beyond the classroom
  • Measurable

ASCD Allen Parish 2010; Rye and Herold

slide23

Nice to know

Worth being

familiar with

Foundational

knowledge & skill

Important to

know & do

“Big ideas”

worth

exploring and

understanding

in depth

Big ideas &

Enduring Understandings

Establishing Priorities: From “Big Ideas”

to Enduring Understandings

ASCD Allen Parish 2010; Rye and Herold

slide24

40-40-40

A timeline detailing the early history of the Internet

Nice to know

Foundational

knowledge & skill

How to evaluate the credibility of Internet sources

“Big ideas”

worth

exploring and

understanding

in depth

Emerging technologies have the power to change the way we understand our world

ASCD Allen Parish 2010; Rye and Herold

slide25

Key protests of

Civil Rights

Movement

Nice to know

Foundational

knowledge & skill

Analyze effects of

landmark U.S. Supreme Court decisions such as Brown v. Board of Education

“Big ideas”

worth

exploring and

understanding

in depth

Conflict creates change

ASCD Allen Parish 2010; Rye and Herold

enduring understandings for 21 st century skills
Enduring Understandings for 21st Century Skills

In pairs, write an enduring understanding derived from the 21st century skills/themes

sample enduring understandings
Sample enduring understandings

Social Studies

  • A union is only as strong as its citizens belief in it and each other.
  • The government structure reflects the amount of faith the leaders have in its people.
  • We have become more democratic over time.

English

  • Youth cannot always know what is right because of inexperience.
  • You are judged by the rules you follow and the rules you break.

ASCD Allen Parish 2010; Rye and Herold

sample enduring understandings28
Sample enduring understandings

Physical Education/Health

  • Knowing the rules can create opportunities.
  • A team is more than a collection of individuals.
  • Risk-taking has both expected and unexpected consequences.

ASCD Allen Parish 2010; Rye and Herold

sample enduring understandings29
Sample enduring understandings

Art

  • The context in which a piece is created impacts the audience’s perception of the piece.
  • Experience and opportunities provide inspiration for further pursuits.

FACS

  • Pursuing a career path requires structured long-term planning and willingness to deviate from those plans to take risks.
  • You are judged by the rules you follow and the rules you break.

ASCD Allen Parish 2010; Rye and Herold

sample enduring understandings30
Sample enduring understandings

Computers/Business Education

  • A good planner knows why and when to make adjustments.
  • Success and failures are measured in every area of business.
  • Audience and purpose influence the choice, use and presentation of language.
  • Satisfying a customer at any cost is not always good for business.

ASCD Allen Parish 2010; Rye and Herold

sample enduring understandings31
Sample enduring understandings

31

ASCD Allen Parish 2010; Rye and Herold

Environmental Science:

Citizens have a responsibility to voice their opinions about important issues in articulate and educated ways.

Environmental awareness and stewardship are crucial toward developing civic responsibility.

Letter writing can be a powerful way to bring about change in the community.

Mathematics:

is a useful language for symbolically modeling and thus simplifying and analyzing our world.

Math can give visualization to what cannot be seen.

Probability models are useful tools for making decisions and predictions.

slide32

Which of the following are

enduring understandings?

ASCD O Fallon SD 90-- 2010; Donna Herold

  • Writing involves many elements.
  • In a free-market economy, price is a function of supply and demand.
  • DNA
  • Students will understand how to compare and order fractions, decimals, percents, and numbers written in scientific notation.
  • Students will understand that there are numbers, ways of representing numbers, relationships among numbers, and number systems.
slide33
Task:

Choose a unit for your work today

Create two or three Enduring Understandings for your unit.

Remember to incorporate

21st Century Skills and/or

Themes

Be ready to share your

understandings at 10:10

slide34

Enduring Understanding:Conflict creates change

Essential Question:

To what extent did the conflicts of the Civil Rights movement create a platform for political change?

ASCD Allen Parish 2010; Rye and Herold

designing with essential questions
Designing with Essential Questions

35

  • More question-based, problem-based, and challenge-based design: as opposed to content-based design
  • Moving away from the textbook as syllabus: to the textbook as resource, in support of understanding-focused goals
  • More like athletics, art: complex performances of transfer that require the inferences and the content

ASCD Allen Parish 2010; Rye and Herold

design standards for essential questions
Design Standards for Essential Questions

36

ASCD Allen Parish 2010; Rye and Herold

  • Align with enduring understandings
  • Provoke genuine inquiry
  • Encourage transfer
is this an essential question
Is this an Essential Question?

