schooling by design: questions: ablueprint for reform what...
TRANSCRIPT
unit 2
t 5
t 1
TRANSFER
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Schooling by Design Grant Wiggins PATTN Feb 2012
Schooling by Design A blueprint for reform
Grant Wiggins
PATTN 2012 1
Questions
What would schooling look like if we designed it lsquobackwardrsquo from Mission amp Sound principles
Where do Mission amp long-term learning goals get lost in short-term actions What then should we do to change this
2 big ideas ‐ summary
School is only coherent and effective when it is Mission-based ndash when long-term purposes inform short-term plans and actions
A visionreality gap analysis is the engine of change for
3individuals as well as
The key Mission amp Principle word ishellip
TRANSFER Can students use content strategically and effectively in real situations 5
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission amp Principles
How People Learn
4
Program Goals
copy Authentic Education 2012 1
2
OG
O
CT RN
CA
RealityAction to close the
gap
Schooling by Design Grant Wiggins PATTN Feb 2012
The bottom‐line long‐term goal Students ndash
using content
now amp in the future
on their own
in context
effectively 7
9
Vision
VISION A rich and detailed lsquoblueprintrsquo of what our principles amp goals look like ndash what lsquomission accomplishedrsquo looks like
10
The 3 SASMD Principles The organization is Mission‐driven long‐term
student performance goals influence all short‐term plans actions and decisions
The organization is standards based it assesses against standards and it has
high standards
The organization is a system there is consistency and coherence across classrooms and schools the right hand knows what the left hand is doing
CURRICULUM and ASSESSMENT
INSTRUCTIONAL PR RAMS amp PRACTICES
PERSONNEL ‐ HIRING APPRAISAL DEVEL PMENT
MISSION
PRINCIPLES of LEARNING amp SCHOOLING
POLICIES STRU URES GOVE ANCE RESOURCE ALLO TION
Schooling by Design
A vision = a blueprint not just vague wishes
11
The Change Process
Vision
Reality Action to close the
gap
12
copy Authentic Education 2012 2
8
Schooling by Design Grant Wiggins PATTN Feb 2012
Jim Collins Good to Great
ldquoAll good-to-great organizations began the process of finding a path to greatness by confronting the brutal facts of their current realityrdquo
13
Reality even in good districts ‐
Too much boring lsquocoveragersquo of content
Assessments too low-level and not focused on Standards amp Mission
No real consistency of teaching assessing grading
14
Our SASMD Essential Questions
What would a model SAS school district look sound and be like
How should SAS teams move the project forward toward such a vision
18
In short lack of alignment between goals and means
15
with incredibly limited time the key goal in Driverrsquos Ed is still lsquoreal driving safelyrsquo
16
Hint not a good way to learn to drive
17
copy Authentic Education 2012 3
Schooling by Design Grant Wiggins PATTN Feb 2012
VISION Given the Principles amp Mission
What would we see inndash
1 classrooms
2 student work conduct
3 teacher use of class time
4 grading and reporting
5 how textbooks are used
6 team departmental and school staff meetings
7 how time and people are used 19
IFTHEN Action given the vision amp reality Vision must be fleshed out in concrete detail What precisely does the goal look like
Reality must be assessed Where are we given the vision
Problem statements must be carefully developed What are the root causes of the gap
Action plans are then developed What actions are most likely to close the gap
20
Donrsquot confuse lsquoquizrsquo drills with the lsquoperformancersquo game
lsquoDrillsrsquo ndash simple items The lsquogamersquo ndash Short-term objective challenging task Out of context The point of the drills
Discrete isolated In context with all its element messiness and interest
value
for initial simplified Requires a repertoire learning used wisely
set up and prompted
Doesnrsquot transfer to new Not prompted you situations on its own judge what to do when
22
Transfer = the real lsquogamersquo of using content on your own
Applying prior learning -To a novel and increasingly new and
unfamiliar-looking task
In an increasingly challenging context amp situation (purpose audience dilemmas ldquonoiserdquo etc)
With increasing independence and thus less teacher scaffold and reminders
23
But Grant
ldquoOur students are completely unprepared
ldquoWe have too much content to teach
ldquoOur parents donrsquot support usrdquo
ldquoWe teach too many students 24
lsquothe game is the teacherrsquo
The game
21
The drills
copy Authentic Education 2012 4
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
No The mission the goal of transfer remain a priority regardless of where you are who your students are and how much time you
25have
Mission
ldquoThe first job of the leaders is to turn the organizationrsquos mission statement into
specificsrdquo ‐Peter Drucker
27
Mission
Mission
A general statement of what you are in business to accomplish ndash the priority student outcomes
29
Mission primarily framed in terms of outcomes not inputs
The Mission statement should highlight the long-term outcomes of student achievement behavior attitudes habits and abilities to which you are committed and obligated
30
The challenge of rigor
All local assessments and
assignments should be
assessed for the current and ideal
degree of rigor 26
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
28
copy Authentic Education 2012 5
Schooling by Design Grant Wiggins PATTN Feb 2012
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
31public education prepares students
Mission primarily framed in terms of outcomes not inputs
