Transcript Slide 1

Crumbled Papers
Please think about your answers to the
following question:
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List 3 ideas and/or strategies that have
“stuck” with you since we last met.
When you are done, crumble your papers
and form a circle around the room. Await
further instruction.
Understanding By Design
Stage 1: Review Desired Results
Stage 2: Assessment Evidence
Secondary Science Training
Day 2
Ground Rules
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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
Language and UbD - Review
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Language in the content area is an
important part of lesson and unit
planning
Scientific language becomes a part of
stage 1 content and skills section of
the UbD stage 1 framework
Group Task
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You will be asked to sit with your
group: life science, physical science
and earth and space science
There will be a total of 6 strategies
that will be introduced
You should have an example from 1
of the 6 strategies.
Vocabulary – Strategy 1
Fold Ups
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Select a single word or 2 opposing terms
Single Word
Draw a picture on face of paper
Inside flap will contain a definition and an example
Opposing terms
Pictures on the face of the paper
Inside flap has the definition and examples
Bottom half – Venn diagram that compares and
contrasts the 2 words
Strategy taken from AVID (Advancement Via Individual Determination)
Vocabulary – Strategy 2
Photo Caption
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Select a picture from a magazine
that exemplifies the meaning of one
of the vocabulary word
Provide an explanation of the word
and how that particular picture
demonstrates the meaning of that
word
Idea taken from AVID (Advancement Via Individual Determination)
Vocabulary – Strategy 3
Frayer Model
Definition (in own words)
Examples (What it is)
Characteristics
WORD
Non-Examples (What it is not)
Vocabulary – Strategy 4
Word Sort
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Put the following words in order from
most important to the Earth to least.
Then explain why you choose that
order.
• Sun, Moon, Mars, Jupiter, Gravity
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MOST
LEAST
Vocabulary – Strategy 5
Scrap Book
•Scrapbook is supposed to be like a scrapbook page you make for
trips etc.
•Its focus is to have students make personal connections between the
picture and their prior knowledge.
•In the example below, the students makes a connection between the
process and a factory.
•Students should feel free to modify the page as needed. As long as
they have the three parts, WORD, PICTURE (drawn or photo), and
CONNECTION.
•They can decorate the page, or have the items in any order. Just like
a real scrapbook.
Unlike the photo activity, this is meant to make prior
connections. So its not a repeat of the definition. But
what they think of when they see this picture or word.
Vocabulary – Strategy 6
“Your Own Model”
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Share something you use to help
your students understand science
vocabulary.
Another option might be to combine
parts of the other 5 strategies to
form a “custom” vocabulary strategy
for your students.
Where Have We Been?
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Stage 1 - Identify Desired Results
Established Goals: Benchmarks and Standards
being addressed and assessed in your unit plan.
Enduring Understandings: What specific insights
about big ideas do we want students to leave
with
What Essential Questions will frame the teaching
and learning, pointing towards key issues and
ideas?
What should students know and be able to do?
What needs to be acquired to understand the big
ideas? What core abilities does ‘content” enable?
2003 Grant Wiggins & Jay McTighe UBD 07/2003
Stage 2 – Assessment Evidence
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What are key performance tasks
indicative of understanding?
What other evidence will be collected
to build the case for understanding,
knowledge, and skill (identified in
stage 1)?
How will students self-assess to show
understanding?
2003 Grant Wiggins & Jay McTighe UBD 07/2003
Triangulation
of Evidence
Conferencing
with
teacher/peers
Oral questioning
Retelling on own
words
Journals
Reflections
Observation of
Process
Dialog with
peers
Presentations
Observation logs of
group dialog
Observation of a
group performance
Clear
Targets
Conversations
listening to learners
Taken From: Gentry Hirohata’s UbD Day 2 presentation 2007
Constructed
response
Visual
organizer/outline
Story illustration
Dialectial Journal
Diagram
Posters/letters to. .
Collection of
Products
Desired Outcomes
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Revisit stage 1 (universal science
vocabulary)
Awareness of strategies that
incorporate the development of
scientific vocabulary
Awareness of strategies to increase
the amount of information on what
students understand (observation of
process and conversations)
Completion of Stage 2 of the UbD
process
Collecting Diverse Evidence of
Assessment
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Performance tasks
Academic prompts
Tests/quizzes
Observations/dialog
Informal checks for understanding
Taken from ASCD and Grant Wiggins and Jay McTighe 2003
Performance Tasks
Complex challenges that mirror the issues
and problems faced by adults. They often
yield one or more tangible products and
performances.
