Transcript Understanding by Design
Understanding by Design Day 3
Roosevelt Complex Secondary Science Training
Ground Rules
• We facilitate our own learning and the learning of others.
– Honor time limits – Active participation – Be open to learning, possibilities, and sharing – Respect each other
Desired Outcomes
• Awareness of the UbD philosophy on instruction.
• Awareness of differentiation.
• Awareness of reading strategies in science.
• Completion of a UbD unit.
Guest Presenter
• Susan Yanagida – Student Assessment Liaison (SAL) for Mililani Complex – Extensive work with Jay McTighe and UbD.
– Well versed in UbD, differentiated instruction, instructional best practices and assessment.
– Works with Mililani schools to develop UbD lessons in multiple content areas.
Self-Review
• Use the Golden Rod sheet to do a self review of your stage 2. • Keep in mind: – Will the assessment show understanding of the big ideas?
– Is there specific criteria to assess the benchmarks?
• Will there be other assessments to gather information on student learning?
– Does the assessment have the flexibility to assess all learners?
Reflecting on Day 1 and 2
• Day 1 – Understanding vs. Knowing – Thinking of Big Ideas – Why?
– Using Big Ideas to focus your curriculum • Day 2 – Creating assessments that focus on student understanding – Collecting evidence – Rigor and Relevance with UbD
Other insights:
Improving Reading in Science
• Big Ideas in improving understanding: 1. Students must gain content knowledge to reach an understanding.
2. Students must make mental connections to retain knowledge.
3. Knowing informational patterns will help students gain content and make connections to further understandings.
Organizational Patterns
• Patterns help the mind simplify the overwhelming amount of details in a reading, making things easier to remember.
• Signal words can help you identify a pattern, but readers must be able to anticipate the overall pattern. Patterns change.
• Patterns help identify how facts will be presented. They are blueprints for you to use.
Monica Mann – Predicting and Identifying Student Misconceptions
White sheet – Reading Comprehension
• Knowing how the information is organized helps make connections – Organizational Patterns 1. Time order (sequence) of events 2. Simple listing of events, ideas, activities 3. Definition – extended to provide examples 4. Description of a place, person, or event 5. Cause and effect relationships 6. Comparison and contrast 7. Problem – solution 8. Spatial/place order Monica Mann – Predicting and Identifying Student Misconceptions White Sheet - Comics
Pattern
Time Order Simple List Definition Description Cause and Effect Compare and Contrast Problem – Solution Spatial/Place
Signal Words Graphic Organizer
And then, finally, next, first, eventually Bullets, comma, also, several, for example Bold font, for example, means, is, is not, defined Means, is, looks like, sensory words If…then… because, as a result, because of this Like, same, different, similar, opposite The problem is, if…then… Order words, positional words (up, down, directions) Time-line, flow chart, story map Listing Webs, Frayer Model Fold ups, photo caption Flow chart, fish bone Venn Diagram, Alike/different listings Problem solution frame, Inquiry template, T chart, Problem based learning Maps, Matrix grid
Additional Resources
• Rachel Billmeyer – Strategic Reading in Science (White Sheet) – A concern in science is student misconceptions.
– Activities to help understand misconceptions before instruction will help with reading comprehension.
– Make connections using graphic organizers to help students with the massive vocabulary.
– Students need the opportunity to share their ideas.
• Else Hamayan – The Language and Content of Science (White Sheet) – Use inquiry process to integrate hands-on cognition with content understanding. Stimulate multiple parts of the brain to increase neuron connectivity.
– Focus on allowing students to make discoveries.
– Have real-world materials or models to tie into reading materials.
Sample Strategies
• Photo Caption – Choose a photo that represents a term. Write a caption regarding the photo and why it represents the term.
• Fold-up – Various types. Single, double, and quadruple. • Word Sort – Sort vocabulary based on some type of criteria.
Pink Sheet
Sample Strategies
• Scrapbook – Write a vocabulary term, then decorate the page with pictures and ideas of what the word means to you.
• Frayer Model – Choose a vocabulary term to use in the template.
• Concept Map – Choose a vocabulary word to use in map template.
• Combinations – Combine a variety of strategies Pink Sheet
Time for Connections
• Time for you to make more mental connections. By applying one of the strategies: – Photo Caption – Fold Up – Word Sort – Scrapbook – Frayer Model – Concept Map – Combination – Your own technique – Organizational Patterns – choose a science reading and determine its pattern and how you could effectively teach it to your students.
Stage 3
• Instructional plan – Are your lessons effective and engaging?
– Are your lessons relevant?
– Do your lessons scaffold? Connect to prior and future knowledge?
W.H.E.R.E. T.O.