What are the elements of writing?

How do you find the mean?

To what extent can you lie with statistics?

What are the causes of the Civil War?

Why read old books?

To what extent can we predict the future?

sample essential questions
Sample essential questions

38

ASCD Allen Parish 2010; Rye and Herold

  • Math
    • How can you represent the same number in different ways? How can that help you?
    • To what extent can you lie with statistics?
    • What are the limits of this mathematical model?
  • Physical Education
    • What makes this technique work? When (and who) is it best for?
    • What’s our strategy? How is it working? What adjustments do we need to make?
    • How does the way I talk affect the other players?
    • How do I get better at this?
sample essential questions39
Sample essential questions

39

ASCD Allen Parish 2010; Rye and Herold

  • Business and Applied Arts
    • What’s the best tool/materials for the job?
    • Is failure necessary for personal growth?
    • What do existing models help me see? How does that influence my work?
    • When should I follow an example? When do I go out on my own?
sample essential questions40
Sample essential questions

40

ASCD Allen Parish 2010; Rye and Herold

  • Language Arts
    • What does a good listener do?
    • What does a reader bring to a text?
    • How do you write so other people can understand what you are trying to say?
    • What makes a story work?
    • What is the speaker trying to communicate? How does the delivery influence my response?
    • How do I figure out meaning when I don’t understand all of the words?
  • Science
    • How do you know something is alive?
    • Are we destined to become our parents?
    • How is this system designed to handle change?
sample essential questions41
Sample essential questions

41

ASCD Allen Parish 2010; Rye and Herold

  • Social Studies
    • What story do maps tell?
    • What makes a community work?
    • How do the stories we tell shape who we are?
    • To what extent can one person change the world?
  • Photograph
    • How does a camera record a moment?
    • How do I use technique to create a vision?
    • What makes an image memorable?
  • Dance
    • Why does my mind need to know what my body is doing?
sample essential questions42
Sample essential questions

42

ASCD Allen Parish 2010; Rye and Herold

  • How do my words/actions impact myself/others?
  • When does opportunity become innovation? When does innovation become a way of life?
  • What is the pattern here? What does it help me see?
  • How does a reader work to make meaning from a text?
  • What am I focusing on as I’m working? How does that affect the quality of my work?
how the big ideas hang together sample from a teacher s draft
How the big ideas hang togetherSample from a teacher’s draft

ASCD Allen Parish 2010; Rye and Herold

moving from an enduring understanding to an essential question
Moving from an enduring understanding to an essential question

44

ASCD Allen Parish 2010; Rye and Herold

Enduring Understanding:

Draft Essential Question:

essential questions vs good questions
Essential Questions vs. Good Questions

ASCD Allen Parish 2010; Rye and Herold

knowledge and skills
knowledge and skills

. . .assist students in gaining understanding

AND

in illustratingtheir understanding

ASCD Allen Parish 2010; Rye and Herold

content knowledge skills
Content—Knowledge--Skills

ASCD Allen Parish 2010; Rye and Herold

design standards for knowledge and skills
Design Standards for Knowledge and Skills

What students should know

  • Appropriate given the unit focus, assessments, and time allotted
  • Succinctly stated

What students should be able to do

  • Appropriate given the unit focus, assessments, and time allotted
  • Choice of verb indicates performance expectation

Designer’s choice whether to separate

knowledge and skills

ASCD Allen Parish 2010; Rye and Herold

identifying key knowledge and skills
Identifying key knowledge and skills

Given the targeted content standards and understandings, what will students need to know and be able to do?

Knowledge:

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

Skills:

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

ASCD Allen Parish 2010; Rye and Herold

factual knowledge
Factual knowledge
  • includes...

- vocabulary/ terminology

- definitions

- key factual information

- critical details

- important events and people

- sequence/timeline

ASCD Allen Parish 2010; Rye and Herold

skills
Skills
  • includes...

- basic skills - e.g., decoding, drawing

- communication skills - e.g., listening, speaking, writing

- research/inquiry/ investigation skills

- thinking skills - e.g., comparing, problem solving, decision making

    • study skills - e.g., note taking
    • interpersonal, group skills

ASCD Allen Parish 2010; Rye and Herold

your task
Your Task:
  • Brainstorm Knowledge and Skills for your unit.

ASCD Allen Parish 2010; Rye and Herold

lunch
LUNCH!