 The setting is real or simulated and is
authentic
 Typically require students to address an
identified audience
 Allows students to personalize the task
 Task, evaluative criteria, and performance
standards are known in advance and guide
student work.
Taken from ASCD and Grant Wiggins and Jay McTighe 2003
Academic Prompts
Open ended questions or problems that require
students to think critically, not just recall
knowledge, and to prepare a specific “academic”
response , product, or performance.
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Require constructed responses or specific prompts
under school/exam conditions
Are “open” with no single best answer or strategy.
Often require the development of a strategy
Involve analysis, synthesis, and/or evaluation
Typically require an explanation or defense of the
answer given
Involve questions typically asked only of students
on school.
Taken from ASCD and Grant Wiggins and Jay McTighe 2003
Tests and Quizzes
Familiar assessment formats consisting of
simple, content-focused items that
 Assess factual information, concepts and
discrete skill
 Use selected responses (multiple choice,
matching, true-false) or short answer
formats
 Typically have a single best answer
 May be easily scored using an answer key
or machine
 Items are not known in advance
Taken from ASCD and Grant Wiggins and Jay McTighe 2003
Student Activities in the
Rigor/Relevance Framework
Quadrant A Acquisition
Quadrant B Application
•Measure the effect of temperature
and concentration on the rate of
reaction, such as Alka-Seltzer in water.
Observe wave property of light,
especially the phenomenon of
interference, using soap bubbles.
Construct models of molecules using
toothpicks, marshmallows and
gumdrops.
Examine biological rhythms by
recording changes in body
temperatures.
Use different colored clay/dough to
demonstrate tectonic plates.
Catalog human physical traits to
determine inherited genetic traits.
Illustrate proportion of
worlds/freshwater, ice caps, and
saltwater using an aquarium.
•Analyze heat produces from different
fuel sources.
Build a simple electrical circuit to
illustrate digital principle of computers.
Explore the stopping characteristics of
a toy car, altering one variable at a
time.
Investigate the importance of
interdependency and diversity in a rain
forest ecosystem.
Collect data on dissolved oxygen,
hardness, alkalinity, and temperature in
a stream.
Complete an energy audit of heat loss
in a home.
Conduct experiments to measure
calories in food.
Taken from: International Center for
Leadership in Education
Student Activities in the
Rigor/Relevance Framework
Quadrant C Assimilation
Quadrant D Adaptation
•Design a science project to
illustrate a science concept (e.g.
photosynthesis)
•Analyze similarities and differences
of spiders and insects.
•Research and sequence ages of
plant and animal species.
•Discuss the impact of fat
cholesterol in nutrition and health.
•Research and produce news
program on earthquakes.
•Research and give presentations on
astronomy topics.
•Identify chemicals dissolved in an
unknown solution
•Measure light pollution in the community.
•Collect data and make recommendations
to address a community.
•Design an air pollution control device.
•Design a device to transport human
organs.
•Develop a concept for a new product and
research the process for patenting the
design.
•Collaborate with other students in
collecting data on acid rain pH levels in
area lakes.
•Design a model bridge to carry a specific
load.
•Research communication innovations and
predict innovations in the next 20 years.
Taken from: International Center for Leadership in Education
2 Questions for a practical test of
your tests
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Could your test be passed without
in-depth understanding?
Could the specific test result be
poor, but the student still
understand or be able to effectively
apply the ideas in question?
The goal is to answer “no” to both
Taken from: Grant Wiggins and Jay McTighe
7/2003
Match Your Assessment With Your
Benchmark
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Align your rigor/relevance according
to the taxonomic levels of your
benchmarks.
Make sure you are assessing at the
appropriate level.
You can assess at the benchmark
level, then take your student to a
higher rigor and relevance level of
understanding.
Triangulation of
Evidence
Conferencing
with
teacher/peers
Oral questioning
Retelling on own
words
Journals
Reflections
Observation of
Process
Dialog with peers
Presentations
Observation logs of
group dialog
Observation of a group
performance
Clear
Targets
Constructed
response
Visual
organizer/outline
Story illustration
Dialectial Journal
Diagram
Posters/letters to. .
Conversations
listening to learners
Taken From: Gentry Hirohata’s UbD Day 2 presentation 2007
Collection of
Products
Observation of Process
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Seating chart (track data)
Thumbs Up . . .Thumbs Down
5 Fingers
3-2-1
Crumbled Papers
Entrance / Exit Passes
Presentations
Conversations
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1:1 conversations
Journal Entries
Student Self Assessment
Peer Assessment
Think, Pair, Square
Track who is asking questions and
what taxonomic levels are the
questions