Putting it all Together to Improve Student Achievement PA Common Core State Standards Understanding by Design Webb’s Depth of Knowledge Diane Messer DCIU, Professional Development
College and Career Readiness End Goal
If you do not change direction, you may end up where you are heading. Lao Tzu
Common Core State Standards
Understanding by Design
LEVEL 1 Webb’s Depth of Knowledge Common Core State Standards LEVEL 2 LEVEL 3 LEVEL 4
Ends over Means Increased Rigor Intentional Instruction Depth > Width
Webb’s Depth of Knowledge True or False
Depth of Knowledge from NYC DOE https://vimeo.com/42788913
Understanding by Design Word Sort
Desired Results • Established Goals • Enduring Understandings • Transfer • Essential Questions • Acceptable Evidence • Criteria • Learning Experiences
Desired ResultsWhat do you want them to learn? • Established Goals CCSS • Enduring UnderstandingsWawa, 20 years • Transfer How will they use this in ‘real life’? • Essential Questions Questions that lead to deep understanding – more than one answer • Acceptable Evidence What will it take to convince you they got it? • Criteria How will you measure this evidence? • Learning Experiences What will you have them do to get from where they are now to the desired results and enduring understandings? AKA, lesson or unit plan.
Close Reading of a Complex Text: The Common Core State Standards • In pairs • Person A = Math • Person B = ELA • Read your packet to complete the outline. • Share your information. • Fill in your second outline.
The Connections CCSS Instructional Goals Guiding Principles DOK Evaluate Task Complexity to Ensure CCR UbD Backward Design Planning
What it looks like when it is all put together to help students learn.