The Mission statement should not highlight the beliefs of adults the programs you offer or the services you provide (ie the lsquoinputsrsquo)
OK to mention but make clear that the inputs are
32means to Mission ends
Donrsquot Confuse Ends and Means
Ends (key outcomes) The priority outcomes you are committed to causing in students
Means (what you offer) the core programsservicesbeliefs
33
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
34public education prepares students
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
35public education prepares students
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
36
copy Authentic Education 2012 6
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
37
Example
Aim to improve amp constantly assess To what extent are they ndash
Life-long learners
Responsible citizens
38
Criteria for Mission Statement
Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)
Expresses your purpose in a way that inspires genuine support and ongoing commitment
Uses active verbs to describe what students should leave able do as a result of their schooling
Written in a way that is clear and easy for all audiences to grasp - free of jargon
Concise and clear enough that anyone in the organization can recall understand and refer to it 39
Mission extended
Mission of programs
A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash
41what they should leave
The wisdom of our elders ndash Tyler over 60 years ago
ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo
42
Program Goals (incl Standards)
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
40
copy Authentic Education 2012 7
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
OG
O
CT RN
CA
RealityAction to close the
gap
Schooling by Design Grant Wiggins PATTN Feb 2012
The bottom‐line long‐term goal Students ndash
using content
now amp in the future
on their own
in context
effectively 7
9
Vision
VISION A rich and detailed lsquoblueprintrsquo of what our principles amp goals look like ndash what lsquomission accomplishedrsquo looks like
10
The 3 SASMD Principles The organization is Mission‐driven long‐term
student performance goals influence all short‐term plans actions and decisions
The organization is standards based it assesses against standards and it has
high standards
The organization is a system there is consistency and coherence across classrooms and schools the right hand knows what the left hand is doing
CURRICULUM and ASSESSMENT
INSTRUCTIONAL PR RAMS amp PRACTICES
PERSONNEL ‐ HIRING APPRAISAL DEVEL PMENT
MISSION
PRINCIPLES of LEARNING amp SCHOOLING
POLICIES STRU URES GOVE ANCE RESOURCE ALLO TION
Schooling by Design
A vision = a blueprint not just vague wishes
11
The Change Process
Vision
Reality Action to close the
gap
12
copy Authentic Education 2012 2
8
Schooling by Design Grant Wiggins PATTN Feb 2012
Jim Collins Good to Great
ldquoAll good-to-great organizations began the process of finding a path to greatness by confronting the brutal facts of their current realityrdquo
13
Reality even in good districts ‐
Too much boring lsquocoveragersquo of content
Assessments too low-level and not focused on Standards amp Mission
No real consistency of teaching assessing grading
14
Our SASMD Essential Questions
What would a model SAS school district look sound and be like
How should SAS teams move the project forward toward such a vision
18
In short lack of alignment between goals and means
15
with incredibly limited time the key goal in Driverrsquos Ed is still lsquoreal driving safelyrsquo
16
Hint not a good way to learn to drive
17
copy Authentic Education 2012 3
Schooling by Design Grant Wiggins PATTN Feb 2012
VISION Given the Principles amp Mission
What would we see inndash
1 classrooms
2 student work conduct
3 teacher use of class time
4 grading and reporting
5 how textbooks are used
6 team departmental and school staff meetings
7 how time and people are used 19
IFTHEN Action given the vision amp reality Vision must be fleshed out in concrete detail What precisely does the goal look like
Reality must be assessed Where are we given the vision
Problem statements must be carefully developed What are the root causes of the gap
Action plans are then developed What actions are most likely to close the gap
20
Donrsquot confuse lsquoquizrsquo drills with the lsquoperformancersquo game
lsquoDrillsrsquo ndash simple items The lsquogamersquo ndash Short-term objective challenging task Out of context The point of the drills
Discrete isolated In context with all its element messiness and interest
value
for initial simplified Requires a repertoire learning used wisely
set up and prompted
Doesnrsquot transfer to new Not prompted you situations on its own judge what to do when
22
Transfer = the real lsquogamersquo of using content on your own
Applying prior learning -To a novel and increasingly new and
unfamiliar-looking task
In an increasingly challenging context amp situation (purpose audience dilemmas ldquonoiserdquo etc)
With increasing independence and thus less teacher scaffold and reminders
23
But Grant
ldquoOur students are completely unprepared
ldquoWe have too much content to teach
ldquoOur parents donrsquot support usrdquo
ldquoWe teach too many students 24
lsquothe game is the teacherrsquo
The game
21
The drills
copy Authentic Education 2012 4
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
No The mission the goal of transfer remain a priority regardless of where you are who your students are and how much time you
25have
Mission
ldquoThe first job of the leaders is to turn the organizationrsquos mission statement into
specificsrdquo ‐Peter Drucker
27
Mission
