Jacque Melin, Facilitator www.formativedifferentiated.com

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 You can expect: • • • conversations activities movement • learning

   learn from one another actively participate commit to a partnership in this journey [email protected]

616-450-0998 (cell) 616-331-6209 (office)

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       A dependence on your textbook as the “curriculum” Superficial “coverage” “Busy work” worksheets and aimless activities Just the basics Teacher centered Passive learning Assessment only AFTER learning on 5

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 What steps would you take to develop a UNIT?

 For about 4 minutes, write down the steps you would take to develop a UNIT of study (2 to 4 weeks in length). Please do this alone….

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 Similar subject areas…  Compare lists   Write steps on Post-Its (one step per Post-It) and put in order on Chart Paper. Hang Chart Paper when finished.

(about 6 minutes)  Gallery Walk 8

 Examine the big ideas behind Understanding by Design (UbD)  Overview of UbD 9

  What is “understanding” as a goal and what does it demand of assessment and instruction? How can we more likely achieve understanding by design rather than by good fortune?

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Plan

Teach Adjust Assess

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 A framework to – • Stay focused on the long-term goals • Get the blend of ‘ content ’ and ‘performance’ right • Engage learners by using questions and tasks that focus on “understanding.” 12

 If too many students… • • • do not apply their learning unless you ‘ hold their hand ’ do not know why they are learning what they are asked to see their job as passive learners 13

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Stage 1: Identify the long-term desired results Stage 2: Determine appropriate assessment evidence to achieve those results Stage 3: Design learning activities and instruction, given the goals of Stage 1 and evidence in Stage 2 15

Stage 1: GOALS Stage 2: ASSESSMENT Stage 3: LEARNING EVENTS 16

Identify the topics and content to be covered Determine instruction for teaching the content When grades are due, assess the learning of the content 17

 Standards based… 18

 Content Standards = building code  The Curriculum = the architect ’ s blueprint 19

 Identify the standards that will be taught and learned during the unit • GLCE, HSCE, CCSS, NGSS  Think about what question(s) you want students to be able to answer • Often called “Essential Questions”  Deconstruct standards into meaningful “learning targets” • What students should KNOW and be able to DO • What kinds of learning targets? KNOWLEDGE, REASONING, SKILLS, PRODUCTS 20

 Write the “learning targets” in student friendly language.

• “I CAN….statements

 Consider what kinds of things you will do to find out what your students already know about the content/skills in your unit.

• Pre-tests; surveys; class discussion; KWL chart, etc.

 Share “learning targets” with your students.

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 Decide how you will assess each “learning target” and develop those assessments.

• Formative/Summative?

• • Formal/Informal?

Selected Response/Extended Written Response/Performance Task Assessments?

 What unprompted evidence will you use?

• Observations • Dialogues  How will you help students self-assess?

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      G = R = A = S = P = S = Goal Role Audience Situation Product/Performance and Purpose Standards for Criteria and Success

Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

 If you have determined the goals (STAGE 1), and  If you have determined the evidence of learning (STAGE 2),  THEN what kinds of learning activities are most appropriate? (STAGE 3) 24

 Decide what strategies/learning activities you will use to help students be successful.

• Small group/Large group • • • • • • • • • • Discussions Presentations Projects Essays Manipulatives Technology (Use of SMART Boards, Webquests/software applications, etc.) Educational games (traditional/digital) Learning Centers Role Play/Simulations Field trips (on-site or virtual) 25

 Consider how you might connect to or bring in other disciplines.

 Decide what resources and materials you will need to find or develop.

 Determine how you will adjust learning events for diverse learners (special needs, gifted, ELL, etc.)  Then and only then, work on daily lesson plans.

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 Plan purposeful learning activities and directed teaching to help all students reach the desired achievements W – Where the unit is going, What is expected H – Hook and hold the students E – Equip students, Experience, Explore R – Rethink and Revise E – Evaluate and reflect T – Tailored learning to varied needs, interests, styles O – Organize and sequence learning

Stage 1 - Desired Results Stage 2 - Assessment Evidence Other Evidence: Performance Tasks Other Evidence Stage 3 - Learning Plan Other Evidence:

 The UbD Template – • ‘ by design ’ addresses the issues we have identified 28

 September 16 and 23 29