If a student ‘got it’--what could they do with it?

slide56

Self-assessment of Stage One:

4-3-2-1

ASCD Allen Parish 2010; Rye and Herold

The understandings are declarative statements that demand exploration.

The essential questions engage students and guide them to understanding.

Stage 1 truly centers on understanding.

Knowledge and skills align with and are appropriate for the understandings.

three stages of backward design57

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

Three stages of backward design

ASCD Allen Parish 2010; Rye and Herold

desired results for stage 2
Desired results for Stage 2

The purpose of assessment is to provide reliable and authentic evidence of understanding and transfer.

Assessment not only measures student performance, it motivates it.

If you value the desired result, learners deserve accessible opportunities to demonstrate learning.

ASCD Allen Parish 2010; Rye and Herold

how would you measure for transfer
How would you measure for transfer?
  • Models impact and improve student understanding
  • Society impacts the natural world in positive and negative ways
  • What you want to communicate influences the way your present information
  • How can I model and demonstrate remainders?
  • Combinations are an essential tools for finding the number of possible ways events can occur.

ASCD Allen Parish 2010; Rye and Herold

how to assess targets
How to Assess Targets

The photo album versus the snapshot.

how to assess targets61
How to Assess Targets

The photo album versus the snapshot.

recognizing the limits of testing
Recognizing the limits of testing

62

ASCD Allen Parish 2010; Rye and Herold

“Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development.

-- from CTB/McGraw-Hill

Terra Nova Test Manual

stage 2 assessment plan
Stage 2: Assessment Plan

63

Stage 2 - Assessment Evidence

Transfer Task(s):

Other Evidence:

  • -All other forms of assessment
      • Quizzes, tests, prompts, work samples
      • Observations
      • Student self-assessment
  • Performance task
    • Products / Performances
  • Academic Prompts

ASCD Allen Parish 2010; Rye and Herold

stage 2 assessment plan64
Stage 2: Assessment Plan

64

Stage 2 - Assessment Evidence

Transfer Task(s):

Other Evidence:

  • Determine types of assessment
    • Diagnostic
    • Formative
    • Summative
  • Determine types of assessment
    • (Formative)
    • Summative

ASCD Allen Parish 2010; Rye and Herold

slide65

Nice to know

Worth being

familiar with

Foundational

knowledge & skill

Important to

know & do

“Big ideas”

worth

exploring and

understanding

in depth

Big ideas &

Enduring Understandings

  • Traditional quizzes & tests
    • Paper/pencil
    • Selected-response
    • Constructed response
  • Performance tasks & projects
    • Complex
    • Open ended
    • Authentic

ASCD Allen Parish 2010; Rye and Herold

key research findings preparing teachers for a changing world
Key research findingsPreparing Teachers for a Changing World
  • “Authentic tasks increase student motivation to learn.” — Stipek (2002)
  • “Student’s beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class.” — Mitchell (1993)
  • “Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning.” — Newmann (1992)

ASCD Allen Parish 2010; Rye and Herold

designing performance tasks
Designing performance tasks

GRASPS

  • Goal
  • Role
  • Audience
  • Situation
  • Product/Performance
  • Standards

ASCD Allen Parish 2010; Rye and Herold

performance tasks v academic prompt
Performance tasks v. Academic prompt

FAT-P

Format

Audience

Topic

Purpose

RAFT

Role

Audience

Format

Topic

how do you assess understanding
How do you assess understanding?

21st Century skills

  • Add two here

Communication

  • Successful communication is measured by the degree by which it is understood by the audience

Ecosystems

  • The change one organism makes in order to adapt/survive has significant ripple effects.

ASCD Allen Parish 2010; Rye and Herold

is the task relevant
Is the task relevant?
  • Connected to the classroom — demonstration / extension of what was learned
  • Connected to the real world — work that professionals in the field would do
  • Connected to student’s life —
  • Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful

ASCD Allen Parish 2010; Rye and Herold

do students have the ability to be successful
Do students have the ability to be successful?
  • Assess before teaching
  • Offer appropriate choices
  • Provide feedback early and often
  • Encourage self-assessment and goal setting
  • Allow new evidence of achievement to replace old evidence

ASCD Allen Parish 2010; Rye and Herold

sample performance tasks
Sample performance tasks

Academic Prompts

Performance Tasks

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

slide73
Task:

73

ASCD Allen Parish 2010; Rye and Herold

Design a transfer task (performance or academic prompt) for your unit.