Mission
A general statement of what you are in business to accomplish ndash the priority student outcomes
29
Mission primarily framed in terms of outcomes not inputs
The Mission statement should highlight the long-term outcomes of student achievement behavior attitudes habits and abilities to which you are committed and obligated
30
The challenge of rigor
All local assessments and
assignments should be
assessed for the current and ideal
degree of rigor 26
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
28
copy Authentic Education 2012 5
Schooling by Design Grant Wiggins PATTN Feb 2012
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
31public education prepares students
Mission primarily framed in terms of outcomes not inputs
The Mission statement should not highlight the beliefs of adults the programs you offer or the services you provide (ie the lsquoinputsrsquo)
OK to mention but make clear that the inputs are
32means to Mission ends
Donrsquot Confuse Ends and Means
Ends (key outcomes) The priority outcomes you are committed to causing in students
Means (what you offer) the core programsservicesbeliefs
33
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
34public education prepares students
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
35public education prepares students
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
36
copy Authentic Education 2012 6
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
37
Example
Aim to improve amp constantly assess To what extent are they ndash
Life-long learners
Responsible citizens
38
Criteria for Mission Statement
Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)
Expresses your purpose in a way that inspires genuine support and ongoing commitment
Uses active verbs to describe what students should leave able do as a result of their schooling
Written in a way that is clear and easy for all audiences to grasp - free of jargon
Concise and clear enough that anyone in the organization can recall understand and refer to it 39
Mission extended
Mission of programs
A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash
41what they should leave
The wisdom of our elders ndash Tyler over 60 years ago
ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo
42
Program Goals (incl Standards)
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
40
copy Authentic Education 2012 7
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
Jim Collins Good to Great
ldquoAll good-to-great organizations began the process of finding a path to greatness by confronting the brutal facts of their current realityrdquo
13
Reality even in good districts ‐
Too much boring lsquocoveragersquo of content
Assessments too low-level and not focused on Standards amp Mission
No real consistency of teaching assessing grading
14
Our SASMD Essential Questions
What would a model SAS school district look sound and be like
How should SAS teams move the project forward toward such a vision
18
In short lack of alignment between goals and means
15
with incredibly limited time the key goal in Driverrsquos Ed is still lsquoreal driving safelyrsquo
16
Hint not a good way to learn to drive
17
copy Authentic Education 2012 3
Schooling by Design Grant Wiggins PATTN Feb 2012
VISION Given the Principles amp Mission
What would we see inndash
1 classrooms
2 student work conduct
3 teacher use of class time
4 grading and reporting
5 how textbooks are used
6 team departmental and school staff meetings
7 how time and people are used 19
IFTHEN Action given the vision amp reality Vision must be fleshed out in concrete detail What precisely does the goal look like
Reality must be assessed Where are we given the vision
Problem statements must be carefully developed What are the root causes of the gap
Action plans are then developed What actions are most likely to close the gap
20
Donrsquot confuse lsquoquizrsquo drills with the lsquoperformancersquo game
lsquoDrillsrsquo ndash simple items The lsquogamersquo ndash Short-term objective challenging task Out of context The point of the drills
Discrete isolated In context with all its element messiness and interest
value
for initial simplified Requires a repertoire learning used wisely
set up and prompted
Doesnrsquot transfer to new Not prompted you situations on its own judge what to do when
22
Transfer = the real lsquogamersquo of using content on your own
Applying prior learning -To a novel and increasingly new and
unfamiliar-looking task
In an increasingly challenging context amp situation (purpose audience dilemmas ldquonoiserdquo etc)
With increasing independence and thus less teacher scaffold and reminders
23
But Grant
ldquoOur students are completely unprepared
ldquoWe have too much content to teach
ldquoOur parents donrsquot support usrdquo
ldquoWe teach too many students 24
lsquothe game is the teacherrsquo
The game
21
The drills
copy Authentic Education 2012 4
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
No The mission the goal of transfer remain a priority regardless of where you are who your students are and how much time you
25have
Mission
ldquoThe first job of the leaders is to turn the organizationrsquos mission statement into
specificsrdquo ‐Peter Drucker
27
Mission
Mission
A general statement of what you are in business to accomplish ndash the priority student outcomes
29
Mission primarily framed in terms of outcomes not inputs
The Mission statement should highlight the long-term outcomes of student achievement behavior attitudes habits and abilities to which you are committed and obligated
30
The challenge of rigor
All local assessments and
assignments should be
assessed for the current and ideal