• W – • H – • E – Where are we going? Why? What is expected?
How will we hook and hold student interest?
How will we equip students for the assessment?
• R – How will we help students rethink and revise?
• E – How will students self-evaluate and reflect on their learning?
• T – How will we tailor learning? Differentiate?
• O – How will we organize and sequence the learning?
Understanding by Design, Wiggins & McTighe
Integrate a Continuum of Assessments
Understanding by Design, Wiggins & McTighe
Kernel of Understanding
Traditional tests and quizzes •Short answer •Selected-response •Constructed response Performance tasks and projects.
•Complex •Open-ended •Authentic Understanding by Design, Wiggins & McTighe
Worth being familiar with Important to know and do Big Ideas and Enduring Understandings
W.H.E.R.E. T.O.?
Essential Questions for Stage 3:
• What does teaching for understanding look like?
• How does your instruction help students get the Big Ideas?
Getting Students to Reach an Understanding
• Understandings cannot be forced upon someone • Everyone’s understanding will be slightly different • The level of understanding depends on personal interest and prior experiences
Breadth of Understanding
• There are different types of understanding: 1. Explanation – Ability to justify and prove 2. Interpretation – Ability to determine meaning 3. Application – Ability to use knowledge 4. Perspective – Ability to examine vantage points 5. Empathy – Ability to feel another’s feelings 6. Self-Knowledge – Ability to know your self Understanding by Design, Wiggins & McTighe –
Green Sheet
Depth of Understanding
• How deep you understand something is based on: 1. Prior experiences with the subject 2. Repeated exposure to the subject 3. Multiple connections to the subject – content integration 4. Personal interest in the subject • Motivation – Rigor & Relevance • Self-System – Student efficacy • Metacognitive System – Self monitoring Marzano & International Center for Leadership in Education –
Blue Sheet
Think-Tank
1. Think of something you feel that you understand to some substantial level 2. Determine: 1.
2.
Which of the six facets your understanding if based on.
The general depth of your understanding and rationale for that depth.
3. Think of a step-step process that you would use to help someone reach a similar level of understanding as your own.
4. Chart and be prepared to share
Guides to Instruction for Understanding • Students must learn skills and facts, but they must have the opportunity to put those skills and facts to use throughout the instruction.
• Instruction activities should help students see how pieces of knowledge connect.
• Teachers cannot make the connections, but they can model their thinking and use examples that are easily connectable.
• Teachers should encourage students to visualize, use examples/non-examples, communicate their thinking, and integrate various contents to create a repetitive learning experience.
• Teachers should encourage writing and reflections. Writing = Thinking
(Wormeli)
Reflection
On the back of your evaluation sheet.
• Describe how this Understanding by Design process has or will help you in the classroom. • Describe how comfortable you are with the process and what areas you feel you would like to learn more about.
Differentiation in Stage 1 & 2
• Remember which stages can and should be differentiated.
• Working to ensure that all students have the opportunity to learn.
• Differentiation is a front-end process not a intervention process.
Differentiation and Stage 3
• UbD and DI – White sheet • Differentiation is preventive, not an intervention • Stage 3 should be differentiated • Thinking of how to differentiate while designing the lessons helps to reduce behavior problems, increase motivation, and create an efficient learning experience.
Before Instruction
• Pre-assess students misconceptions – Exit cards – Retelling – have students tell you what they know – Hand signs – KWL – Oral communication – speaking and listening – Value line up – Response boards – Quizzes, test, etc…
During Instruction • Formative assessments
– Quizzes, tests, handouts, etc… – Self/Peer reviews – Check for mistakes (Wormeli) – Observations & Conversations – Check lists – KWL, template, teach a peer, creating a game or puzzle, and acting out a process – REFLECTION – not only at the end – Lab Work • Groups of similar level students. Each group performs a different job.
• Groups of mixed level students. Each member performs a different job. • Groups working on different versions of the same lab.
• Student Choice – Students choose which job they would like to do.
Salmon Sheet
UbD and DI Samples
Work Time
• Keep in mind when planning for instruction: – Reading and vocabulary strategies to help students gains knowledge and skills – W.H.E.R.E.T.O.
– Differentiation – pre-assessments, different grouping, student choice – What teaching for instruction looks like • Modeling, “playing the game”, helping to make connections, relevancy, rigor, integration of content, communication, and reflections • Be prepared for a gallery walk feedback session
Peer Consultation
• Gallery Walk • Partner groups – give detailed feedback • Take a look at other units – at least 2 • Use the post it notes to leave 1. 1
P
ositive comment about the unit 2. 1
Q
uestion about the unit 3. 1
S
uggestion for improvement about the unit