Transcript Understanding by Design - Formative Assessment and
UNDERSTANDING BY DESIGN
Jacque Melin - GVSU
Film Clip
Today and Tomorrow
The Three Musketeers
Partner A
Talk about the schools of Today!
Partner B
Predict about schools of Tomorrow!
Partner C
Relate film message to CCSS!
Curriculum
Yesterday
What is taught Textbooks covered, worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for all; thinking skills emphasized for gifted.
Today
What is learned Identify what students should know and be able to do Life context Multiple resources Integrated subjects Basics and thinking skills emphasized for all.
Instruction
Yesterday
Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning
Today
Learner centered Organized for results Multiple teaching strategies Reteaching and enrichment Flexible groups Differentiated instruction Active learning
Assessment
Yesterday
Bell curve One opportunity After instruction Paper and pencil based Grades averaged Proving and accountability Focus (content)
Today
Precise and public criteria Multiple opportunities Integrated with instruction Performance based Grades on final performance Diagnose and prescribe Focus (content) and product and performance
“Common Core State Standards are not intended to be new names for old ways of doing business.
They are a call to take the
next step. “
Excerpt from Common Core State Standards Document
Poll Everywhere
My Confidence with teaching and assessing the Common Core State Standards is…(1-4 high)
Fist to Five
Show the number of fingers on a scale, with 1 being lowest and 5 the highest.
How well do you feel you know this information?
Understanding by Design – for Unit Design 5. I know it so well I could explain it to anyone.
4. I can do it alone.
3. I need some help.
2. I could use more practice.
FIST - I am only beginning.
Clock Partners
Near you 12 Your choice 9 3 Not near you 6 Similar grade level
A Few Questions to Begin
1.
2.
3.
4.
5.
Does it matter that teachers have a clear learning destination for their students?
Does it matter whether the destination is likely to help students build stronger, more productive, more satisfying lives?
Does it matter if we know whether our students arrive at the destination?
Does it matter if some students are lost and have no idea how to reconnect with us and with learning?
Does it matter if some students are consistently ahead and spend considerable time waiting for the rest of us to catch up?
If your answer to any of the questions is, “Yes,” you’re at the right place…
A Few Questions to Begin
1.
2.
3.
4.
5.
Does it matter that teachers have a clear learning destination for their students?
Does it matter whether the destination is likely to help students build stronger, more productive, more satisfying lives?
Does it matter if we know whether our students arrive at the destination?
Does it matter if some students are lost and have no idea how to reconnect with us and with learning?
Does it matter if some students are consistently ahead and spend considerable time waiting for the rest of us to catch up?
Understanding by Design – McTighe and Wiggins
Classroom Assessment for Student Learning: Doing it Right – Using it Well
Stiggins, et al
We’re here to explore connections between…
Quality curriculum Quality assessment Quality instruction
On behalf of the students we teach.
The challenge: Align goals, assessments, lessons
Why Understanding by Design?
•
The need: Results
• • • • In even our best students and their work, we see frequent – Amnesia Persistent misunderstanding Rigid knowledge – no transfer
Why Understanding by Design
•
The need: Design
• • TWIN SINS: “Aimless but fun Activity” and “Superficial Coverage”
“Coverage” Orientation September ---------------------------------------- June Content standards are the goals, not text coverage.
Use the textbook as a resource -- not the syllabus!
Understanding by Design
Unit = Short for a “unit of study”. Units represent a coherent chunk of work in courses or strands, across days or weeks.
No hard and fast criteria A body of subject matter that is somewhere in length between a lesson and an entire course of study Focuses on a major topic or process Lasts between a few days and a few weeks.
Understanding by Design
Understanding by Design
Stage 1:
Identify Desired Results
Stage 2:
Determine Acceptable Evidence
Stage 3:
Plan Learning Experiences and Instruction
Stage 4:
Reflection
Understanding by Design
Stage 1: Identify Desired Results
Desired student learning outcomes?
What will students know and be able to do by the end?
Understanding by Design
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence
What assessment tools? project completion, presentations, rubric design, tests, quizzes, etc.
Understanding by Design
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence
Stage 3: Plan Learning Experiences and Instruction
What teaching methodology, lessons, classroom experiences and activities will best achieve the desired learning outcomes?