degree of rigor 26
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
28
copy Authentic Education 2012 5
Schooling by Design Grant Wiggins PATTN Feb 2012
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
31public education prepares students
Mission primarily framed in terms of outcomes not inputs
The Mission statement should not highlight the beliefs of adults the programs you offer or the services you provide (ie the lsquoinputsrsquo)
OK to mention but make clear that the inputs are
32means to Mission ends
Donrsquot Confuse Ends and Means
Ends (key outcomes) The priority outcomes you are committed to causing in students
Means (what you offer) the core programsservicesbeliefs
33
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
34public education prepares students
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
35public education prepares students
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
36
copy Authentic Education 2012 6
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
37
Example
Aim to improve amp constantly assess To what extent are they ndash
Life-long learners
Responsible citizens
38
Criteria for Mission Statement
Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)
Expresses your purpose in a way that inspires genuine support and ongoing commitment
Uses active verbs to describe what students should leave able do as a result of their schooling
Written in a way that is clear and easy for all audiences to grasp - free of jargon
Concise and clear enough that anyone in the organization can recall understand and refer to it 39
Mission extended
Mission of programs
A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash
41what they should leave
The wisdom of our elders ndash Tyler over 60 years ago
ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo
42
Program Goals (incl Standards)
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
40
copy Authentic Education 2012 7
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
VISION Given the Principles amp Mission
What would we see inndash
1 classrooms
2 student work conduct
3 teacher use of class time
4 grading and reporting
5 how textbooks are used
6 team departmental and school staff meetings
7 how time and people are used 19
IFTHEN Action given the vision amp reality Vision must be fleshed out in concrete detail What precisely does the goal look like
Reality must be assessed Where are we given the vision
Problem statements must be carefully developed What are the root causes of the gap
Action plans are then developed What actions are most likely to close the gap
20
Donrsquot confuse lsquoquizrsquo drills with the lsquoperformancersquo game
lsquoDrillsrsquo ndash simple items The lsquogamersquo ndash Short-term objective challenging task Out of context The point of the drills
Discrete isolated In context with all its element messiness and interest
value
for initial simplified Requires a repertoire learning used wisely
set up and prompted
Doesnrsquot transfer to new Not prompted you situations on its own judge what to do when
22
Transfer = the real lsquogamersquo of using content on your own
Applying prior learning -To a novel and increasingly new and
unfamiliar-looking task
In an increasingly challenging context amp situation (purpose audience dilemmas ldquonoiserdquo etc)
With increasing independence and thus less teacher scaffold and reminders
23
But Grant
ldquoOur students are completely unprepared
ldquoWe have too much content to teach
ldquoOur parents donrsquot support usrdquo
ldquoWe teach too many students 24
lsquothe game is the teacherrsquo
The game
21
The drills
copy Authentic Education 2012 4
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
No The mission the goal of transfer remain a priority regardless of where you are who your students are and how much time you
25have
Mission
ldquoThe first job of the leaders is to turn the organizationrsquos mission statement into
specificsrdquo ‐Peter Drucker
27
Mission
Mission
A general statement of what you are in business to accomplish ndash the priority student outcomes
29
Mission primarily framed in terms of outcomes not inputs
The Mission statement should highlight the long-term outcomes of student achievement behavior attitudes habits and abilities to which you are committed and obligated
30
The challenge of rigor
All local assessments and
assignments should be
assessed for the current and ideal
degree of rigor 26
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
28
copy Authentic Education 2012 5
Schooling by Design Grant Wiggins PATTN Feb 2012
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
31public education prepares students
Mission primarily framed in terms of outcomes not inputs
The Mission statement should not highlight the beliefs of adults the programs you offer or the services you provide (ie the lsquoinputsrsquo)
OK to mention but make clear that the inputs are
32means to Mission ends
Donrsquot Confuse Ends and Means
Ends (key outcomes) The priority outcomes you are committed to causing in students
Means (what you offer) the core programsservicesbeliefs
33
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
34public education prepares students
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
35public education prepares students
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
36
copy Authentic Education 2012 6
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
37
Example
Aim to improve amp constantly assess To what extent are they ndash
Life-long learners
Responsible citizens
38
Criteria for Mission Statement
Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)