Create the ACTUAL student instructions for the task.

gallery walk peer review
Gallery Walk—Peer Review

Post enduring understandings, essential questions, transfer task, and student handout

Feedback including

I wonder . . .

I notice . . .

day one feedback
Day one feedback

Write down one or two questions that you would like to have resolved by the end of the day.

Take 15 minutes to examine peer feedback from day one

slide77

Rubrics:

ASCD Allen Parish 2010; Rye and Herold

  • Definitions
    • Analytic
    • Holistic
    • Gradual Release of Responsibility
  • Most importantly:
    • Tied to Stage one
slide78

Rubrics:

Rubrics vs. Partial Credit

The purpose of the rubric is to reliably and efficiently assess a student’s progress towards standard.

slide79

Rubric Indicators are important when:

…elements have a range of variation between what is considered introduced and what is demonstrated or applied.

…the instructional process is being monitored.

…the rubric will guide the learning process.

…many educators will be using the rubric.

…a product with specific attributes is being evaluated.

slide80

Writing Rubric Indicators:

  • Strategies and Tools
    • Gradual Release of Responsibility
    • Acquisition, Meaning, Transfer
    • Depth of Knowledge
    • Bloom
slide81

Rubrics

Rubrics designed for tasks

Rubrics designed for understandings

slide82

Writing Rubrics

Begin by delineating the 2 and 3.

Then progress to the 4 and the 1.

slide83

Writing Rubrics

In your small groups, try writing rubrics for your transfer task/understandings.

ASCD Allen Parish 2010; Rye and Herold

slide85

Exemplars:

ASCD Allen Parish 2010; Rye and Herold

  • In your small group, assign one person to construct:
    • A ‘2’ response
    • A ‘3’ response
    • A ‘4’ response
  • How might these be used in the classroom?
  • How might teachers use this process?
other evidence
Other Evidence

Begin brainstorming other elements of your assessment package

slide87

Alignment of Assessments:

ASCD Allen Parish 2010; Rye and Herold

  • To what extent do your assessments…
    • assess the enduring understandings?
    • assess the knowledge and skills?
  • Check for gaps and points of emphasis.
slide88

Review Standards—Stage Two:

ASCD Allen Parish 2010; Rye and Herold

Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)?

Could a student be successful on the assessment package without truly understanding?

Could the student understand and not be successful on the assessment package?

three stages of backward design90

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

Three stages of backward design

ASCD Allen Parish 2010; Rye and Herold

acquisition vs meaning making
Acquisition vs. Meaning MakingLearning Calculus
  • Start
  • Finish

2x3

3x5

2x5

5x7

4x10

3x8

6x2

15x4

10x4

35x6

40x9

24x7

slide92

A M T

ASCD Allen Parish 2010; Rye and Herold

  • Acquire Information
  • Constructing Meaning
  • Transfer
enduring understanding
‘Enduring Understanding’

Learners mustAcquireand Make Meaningout of information in the service of understanding andTransferringit.

ASCD Allen Parish 2010; Rye and Herold

slide94

Acquire information

ASCD Allen Parish 2010; Rye and Herold

A fact is a fact; a skill is a skill. We acquire each in turn.

Acquisition does not yield understanding;

it is necessary but not sufficient.

If I have skills and facts, it does not mean that I understand.

I cannot, however, understand without those skills and facts.

slide95

Constructing meaning

ASCD Allen Parish 2010; Rye and Herold

What do these facts imply?

When would I use this skill (or not)?

What is their sense, import, value?

slide96
How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?

32

ASCD Allen Parish 2010; Rye and Herold

slide97

Transfer

ASCD Allen Parish 2010; Rye and Herold

How should I apply my prior facts, skills, and ideas effectively in this particular situation?

The situation must be new and uncharted.

The goal is independent transfer.

stage 3 learning plan
Stage 3: Learning Plan

Stage 3 - Learning Plan

  • Design a set of learning experiences that fosters understanding and transfer.

ASCD Allen Parish 2010; Rye and Herold

so what is understanding
So, what is understanding?

100

ASCD Allen Parish 2010; Rye and Herold

“To understand is to be able to wisely and effectively use what one knows, in context – to “apply” our knowledge and skill effectively, in a realistic setting.”