Understanding by Design
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence
Stage 3: Plan Learning Experiences and Instruction
Stage 4: Reflection
Big Ideas of UBD – Stage 1
1. Identify desired results What understanding will the students leave with?
UbD Stage 1
Identify Results
Standards Understandings Essential Questions Knowledge, Reasoning, Skills and Products
Stage 1 Template – Identify Desired Results
Identify Desired Results Established Goals
– Identify one or more Goals (e.g., content standards, course or program objectives, learning outcomes)
Enduring Understandings –
based on the transferable big ideas that give the content meaning and connect the facts and skills.
Students will understand that…
Essential Questions –
Guide student inquiry and focus instruction for uncovering the important ideas and content.
Know –
Identify the key knowledge.
Students will know…
Be Able To Do –
Identify the key reasoning, performance skills, products.
Students will be able to…
Where do we begin?
Deconstructing the Standards is…
…a systematic process to identify embedded learning targets in standards and objectives so that nothing essential is missed during instruction .
Learning Targets (Objectives)
What students should
know
,
understand
and be able to
do
to master the standards/objectives
KUDs
Standard
Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the values based on their position on a number line
What must students know?
◦ Position of simple positive fractions, positive mixed numbers, positive decimals, values based on position on a number line
What must students be able to do?
◦ Identify, evaluate
We Need Clear Targets to. . .
2.
3.
4.
5.
1.
Correctly identify what students know and don’t know
Select appropriate assessments
Plan effective instruction
Keep track of student learning target by target
Have students self-assess or set goals likely to help them learn more
Types of Learning Targets
Knowledge
knowing and understanding facts and concepts learned outright or via reference
Reasoning
mental processes we want students to engage in USING knowledge to solve problems
Performance Skills
process is most important
Products
using knowledge, reasoning, and skills to create a product
Product Target Product Performance Skill Reasoning Knowledge Performance Skill Target Performance Skill Reasoning Knowledge Reasoning Target Reasoning Knowledge Knowledge Target Knowledge
Unit Planning Sequence
Determine your unit Locate the Common Core State Standards or content expectations that are appropriate and important goals for this unit. Ask yourself – “What types of standards are each of these?” – Knowledge, reasoning, performance (skills), product??? It’s best to write out the standards in your own words.
“Deconstruct” the standards into student friendly learning targets.
Determine the sequence of teaching/learning the targets.
Decide where you will insert formative assessments (assessments FOR learning).
Determine what type of assessment this must be – pre-assessments, informal, selected response assessment, extended written response assessment, performance task assessment???
Develop the assessments Develop instruction (daily lesson plans – focused on what students will be assessed on)
Knowledge
The facts and concepts we want students to know. Some to be learned outright; some to be retrieved using reference materials.
Key words:
explain, understand, describe, identify, tell, name, list, define, label, match, choose, recall, recognize, select, know
Examples: Knowledge Targets
Identify sight words.
Identify similes and metaphors.
Know defining characteristics of various literary genres.
Count and group concrete manipulatives by ones, tens, and hundreds to 1,000.
Reasoning
Students use what they know to reason and solve problems, make decisions, plan, etc.
Key Words – analyze, compare/contrast, synthesize, classify, infer, evaluate, etc.
Examples: Reasoning Targets
Make a prediction based on evidence.
Distinguish between fact and opinion.
Evaluate information from a variety of resources.
Classify and compare triangles by sides and angles.
Performance (Skills)
Students use their knowledge and reasoning to act skillfully; where the doing is what is important.
Key words –
observe, listen, perform, do, question, conduct, work, read, speak, use, demonstrate, explore, etc.
Examples: Performance (Skill) Targets
Read aloud with fluency and expression.
Use self-correction strategies.
Use inductive reasoning to find and justify the laws of exponents with numeric bases.
Model, identify and describe square, prime and composite numbers.
Products
Students use their knowledge, reasoning, and skills to create a concrete product.
Key words –
design, produce, create, develop, make, write, draw, represent, display, model, construct, etc.
Examples: Product Targets
Produce a grammatically correct sentence.
Develop a proper paragraph form in a written composition.
Compose a written composition using the five-step writing process.
Create a design with more than one line of symmetry.
Deconstruction Steps
• • • Choose a standard/objective for which the embedded learning might not be consistently identified.
Identify its ultimate type: knowledge, reasoning, performance (skill), or product.
