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Revise/edit Stage 2 (Evidence of Learning) of your unit

Begin completing Stage 3: The Learning PlanLearn one instructional strategy for

developing mental computation (Number Talks!)

How do we believe that writing collaborative unit plans through backward design will increase student learning?

What do you hope to accomplish through this unit design and planning?

Why is it important for you to have opportunities to collaborate with others at your grade level in different districts?

What are some of the positive and negative aspects of creating unit plans?

Three Stages of Backward Curriculum Design

1. Identify Desired Results

What do I want students to learn?

2. Determine Acceptable Evidence

How will I know that they’ve learned it?

3. Plan Learning Experiences

What will they experience in order to learn the results ?

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The three stages within the unit templateStage 1- Desired Results

Transfer Goal:

Standards for Mathematical Practice:

Understandings: Students will understand that…

Essential Questions: (Provocative, conceptual, factual)

Knowledge: Students will know…

Skills:Students will be able to…

Stage 2- Assessment EvidencePerformance Tasks: (include a rubric)

Other Evidence:

Stage 3- Learning PlanLearning Activities: 6

What do we want students to know, do, & be like?Knowledge (facts)Skills/ProcessesUnderstandings (big ideas/generalizations)Standards of Mathematical PracticeTransfer Goals (what can transfer into life?)

Essential Questions (provocative, conceptual, factual)

What evidence and level of performance will we accept that students have achieved the desired results we identified in Stage 1?

How does formative assessment support student mastery of Stage 1 learning goals?

Review the online rubric related to Stage 2 Self-reflect on components in the rubric and make

changes as needed.

Be evidence of mastery of the transfer goal Be engaging Increase student motivation Require high level thinking Require the use of Standards for Mathematical Practice Connect to the essential understandings Reflect the most important KUDs of the unit:

Knowledge Understanding Do (Skills)

Be authentic and real-world

Using your transfer goal, create/identify a task with a role, audience, situation, and performance challenge that assesses mastery of the transfer goal

What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance challenge? By what Standards will work be judged in the

scenario?

SPS

GRA

How can we use incorrect solution strategies in a formative way?

My Favorite “No” – https://www.teachingchannel.org/videos/class-warm-up-routine

We provided feedback to the best of our ability, but we weren’t in your conversations and are learning along with you. Please be patient with us!

Please consider the feedback in the spirit in which it if offered…as things to consider as you continue this process, not as the only right or correct answer!

Review the comments, consider their value, and decide as a team if you want to make revisions

Review the evidence of learning in Stage 2 of your unit, apply the criteria from the rubric, and look at any feedback from us

Using the rubric and feedback, decide on and make any desired changes

=========================================When finished with Stage 2, consider Stage 3- The

Learning Plan: In your small group, brainstorm learning experiences

that would help students attain the transfer goal.

What learning experiences will help students attain the big ideas/understandings and transfer goal?

Our focus should be on the“big ideas”rather than learning the discrete skills without that understanding

Focusing on learning, rather than teaching Helping students to understand, not just

remember the understanding of others Incorporating a number of different teaching

strategies that are driven by levels of understanding

Using formative assessment to uncover student thinking

Review your transfer goal, understandings and the performance task for your unit.

Brainstorm instructional activities that would be necessary to help students arrive at these understandings and be successful on the performance task.

Identify and list key activities that would likely occur during Week 1, Week 2, Week 3, etc. Embed the links to them or describe each one after the table.

Key Activity/ Assessment

Understanding Knowledge or Skill

Mathematical Practice

Questions

Pre-assessment

Activity or Assessment

Understanding, Knowledge and/or Skill

IndependentSmall group

PartnerWhole group

Mathematical Practice

Essential Questions

What pre-assessments could you use to determine what preconceptions students have about the ideas in this unit?

Choose one and document it in your learning plan

What understandings/knowledge/skill does it target?

• Is the sequence of the unit clear by looking at the

Learning Plan? • Are there activities in the unit that will hook and engage

students in the content? • Is the Learning Plan directly aligned to the unit’s

Understandings and Essential Questions?• Will the students have sufficient opportunities to receive

timely feedback during the unit? • Are there varied and frequent formative assessments?

• Are there a variety of instructional groupings throughout the unit?

• Are there a variety of assessment types and/or options for students to choose from?

• Are the learning experiences and assessments aligned?

While planning, consider…

Classroom Visits

During Stage 3, one way to develop/enhance Number Sense and mental arithmetic is through brief, distributed practice over time.

By spending 5-15 minutes/day on a Number Talk, students have the opportunity to engage in making sense of numbers through some of the mathematical practices.

What is your understanding of Number Sense? Share examples of when you have seen students

exhibit Number Sense. What does it NOT look like? What experiences can build Number Sense?

What do you know about Number Talks? What experiences have you had with them? How have you seen them benefit students?

Sherry Parrish – author clip

Let’s see some classroom examples!

What are some aspects of classroom environment that must be attended to in order to make Number Talks successful?

Review Innovation Configuration Map from UNI How do/might you create that environment?

Classroom clips of number talks

Consider steps you would need to take to implement a Number Talk tomorrow

What number choices could you use? How might the Number Talks book help you?

Try implementing 3-4 Number Talks over 1-2 weeks and see how students respond.

Confer with colleagues as to how it’s going Read article by Sherry Parrish for more details. Share your successes with us/colleagues by email

or on January 19. Contact us for support or help if needed!

Please complete the online feedback survey at conceptbasedinstruction.weebly.com

Be sure your team members all have the latest version of your unit

Please send your revised unit to Leslie Moore: lmoore@plaea.org

Be sure you have listed your target unit implementation date on the sign-in form

Thank you so much for your participation today! See you on January 19!