Expresses your purpose in a way that inspires genuine support and ongoing commitment
Uses active verbs to describe what students should leave able do as a result of their schooling
Written in a way that is clear and easy for all audiences to grasp - free of jargon
Concise and clear enough that anyone in the organization can recall understand and refer to it 39
Mission extended
Mission of programs
A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash
41what they should leave
The wisdom of our elders ndash Tyler over 60 years ago
ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo
42
Program Goals (incl Standards)
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
40
copy Authentic Education 2012 7
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
No The mission the goal of transfer remain a priority regardless of where you are who your students are and how much time you
25have
Mission
ldquoThe first job of the leaders is to turn the organizationrsquos mission statement into
specificsrdquo ‐Peter Drucker
27
Mission
Mission
A general statement of what you are in business to accomplish ndash the priority student outcomes
29
Mission primarily framed in terms of outcomes not inputs
The Mission statement should highlight the long-term outcomes of student achievement behavior attitudes habits and abilities to which you are committed and obligated
30
The challenge of rigor
All local assessments and
assignments should be
assessed for the current and ideal
degree of rigor 26
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
28
copy Authentic Education 2012 5
Schooling by Design Grant Wiggins PATTN Feb 2012
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
31public education prepares students
Mission primarily framed in terms of outcomes not inputs
The Mission statement should not highlight the beliefs of adults the programs you offer or the services you provide (ie the lsquoinputsrsquo)
OK to mention but make clear that the inputs are
32means to Mission ends
Donrsquot Confuse Ends and Means
Ends (key outcomes) The priority outcomes you are committed to causing in students
Means (what you offer) the core programsservicesbeliefs
33
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
34public education prepares students
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
35public education prepares students
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
36
copy Authentic Education 2012 6
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
37
Example
Aim to improve amp constantly assess To what extent are they ndash
Life-long learners
Responsible citizens
38
Criteria for Mission Statement
Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)
Expresses your purpose in a way that inspires genuine support and ongoing commitment
Uses active verbs to describe what students should leave able do as a result of their schooling
Written in a way that is clear and easy for all audiences to grasp - free of jargon
Concise and clear enough that anyone in the organization can recall understand and refer to it 39
Mission extended
Mission of programs
A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash
41what they should leave
The wisdom of our elders ndash Tyler over 60 years ago
ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo
42
Program Goals (incl Standards)
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
40
copy Authentic Education 2012 7
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
31public education prepares students
Mission primarily framed in terms of outcomes not inputs
The Mission statement should not highlight the beliefs of adults the programs you offer or the services you provide (ie the lsquoinputsrsquo)
OK to mention but make clear that the inputs are
32means to Mission ends
Donrsquot Confuse Ends and Means
Ends (key outcomes) The priority outcomes you are committed to causing in students
Means (what you offer) the core programsservicesbeliefs
33
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
34public education prepares students
Interestingly PA states the Mission of all schools in code
sect 411 Purpose of public education
Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions
35public education prepares students
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
36
copy Authentic Education 2012 6
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
37
Example
Aim to improve amp constantly assess To what extent are they ndash
Life-long learners
Responsible citizens
38
Criteria for Mission Statement
Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)
Expresses your purpose in a way that inspires genuine support and ongoing commitment
Uses active verbs to describe what students should leave able do as a result of their schooling
Written in a way that is clear and easy for all audiences to grasp - free of jargon
Concise and clear enough that anyone in the organization can recall understand and refer to it 39
Mission extended
Mission of programs
A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash
41what they should leave
The wisdom of our elders ndash Tyler over 60 years ago
ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo
42
Program Goals (incl Standards)
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
40
copy Authentic Education 2012 7
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
District Example
North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence
37
Example
Aim to improve amp constantly assess To what extent are they ndash
Life-long learners
Responsible citizens
38
Criteria for Mission Statement
Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)
Expresses your purpose in a way that inspires genuine support and ongoing commitment