-- Wiggins and McTighe

slide101

Formative Assessment

(Keeping Track & Checking -up)

Summative Assessment

(Making sure)

Pre-assessment

(Finding Out)

Stage two planning is revealed in Stage three instructional design

Feedback and Goal Setting

Readiness, Interests, and Learning Preferences of students

Essential Questions

[reading/writing]

Performance Task

Academic Prompt

Portfolio

Exit Cards Peer evaluation

3-minute pauses

Vocabulary - quiz/notebooks

Observations

Creating Rubrics

Self-evaluation

Journals - Essential Questions+

ASCD Allen Parish 2010; Rye and Herold

slide102

W

H

Where are we headed?

How will the student be ‘hooked’?

What opportunities will there be to be equipped, experienced, and explore key ideas?

What will provide opportunities to rethink, rehearse, refine and revise?

How will students evaluate their work?

How will work be tailored to individual needs, interests, styles?

How will work be organized for maximal engagement and effectiveness?

E

R

E

T

O

ASCD Allen Parish 2010; Rye and Herold

teaching with misunderstandings in mind
Teaching with misunderstandings in mind

A study of how plants make food was conducted with students from elementary school through college [to] probe understanding of the role of soil and photosynthesis in plant growth and of the primary source of food in green plants (Wandersee, 1983). . . Students from all levels displayed several misconceptions:

  • Soil is the plants’ food.
  • Plants get their food from the roots and store it in the leaves
  • Chlorophyll is the plant’s blood”

-- Bransford, How People Learn

ASCD Allen Parish 2010; Rye and Herold

example of a misunderstanding in science
Example of a misunderstanding in Science

“Some students think that ‘cold’ is being transferred from a colder to warmer object…students often think that objects cool down or release heat spontaneously… Even after instruction, students don’t always give up their naive notion that some substances (e.g. flour) cannot heat up or that metals get hot because they “attract heat” etc.” (pp. 337-8)

-- From 2061 Benchmarks (AAAS)

ASCD Allen Parish 2010; Rye and Herold

implications for instruction
Implications for instruction
  • Address predictable misunderstandings
  • by design.

-Provide real or simulated experiences related to the desired understandings.

-Build in checks for understanding and misunderstanding along the way.

-Require students to revisit/rethink what they thought they understood.

-Final assessments should check to see if common misunderstandings have been overcome.

ASCD Allen Parish 2010; Rye and Herold

slide106
Task:
  • Design a Stage Three learning plan for your unit.
  • Indicate order, code with A-M-T

ASCD Allen Parish 2010; Rye and Herold

slide107

Peer Review Protocol:

ASCD Allen Parish 2010; Rye and Herold

  • 3 units per group (max of 6 people)
  • Author shares overview of unit (5 minutes)
  • Reviewers discuss unit (5 minutes)
    • Author listens, takes notes, does not engage
  • Conversation (5 minutes)
    • Clarifications, suggestions, next steps
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Program Area

Overarching Essential

Question(s)

Overarching

Understanding(s)

Content

Standards

Course 3

Course 1

Course 2

Course 4

unit 1

unit 1

unit 1

unit 1

unit 2

unit 2

unit 2

unit 2

unit 3

unit 3

unit 3

unit 3

unit 4

unit 4

unit 4

unit 4

unit 5

unit 5

unit 5

unit 5

Cornerstone Assessment Task(s)

unit 5

ASCD Allen Parish 2010; Rye and Herold

continuing the implementation
Continuing the Implementation

ASCD Allen Parish 2010; Rye and Herold

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For more information:

Understanding by Design (Wiggins and McTighe)

Understanding by Design Professional Development Workbook (Wiggins and McTighe)

Assessment for 21st Century Learning—DVD 1,2 &3

Moving Forward with Understanding by Design—DVD

Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe)

Schooling by Design (Wiggins and McTighe)

Classroom Assessment and Grading That Work (Marzano)

All available at ascd.org

ASCD Allen Parish 2010; Rye and Herold

for more information
For more information:

Partnership for 21st Century skills:

http://www.21stcenturyskills.org/route21/

International Society for Technology in Education (ISTE)

http://www.iste.org/AM/Template.cfm?Section=NETS

Thomas Rye

ThomasRye@Q.com

Donna Herold

toddndonnaherold@comcast.net

http://www.21stcenturyschoolteacher.com

ASCD Allen Parish 2010; Rye and Herold

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©2010 by Thomas Rye and Donna Herold. All rights reserved. This handout is intended for your personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited herein.

ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of ASCD.

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Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD.

http://surveys.ascd.org/wsb.dll/4/capacity_building_2010.htm

Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive