Understanding by design next steps
Download
1 / 114

Understanding by Design: Next steps - PowerPoint PPT Presentation


  • 253 Views
  • Updated On :

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.

Related searches for Understanding by Design: Next steps

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Understanding by Design: Next steps' - JasminFlorian


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Understanding by design next steps l.jpg

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 l.jpg
Think of a successful learning experience. Identify three characteristics that made it successful:

1.

2.

3.


Our outcomes l.jpg
Our Outcomes characteristics that made it successful:

  • 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 l.jpg
Tasks: characteristics that made it successful:

  • 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 l.jpg
Essential Questions: characteristics that made it successful:

  • 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 l.jpg
    Why are we here? characteristics that made it successful:

    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 l.jpg
    What characteristics that made it successful: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 l.jpg
    Designing for understanding: characteristics that made it successful:

    • “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 l.jpg

    What is ‘understanding characteristics that made it successful:’?

    - 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 l.jpg
    Three stages of backward design characteristics that made it successful:

    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 l.jpg
    Three stages of backward design characteristics that made it successful:

    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 l.jpg
    Typically: characteristics that made it successful:

    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 l.jpg

    Unit Template characteristics that made it successful:

    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 l.jpg

    1. characteristics that made it successful: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 l.jpg
    Stage 1:Desired results characteristics that made it successful:

    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 l.jpg

    “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 l.jpg

    From the Agriculture Age 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.”

    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 l.jpg
    Are we developing. . . 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.”

    communicators . . .

    leaders . . .

    creators . . .

    critical thinkers . . .

    self-directed workers?

    ASCD Allen Parish 2010; Rye and Herold


    Really ready to work l.jpg
    Really Ready to Work? 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.”

    ASCD Allen Parish 2010; Rye and Herold


    Partnership for 21 st century core themes and skills l.jpg
    Partnership for 21 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.” st 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


    21 st century skills themes checklist l.jpg
    21 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.” st Century skills / themes checklist


    Design standards for enduring understandings l.jpg
    Design Standards for 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.” 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 l.jpg

    Nice to know 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.”

    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 l.jpg

    40-40-40 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.”

    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 l.jpg

    Key protests of 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.”

    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 l.jpg
    Enduring Understandings for 21 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.” st Century Skills

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


    Sample enduring understandings l.jpg
    Sample enduring understandings 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.”

    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 l.jpg
    Sample enduring understandings 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.”

    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 l.jpg
    Sample enduring understandings 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.”

    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 l.jpg
    Sample enduring understandings 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.”

    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 l.jpg
    Sample enduring understandings 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.”

    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 l.jpg

    Which of the following are 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.”

    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 l.jpg
    Task: 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.”

    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 l.jpg

    Enduring Understanding: 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.” 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 l.jpg
    Designing with Essential Questions 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.”

    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 l.jpg
    Design Standards for 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.” Essential Questions

    36

    ASCD Allen Parish 2010; Rye and Herold

    • Align with enduring understandings

    • Provoke genuine inquiry

    • Encourage transfer


    Is this an essential question l.jpg
    Is this an Essential Question? 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.”

    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 l.jpg
    Sample essential questions 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.”

    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 l.jpg
    Sample essential questions 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.”

    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 l.jpg
    Sample essential questions 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.”

    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 l.jpg
    Sample essential questions 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.”

    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 l.jpg
    Sample essential questions 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.”

    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 l.jpg
    How the big ideas hang together 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.” Sample from a teacher’s draft

    ASCD Allen Parish 2010; Rye and Herold


    Moving from an enduring understanding to an essential question l.jpg
    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 l.jpg
    Essential Questions vs. Good Questions question

    ASCD Allen Parish 2010; Rye and Herold


    Knowledge and skills l.jpg
    knowledge question and skills

    . . .assist students in gaining understanding

    AND

    in illustratingtheir understanding

    ASCD Allen Parish 2010; Rye and Herold


    Content knowledge skills l.jpg
    Content—Knowledge--Skills question

    ASCD Allen Parish 2010; Rye and Herold



    Design standards for knowledge and skills l.jpg
    Design Standards for questionKnowledge 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 l.jpg
    Identifying key questionknowledge 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 l.jpg
    Factual knowledge question

    • includes...

      - vocabulary/ terminology

      - definitions

      - key factual information

      - critical details

      - important events and people

      - sequence/timeline

    ASCD Allen Parish 2010; Rye and Herold


    Skills l.jpg
    Skills question

    • 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 l.jpg
    Your Task: question

    • Brainstorm Knowledge and Skills for your unit.

    ASCD Allen Parish 2010; Rye and Herold


    Lunch l.jpg
    LUNCH! question

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


    Slide56 l.jpg

    Self-assessment of Stage questionOne:

    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 l.jpg

    1. Identify desired results question

    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 l.jpg
    Desired results for Stage 2 question

    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 l.jpg
    How would you questionmeasure 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 l.jpg
    How to Assess Targets question

    The photo album versus the snapshot.


    How to assess targets61 l.jpg
    How to Assess Targets question

    The photo album versus the snapshot.


