File - 21st Century School Teacher
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Transcript File - 21st Century School Teacher
July 18 and 19, 2011
www.21stcenturyschoolteacher.com/-ascd-presentations.html
UbD
is an evolving framework for writing
curriculum
The ideas of AMT live in varying degrees in the
common core standards
AMT transcends all three stages
The ultimate goal is transfer via a performance
task
Technology is one means to the desired end:
transfer (not an end in and of itself)
Teacher roles vary based on the purpose of the
lesson
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Monday, July 18th
Morning
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Reflection / Catching up / New Design Guide
Writing a New Unit & the New Template
Stage One
Incorporating the Common Core Standards
AMT in Stage One
Transfer Goals
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Stage Two
Performance Tasks and Other Evidence
Incorporating the 21st Century Skills into Assessment
Coding Activity
Rubrics Again
Sharing Protocol
Afternoon
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Tuesday, July 19th
Morning
– Stage 3
– Teacher and Student Roles
– Web Tools for AMT
– Designing Learning Experiences for Meaning
Making and Transfer
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Afternoon
– Teaching the lessons
– Reflecting and Coaching
– School Improvement Plans
How
would you rate your experience with the
new Understanding by Design Guide?
• Read it and have started using it
• Read it
• Skimmed it
• Haven’t looked yet
Go
to www.ascd.org/downloads
Enter
your unique key code, found on after the
table of contents (or the page before page
one)
Summarize
the 2010-2011 school year.
• What about UbD worked really well?
• What are our struggles/frustrations?
• Poster paper these—yellow post-its for struggles—blue
for worked well
Summarize
the 2010-2011 school year.
• To what extent has the work affected student
performance ?
• What evidence do we have?
See
page 60 for examples
Choose
a Topic
Write a knowledge goal
Write a skill goal
Write a meaning making goal
Write a transfer goal
Common Core Download available here
– Identifying/writing overarching understandings
for math/ELA
– Understandings
– Essential questions
– Poster paper and post for sharing
New
Lends
itself more to a performance task than
an academic prompt
Where are there connections between the
common core and the Louisiana state standards
for your unit?
Possible questions: Which common core
standards are represented? Which are missing,
if any? Are there any Louisiana standards that
are not reflected in the common core?
Unpacking Common Core Standards handout:
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What is the standard?
What skills must students have to master the
standard? What knowledge must be acquired?
What must the student understand?
What new situation should a student be able to
manage with this understanding?
What skills/knowledge/activities must I include to
fully teach the standard? (AMT/stage three)
Page
16
Established
Goals
• Common core
• 21st Century Skills
• Allen Parish Alignment
“Transfer” refers to the ultimate desired
accomplishment: what, in the end, should
students be able to do with all this content, on
their own, if this and other related units are
successful?
“Only
in education, never in the life of farmer,
sailor, merchant, physician, or scientist, does
knowledge mean primarily a store of
information.”
—John Dewey
Transfer
Goals
• States the long-term accomplishments that students
should be able to do with knowledge and skill, on their
own.
• Answers the questions
“Why should I learn this?”
“What can I do with this?”
• Design Guide pages 65-66
Meaning
Making Goals
• Understandings
• Essential Questions
• Reference figures F3 and F4 (pages 91-92) in your UbD
downloads
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Acquisition Goals
– Knowledge
– Skills
Spokane
What
Use
Algebra Course Learning Targets
feedback might you provide?
standards on page 27
Unit 6 Learning Targets
Target 6A
Understanding Graphs of Radical Functions
• I can determine which radical rule best fits a table or graph.
• I can sketch the basic shape of a graph of a radical function.
• I can determine the domain and range of a radical function.
Target 6B
Understanding Radical Expressions
• I can simplify basic square and cube roots.
• I can approximate values involving square and cube roots.
Target 6C
Understanding Radical Functions as Models
• I can write and solve problems that can be represented by
radical functions.
Provide:
Evidence of Transfer Goal
Authenticity
40 year value
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Six facets verbs—page 100
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Facet-based performance task ideas—95
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Pages 106-110 in UbD downloads
For
multiple goal types
In multiple modes
Transfer
should not just be relegated to final
performance task—it requires continual focus,
as students need to know it is the ultimate
goal
resource: sample 21st Century skills
district rubric
Possible
Rubrics for Stage 1
Coding Stage 2 for AMT
Figure
G1 – page 91
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Pg. 91–Applying the two-question validity
test
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Groups of three
First designer outlines stages one and two
Other two members listen and take notes
Both score independently based on notes
Unit designer listens while scorers discuss
Repeat
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