Transcript Stage 3 PowerPoint - Concept-Based Teaching & Learning

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 Revise/edit Stage 2 (Evidence of Learning) of
your unit
 Begin completing Stage 3: The Learning Plan
 Learn one instructional strategy for
developing mental computation (Number
Talks!)
 How
do we believe that writing collaborative unit
plans through backward design will increase
student learning?
 What do you hope to accomplish through this unit
design and planning?
 Why is it important for you to have opportunities
to collaborate with others at your grade level in
different districts?
 What are some of the positive and negative
aspects of creating unit plans?
Three Stages of Backward
Curriculum Design
1. Identify Desired
Results
What do I want students to
learn?
2. Determine
Acceptable Evidence
How will I know that they’ve
learned it?
3. Plan Learning
Experiences
What will they experience in
order to learn the results ?
5
The three stages within the unit template
Stage 1- Desired Results
Transfer Goal:
Standards for Mathematical Practice:
Understandings:
Essential Questions:
Students will understand that…
Knowledge:
(Provocative, conceptual, factual)
Skills:
Students will know…
Students will be able to…
Stage 2- Assessment Evidence
Performance Tasks:
Other Evidence:
(include a rubric)
Stage 3- Learning Plan
Learning Activities:
6
What do we want students to know, do, & be like?
 Knowledge (facts)
 Skills/Processes
 Understandings (big ideas/generalizations)
 Standards of Mathematical Practice
 Transfer Goals (what can transfer into life?)
 Essential
factual)
Questions (provocative, conceptual,


What evidence and level of performance will we
accept that students have achieved the desired
results we identified in Stage 1?
How does formative assessment support student
mastery of Stage 1 learning goals?
 Review the
online rubric related to Stage 2
 Self-reflect on components in the rubric and make
changes as needed.
Be evidence of mastery of the transfer goal
 Be engaging
 Increase student motivation
 Require high level thinking
 Require the use of Standards for Mathematical Practice
 Connect to the essential understandings
 Reflect the most important KUDs of the unit:





Knowledge
Understanding
Do (Skills)
Be authentic and real-world
G
R
A
S
P
S
Using your transfer goal, create/identify a task with
a role, audience, situation, and performance
challenge that assesses mastery of the transfer goal

What is the Goal in the scenario?

What is the Role?

Who is the Audience?

What is your

What is the Performance challenge?

By what Standards will work be judged in the
scenario?
Situation (context)?
 How
can we use incorrect solution strategies in a
formative way?
 My Favorite “No” –
https://www.teachingchannel.org/videos/classwarm-up-routine
 We
provided feedback to the best of our ability,
but we weren’t in your conversations and are
learning along with you. Please be patient with us!
 Please consider the feedback in the spirit in which
it if offered…as things to consider as you continue
this process, not as the only right or correct
answer!
 Review the comments, consider their value, and
decide as a team if you want to make revisions
 Review the
evidence of learning in Stage 2 of your
unit, apply the criteria from the rubric, and look at
any feedback from us
 Using the rubric and feedback, decide on and make
any desired changes
=========================================
When finished with Stage 2, consider Stage 3- The
Learning Plan:
 In your small group, brainstorm learning experiences
that would help students attain the transfer goal.
What learning experiences will help
students attain the big
ideas/understandings and transfer
goal?
 Our
focus should be on the“big ideas”rather
than learning the discrete skills without that
understanding
 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 levels of
understanding
 Using formative assessment to uncover student
thinking
Review your transfer goal, understandings
and the performance task for your unit.
Brainstorm instructional activities that would
be necessary to help students arrive at these
understandings and be successful on the
performance task.
Identify and list key activities that would likely
occur during Week 1, Week 2, Week 3, etc.
Embed the links to them or describe each one
after the table.
Key
Activity
Activity/
or
Understanding,
Understanding Independent
Knowledge
Assessment
Assessment
Knowledge
Small
or Skill
group
and/or Skill
Partner
PreWhole group
assessment
Mathematical
Practice
Questions
Essential
Questions
What
pre-assessments could you use to
determine what preconceptions students
have about the ideas in this unit?
Choose one and document it in your
learning plan
What understandings/knowledge/skill
does it target?
While planning, consider…
• Is the sequence of the unit clear by looking at the
Learning Plan?
• Are there activities in the unit that will hook and engage
students in the content?
• Is the Learning Plan directly aligned to the unit’s
Understandings and Essential Questions?
• Will the students have sufficient opportunities to receive
timely feedback during the unit?
• Are there varied and frequent formative assessments?
• Are there a variety of instructional groupings throughout
the unit?
• Are there a variety of assessment types and/or options
for students to choose from?
• Are the learning experiences and assessments aligned?
Classroom Visits
 During Stage
3, one way to develop/enhance
Number Sense and mental arithmetic is through
brief, distributed practice over time.
 By spending 5-15 minutes/day on a Number Talk,
students have the opportunity to engage in
making sense of numbers through some of the
mathematical practices.
 What
is your understanding of Number Sense?
 Share examples of when you have seen students
exhibit Number Sense.
 What does it NOT look like?
 What experiences can build Number Sense?
 What
do you know about Number Talks?
 What experiences have you had with them?
 How have you seen them benefit students?
Sherry Parrish – author clip
Let’s see some classroom examples!
 What
are some aspects of classroom environment
that must be attended to in order to make
Number Talks successful?
 Review Innovation Configuration Map from UNI
 How do/might you create that environment?
 Classroom
clips of number talks
 Consider
steps you would need to take to
implement a Number Talk tomorrow
 What number choices could you use?
 How might the Number Talks book help you?
 Try
implementing 3-4 Number Talks over 1-2
weeks and see how students respond.
 Confer with colleagues as to how it’s going
 Read article by Sherry Parrish for more details.
 Share your successes with us/colleagues by email
or on January 19.
 Contact us for support or help if needed!
 Please complete the
online feedback survey at
conceptbasedinstruction.weebly.com
 Be sure your team members all have the latest
version of your unit
 Please send your revised unit to Leslie Moore:
[email protected]
 Be sure you have listed your target unit
implementation date on the sign-in form
Thank you so much for your participation today! 
See you on January 19!