    Recognizing the limits of testing l.jpg
    Recognizing the limits questionof 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 l.jpg
    Stage 2: Assessment Plan question

    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 l.jpg
    Stage 2: Assessment Plan question

    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 l.jpg

    Nice to know question

    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 l.jpg
    Key research findings questionPreparing 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 l.jpg
    Designing performance tasks question

    GRASPS

    • Goal

    • Role

    • Audience

    • Situation

    • Product/Performance

    • Standards

    ASCD Allen Parish 2010; Rye and Herold


    Performance tasks v academic prompt l.jpg
    Performance tasks v. Academic prompt question

    FAT-P

    Format

    Audience

    Topic

    Purpose

    RAFT

    Role

    Audience

    Format

    Topic


    How do you assess understanding l.jpg
    How do you assess understanding? question

    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 l.jpg
    Is the task relevant? question

    • 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 l.jpg
    Do students have the ability to be successful? question

    • 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 l.jpg
    Sample performance tasks question

    Academic Prompts

    Performance Tasks

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


    Slide73 l.jpg
    Task: question

    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 l.jpg
    Gallery Walk—Peer Review question

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

    Feedback including

    I wonder . . .

    I notice . . .


    Day two l.jpg
    Day Two question


    Day one feedback l.jpg
    Day one feedback question

    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 l.jpg

    Rubrics: question

    ASCD Allen Parish 2010; Rye and Herold

    • Definitions

      • Analytic

      • Holistic

      • Gradual Release of Responsibility

    • Most importantly:

      • Tied to Stage one


    Slide78 l.jpg

    Rubrics: question

    Rubrics vs. Partial Credit

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


    Slide79 l.jpg

    Rubric Indicators are important when: question

    …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 l.jpg

    Writing Rubric Indicators: question

    • Strategies and Tools

      • Gradual Release of Responsibility

      • Acquisition, Meaning, Transfer

      • Depth of Knowledge

      • Bloom


    Slide81 l.jpg

    Rubrics question

    Rubrics designed for tasks

    Rubrics designed for understandings


    Slide82 l.jpg

    Writing Rubrics question

    Begin by delineating the 2 and 3.

    Then progress to the 4 and the 1.


    Slide83 l.jpg

    Writing Rubrics question

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

    ASCD Allen Parish 2010; Rye and Herold


    Rubrics l.jpg
    Rubrics question


    Slide85 l.jpg

    Exemplars: question

    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 l.jpg
    Other Evidence question

    Begin brainstorming other elements of your assessment package


    Slide87 l.jpg

    Alignment of Assessments: question

    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 l.jpg

    Review Standards—Stage Two: question

    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?


    Lunch89 l.jpg
    Lunch question


    Three stages of backward design90 l.jpg

    1. Identify desired results question

    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 l.jpg
    Acquisition vs. Meaning Making question Learning Calculus

    • Start

    • Finish

    2x3

    3x5

    2x5

    5x7

    4x10

    3x8

    6x2

    15x4

    10x4

    35x6

    40x9

    24x7


    Slide92 l.jpg

    A M T question

    ASCD Allen Parish 2010; Rye and Herold

    • Acquire Information

    • Constructing Meaning

    • Transfer


    Enduring understanding l.jpg
    ‘Enduring Understanding’ question

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

    ASCD Allen Parish 2010; Rye and Herold


    Slide94 l.jpg

    Acquire information question

    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 l.jpg

    Constructing meaning question

    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 l.jpg

    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 l.jpg

    Transfer soldiers if each bus holds 36 soldiers?

    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 l.jpg
    Stage 3: Learning Plan soldiers if each bus holds 36 soldiers?

    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 l.jpg
    So, what is understanding? soldiers if each bus holds 36 soldiers?

    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 l.jpg

    Formative Assessment soldiers if each bus holds 36 soldiers?

    (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 l.jpg

    W soldiers if each bus holds 36 soldiers?

    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 l.jpg
    Teaching with misunderstandings in mind soldiers if each bus holds 36 soldiers?

    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 l.jpg
    Example of a misunderstanding in Science soldiers if each bus holds 36 soldiers?

    “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 l.jpg
    Implications for instruction soldiers if each bus holds 36 soldiers?

    • 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 l.jpg
    Task: soldiers if each bus holds 36 soldiers?

    • Design a Stage Three learning plan for your unit.

    • Indicate order, code with A-M-T

    ASCD Allen Parish 2010; Rye and Herold


    Slide107 l.jpg

    Peer Review Protocol: soldiers if each bus holds 36 soldiers?

    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


    Slide108 l.jpg

    Program Area soldiers if each bus holds 36 soldiers?

    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 l.jpg
    Continuing the Implementation soldiers if each bus holds 36 soldiers?

    ASCD Allen Parish 2010; Rye and Herold


    Slide110 l.jpg

    For more information: soldiers if each bus holds 36 soldiers?

    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 l.jpg
    For more information: soldiers if each bus holds 36 soldiers?

    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


    Slide112 l.jpg

    ©2010 soldiers if each bus holds 36 soldiers? 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.


    Evaluating your experience l.jpg
    Evaluating your Experience soldiers if each bus holds 36 soldiers?


    Slide114 l.jpg

    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