Ask four questions: • • • • What
knowledge
do students need ?
What
reasoning
proficiencies (if any) do students need?
What
performance (skills)
(if any) do students need?
What
products
(if any) do students need to practice?
Unit Planning Sequence
Determine your unit Locate the state standards that are appropriate and important goals for this unit (Power Standards).
Ask your self – “What types of standards are each of these?” – Knowledge, reasoning, skills, product???
“Deconstruct” the standards into learning targets.
Change the learning targets into “student friendly targets.” Determine the sequence of teaching/learning the targets .
Decide where you will insert formative assessments (assessments FOR learning).
Determine what type of assessment this must be – pre-assessment, informal, selected response assessment, extended written response assessment, performance task assessment???
Develop the assessments Develop instruction (daily lesson plans – focused on what students will be assessed on)
Kentucky Website
http://mid-illini.org/Common_Core_Resources.html
Also: Turn on Your Brain – for ELA 9 and 10 http://turnonyourbrain.wordpress.com/2011/06/27 /common-core-i-can-statements/
QUESTIONS?????
Unit Planning Sequence
Determine your unit Locate the state standards that are appropriate and important goals for this unit (Power Standards).
Ask your self – “What types of standards are each of these?” – Knowledge, reasoning, skills, product???
“Deconstruct” the standards into learning targets.
Change the learning targets into “student friendly targets.” Determine the sequence of teaching/learning the targets .
Decide where you will insert formative assessments (assessments FOR learning).
Determine what type of assessment this must be – pre-assessment, informal, selected response assessment, extended written response assessment, performance task assessment???
Develop the assessments Develop instruction (daily lesson plans – focused on what students will be assessed on)
Writing student friendly targets
“I can…” statements
for what we want students to KNOW and DO?
Statements of intended learning.
Statements that describe how we will know that we have learned it.
Should be posted or written, not just shared verbally.
“I CAN…” Statements
I CAN identify the steps in the scientific process I CAN describe the purpose of each step in the scientific process I CAN use the steps in the scientific process correctly I CAN make observations about the world around me I CAN ask questions about the observations I make I CAN create an investigation to answer the question I ask I CAN carry out the investigation I have created I CAN record data and information that I find from my investigation I CAN communicate the results of my investigation through discussions, graphs and charts or another form that I see fits I CAN look over my observation, questions, investigation and results and form a conclusion to my original question.
GOT IT!! Still working on it I need some more time
1. I can identify the hypotenuse of any right triangle.
4. I can find any side of a right triangle if I know the two other sides.
Don’t I know you from somewhere?
Who am I?
2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas.
3. I can create a physical proof of the Pythagorean theorem using cubes to show areas.
c a b I’m right here!
5. I can recognize right triangles in real world applications.
6. I can create a right triangle out of any two points in a coordinate system. B (2,3) 7. I can use right triangles in a coordinate system to find the distance between two points.
A (-3,-2) How far is it from Albuquerque to Boston?
9. I can deconstruct real world objects into circular objects.
H 8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle.
R ???
10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.
Stage 1 Template – Identify Desired Results
Identify Desired Results Established Goals
–
Template 1 Here is where you would write the standards on Enduring Understandings –
Students will understand THAT…
Essential Questions – Know –
Put KNOWLEDGE targets here
Be Able To Do –
Put
REASONING
,
SKILL
and
PRODUCT
targets here
Why identify kinds of learning targets?
Helps teachers design meaningful assessments and learning activities.
Helps determine best type of assessment:
Selected Response
Extended Written Response
Performance Assessment
Personal Communication (informal)
Big Ideas of UBD – Stage 2
2. Determine acceptable evidence What IS the understanding?
Design assessments BEFORE you design lessons and activities. Be clear about what evidence of learning you seek.
Selected Response Assessment Students select the correct or best response.
Multiple choice
True/false
Matching
Short answer
Fill-in-the-blank
Evaluated with an answer key
Extended Written Response (constructed response, essay) Students construct a written answer at least several sentences in length in response to a question or task.
Evaluated with a checklist or rubric.
Performance Assessment Assessment based on observation and judgment Consists of a
task scoring criteria
(what students do) and (how you will judge quality).
