Transcript Document 7262667

Where is My Understanding
of Understanding by Design?
Sally Creel, K-5 Science Supervisor
www.cicobb.typepad.com/es
Sandra Millsaps, K-5 Language Arts TSA
What it takes to be successful
• “ Teaching needn’t be exceptional
to have a profound effect;
continuous common sense efforts
to even roughly conform to effective
practice and essential standards
will make a life – changing
difference for students across all
socio – economic levels.”
-Schmoker
Word Sort
• Work with your elbow partner to sort
this group of words into categories of
your choice.
• There is no right answer.
• Volunteers will share their
work in 5 minutes.
So what is UbD?
• Understanding by Design is a
way of thinking purposefully
about planning,
not a program.
Understanding
by Design is…
– Curriculum template and design standards
are a means to better promote local goals.
– The template provides an easy mechanism
for exchange of ideas
– Focus is on collective efforts on quality
teaching and learning but still embrace
individual style, innovation, and creativity.
Backward planning is as easy as
1 - 2 - 3!
1 – Identify Desired Results
2 – Determine Acceptable
Evidence
3 – Plan Learning Experiences
Step 1
•Desired
Results
Backward Planning
First, decide what students must know and
be able to do
Sample GPS Standard
• S4L2 Students will identify factors that affect
the survival or extinction of organisms such as
adaptation, variation of behaviors
(hibernation) and external features
(camouflage and protection).
b. Identify factors that may lead to the
extinction of some organisms.
You’ve got to go below the
surface…
to uncover the really big
ideas!
Enduring Understanding:
Students will understand that…
Understandings
there are certain conditions that lead organisms to become endangered
and or extinct.
Unit Questions
How do changes in the
environment affect an organism?
Lesson Questions
How do external features of
organisms help them to survive and
reproduce? (e.g. camouflage, use of
hibernation, protection, etc.).
How do organisms become
extinct?
What would happen to a
population if some of the plants or
animals in the community became
scarce, or if there were too many?
Know & Do
Knowledge – Students will
Skills – Students will be able to…
know…
•Changes in the environment have
an effect on the organism in that
environment.
•The conditions that lead to
extinction of some organisms.
•Survival / Extinction
•Adaptation
•External Features (i.e.
Camouflage)
•Behaviors (i.e. Hibernation)
•Identify factors (behavioral and or
external features) which have
caused specific organisms to
become endangered or extinct.
•Determine the impact of changes in
habitat, adaptation, and or behavior
of an organism.
Performance-Based Instruction Rubric
From
To
Plan
Planning based on
selection of a topic,
design of activities,
administration of an
assessment, offering a
grade and feedback,
then moving to the
next topic
1 2 3 4 5 6
Planning that begins
with selection of
needed standards,
identification of
desired results, design
of acceptable
evidence of learning,
planning learning
experiences, and
using data to
differentiate
instruction
Step 2
Evidence
Backward Planning
Second, decide how you will know that
your students know
Assessment as Learning
• Develop and support metacognition:
“Learning is not just a matter of
transferring ideas from someone
who is knowledgeable to someone
who is not, but is an active process
of cognitive restructuring that occurs
when individuals interact with new
ideas.”
- Rethinking Classroom Assessment
Partner Talk
• What evidence is there of student
interaction with new ideas in your
building?
• How do you know that teachers
in your building know their
students understand?
• What are the ways teachers assess
students?
Old vs. New
Traditional Assessment
Process
•Choose a topic
Standards-based
Assessment Process
•Select Standard(s)
•Test/Essay/Project
•Determine Acceptable
Evidence (ongoing assessments
& performance tasks)
•Grade/Feedback
•Determine instructional
practices
•Instruction
•Next Topic!
•Use data from assessment to
re-teach or move on
Balanced Assessment?
Are unit assessments with the
following formats balanced?
•
•
•
•
Multiple Choice
True / False
Matching
Fill in the blank
Types of Assessment
Selected
Response
•Multiple Choice
•True-False
•Matching
Constructed
Response
•Fill-in-the-blank
(words, phrases)
•Essay
•Illustration
•Matrix
•Short answer
(sentences,
paragraphs)
•Diagram
•Web
•Concept Map
•Flowchart
•Graph
•Table
Performance
Assessment
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
Informal
Assessment
•Oral questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal sharing
•Peer review
•Thinking aloud a
process
•Student selfassessment
Possible Assessments
for S4L2b
Selected
Response
Constructed
Response
Performance
Assessment
Informal
Assessment
Which of the
following Georgia
organisms are
endangered?
Circle all that
apply.
Frayer Model
graphic organizer
of an organism,
with description,
characteristics,
example, &
Students will select
one plant and one
animal, illustrate
each, and identify
factors that affect
the survival or
extinction of the
organisms such as
adaptation,
variation of
behaviors
(hibernation) and
external features
(camouflage and
protection).
Class discussion:
Devise a plan to
protect or
publicize the
protection of
endangered
organism in your
area.
drawing.
a. longleaf pine
b. eastern indigo
snake
c. gopher tortoise
d. brown thrasher
Why do we assess?
• Designed to produce defensible and
accurate descriptions of student
competence in relation to defined
goals
• Measure current level of what they
know, do, and understand
• Typically come at or near the end of a
learning cycle (Don’t forget formative!)
-A. Zmuda
Performance-Based Instruction Rubric
From
To
Communicate
Student work
evaluated solely
by the teacher
1 2 3 4 5 6
Accountability for
student
performance
extends beyond
the classroom and
is intended to
promote/further
the student’s
learning
Step 3
Learning
Experiences
In Backward Planning
Third, the teacher decides on the differentiated
learning opportunities for the students based on
steps 1 & 2.
Performance-Based Instruction Rubric
From
To
Do & Use
Whole-class, teacher
directed (e.g., lecturing)
Student passivity:
sitting, listening,
receiving, and
absorbing information
Presentational, one-way
transmission of
information from
teacher to student
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
Experiential, standardsbased, hands-on/mindson learning
Active learning:
students doing, talking
and collaborating
Diverse roles for
teachers, including
coaching,
demonstrating, and
modeling
We are focusing on the
learning and not the
teaching.
Learning Principles
• 1. The goal of all learning is fluent and flexible
transfer – effective use of knowledge and skill.
• 2. Transfer depends upon understanding the big
ideas that connect otherwise – isolated facts,
skills, and experiences.
• 3. An understanding is a learner realization about
the power of an idea. Formal learning at its best
engineers such understandings by design rather
than by good fortune.
Learning Principles
• 4. Learners need clear priorities, an understanding of
how goals are best achieved, and helpful feedback in
order to produce quality work.
• 5. Persistent learning requires seeing he value of what
we are asked to learn, and being provided with the
right blend of challenge and support in learning it.
- A. Zmuda
Logic Behind Backward Design
The stages are logical but they go against habits
• We’re used to jumping to lesson and
activity ideas – before clarifying our
performance goals for students.
• By thinking through the assessments
upfront, we ensure greater alignment of
our goals and means, and that teaching
is focused on desired results.
Learning Communities
• We are at a point in time where teams are
recognized as a critical component of
every enterprise – the predominant unit
for decision making and getting things
done…. Working in teams is the norm in a
learning organization.
- Senge, et. Al. The Fifth Discipline Fieldbook
Learning Communities
• The best way to achieve challenging
goals is through teamwork. Where
single individuals may despair of
accomplishing a monumental task,
teams nurture, support, and inspire
each other.
- Noel Tichy, The Leadership Engine
EQ: Where is My
Understanding of
Understanding by Design?
Assessment for Learning