Links Among Achievement Targets and Assessment Methods
Knowledge Selected Response Good Extended Written Response Good Performance Task Assessment Not so good – too time consuming Personal Communication OK – but time consuming Good Reasoning Good (some reasoning) Good Skills Products Not good Not good Good Not good Good Good (when written product) Good Good (oral communication) Not good.
Unit Planning Sequence
Determine your unit Locate the state standards that are appropriate and important goals for this unit (Power Standards).
Ask your self – “What types of standards are each of these?” – Knowledge, reasoning, skills, product???
“Deconstruct” the standards into learning targets.
Change the learning targets into “student friendly targets.” Determine the sequence of teaching/learning the targets.
Decide where you will insert formative assessments (assessments FOR learning).
Determine what type of assessment this must be – informal, selected response assessment, extended written response assessment, performance task assessment???
Develop the assessments Develop instruction (daily lesson plans – focused on what students will be assessed on)
Think “Photo Album” versus “Snapshot” Sound assessment requires multiple sources of evidence, collected over time
.
Gather Evidence from a Range of Assessments
•
Pre-Assessments
•
Authentic tasks and projects – ASSESSMENTS PERFORMANCE TASK
•
Academic exam questions, prompts, and problems, quizzes and test items – SELECTED RESPONSE ASSESSMENTS OR EXTENDED WRITTEN RESPONSE ASSESSMENTS
•
Informal checks for understanding – EXIT CARD (for example)
•
Student self-assessment
Developing Performance Assessments
USE
•
GRASPS
GRASPS
G = Goal R = Role A = Audience S = Situation P = Product Performance and Purpose S = Standards and Criteria for Success
GRASPS
G = I can create a well written lab report.
R = Author of an accurate report to be written for the U.S Mint A = U.S. Citizens S = What is there to know about pennies, besides that they’re worth one cent? (Can you name what’s on each side of a penny, without looking?!) The U.S. Mint is the branch of the government responsible for producing paper and coin money. They want to put together a collection of reports that can tell U.S. citizens everything they could possibly want to know about pennies. In order to be accepted, the author of each report must be able to insure that the information provided in the collection of reports is accurate.
P = Your goal in this exercise is to choose one thing about pennies to study, conduct a well designed experiment, and produce a report of your experiment that convinces U.S. citizens that your results are accurate and trustworthy. You may choose anything about pennies to study. Your final product will be a well-written lab report. S = You will be evaluated using the same rubrics that appear in this packet. This task is a demonstration of your understanding of the scientific method and is a final unit assessment. I trust that you will create an excellent lab report and wish you the best of luck in your experimentation.
Answer
Exit Card
Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?
YES Not at this time
Exit Card Possible Questions
Describe one problem you faced during your Web Quest today. If you solved it, explain how. Write one thing you learned today. Write one question you have about today's lesson. Write three words with the long "o" sound. Why are the North and South Pole so cold? Explain why Canada is not considered a melting pot. Give 3 descriptors of the proper forearm pass in volleyball. Draw a quick diagram that shows perspective. Of the 3 graphs we studied today which one did you find most useful? Why? Name one positive and one negative thing that happened during group work today. Multiply 3.45 by 2.4 In your own words explain why the formula for a right angle triangle is 1/2 b x h. Marcia Imbeau
Stage 2 Template – Determine Acceptable Evidence
What Evidence Will Show That Students Understand?
Performance Tasks:
GRASPS
Other Evidence:
Selected Response Assessments, Extended Response Assessments, Exit Cards, work samples, observations
Student Self –Assessment and Reflection
Big Ideas of UBD – Stage 3
3. Plan learning experiences and instruction Consider the WHERETO elements
What do you need to teach to make sure students are learning to the level of understanding and will do well on the assessments?
Designing Instructional Activities to Promote Understanding
W
= Where are we going? Why are we going there? In what ways will we be evaluated?
H
= How will you hook and engage my interest?
E
= How will you equip me for success?
R
= How will you help me revise, rethink, refine, revisit what I am learning?
E
= How will I self-evaluate and self-express?
T
= How will you tailor your instruction to meet my individual needs and strengths?
O
= How will you organize your teaching to maximize understanding for all students?
3-2-1 EXIT SLIP
3 - Describe things about UbD, I learned today.
2 - Describe 2 things, I could use in my unit planning.
1 - List 1 item I still have a question about or need more follow-up on.