Uses active verbs to describe what students should leave able do as a result of their schooling
Written in a way that is clear and easy for all audiences to grasp - free of jargon
Concise and clear enough that anyone in the organization can recall understand and refer to it 39
Mission extended
Mission of programs
A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash
41what they should leave
The wisdom of our elders ndash Tyler over 60 years ago
ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo
42
Program Goals (incl Standards)
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7
Course 1 Course 3 Course 4 Course 2
Unit 6
Mission-related Goals
40
copy Authentic Education 2012 7
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
Essence of Backward Design
S1 Students should leave having become_______ and able to use their learning to________
S2 So we need evidence of student ability tohellip_______
S3 So they will need to learndo _____
43
Scarsdale HS English Dept Program Philosophy amp Goals
As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners
We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization
We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together
We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these
Scarsdale English (2)
ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo
45
Exeter Math Dept
The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives
We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46
Math Exeter
To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation
The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then
47verify their own conclusions
Mission
Personal Mission
A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the
48h amp
copy Authentic Education 2012 8
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
Your personal mission (2)
What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you
itt d b tt li 49
My purpose -Backward Design
S1 I am committed to studentsstaff leaving able to bedouse their learning to________
S2 So I need evidence of studentstaff ability tohellip_______
S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50
Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content
51
1 Backward Design from Transfer
Design lsquo backward from transfer not coverage
Means designing backward from content use in demanding performances and contexts just like in
53sports and the arts
4 Big Ideas on Curriculum Reform
1 Transfer not content is what you design backward from
2 Textbook is resource not course
3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)
524 Rigor of assessment is key
Aiming for explicit understanding
I want students to understand ndash The Constitution
The 3 branches of government
No - not a goal - this just says what the content is
5 copy Grant Wiggins 4
copy Authentic Education 2012 9
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
Backward from Content Use
ldquoI want students to leave having inferredrealized that now amp in the future ndash
The Constitution is a solution based on compromise to real problems of balance and limit of powers
The compromise has a long 5 sometimes bitter history 5
Backward from Content Use
ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government
Design a government for Iraq
Organize their workplace
Support candidates who understand our core principles 5
6
The course is never the textbook
The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to
57achieve understanding amp
Prioritized use of textbooks Given the Missions which chapters should be ndash
highlighted
skimmed
skipped
Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58
Design backward from autonomy
ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash
59
ldquoON THEIR OWNrdquo
from CC ELA Intro
ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60
copy Authentic Education 2012 10
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Other Ev dence
Other Ev dence
unit 2
t 5
t 1
Schooling by Design Grant Wiggins PATTN Feb 2012
Therefore you need tohellip
Have a plan for developing independence over time ndash in each year and over the years
This requires a completely different view of sequencing
61
Use a rubric for lsquodegree of autonomyrsquo
1 Did with no teacher assistance
2 Required only 1-2 quick reminders
3 Required some direction hints and reminders
4 Required significant teacher assistance scaffolded prompting directions reminders
5 Even with considerable teacher assistance could not complete task
62
4 The often hidden problem of rigor
Consider the following test questions
What is 50 of 20
What is 67 of 81
Shawn got 7 correct answers out of 10 possible answers What did he get correct
JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his
In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop
The challenge of rigor
ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip
ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to
66answerrdquo
UBD Template
Performance Tasks
iStage 2 - Assessment Evidence
iStage 3 - Learning Plan
Other Evidence
The UbD Templatendash
lsquoby designrsquo addresses the issues we have identified 63
Rigorous Assessment Tasks Rubrics Exemplars of student work
Standards amp other Program Goals
Course 1 Course 3 Course 4 Course 2
Mission
unit 1unit 2
unit 3unit 4
uni
unit 1unit 2
unit 3unit 4
Unit 4
unit 1unit 2
unit 3unit 4
unit 5
uniunit 2unit 3
unit 4Unit 7 Unit 6 65
copy Authentic Education 2012 11
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
The challenge of rigor
Solve the following quadratic equation
X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x
67
The challenge of rigor
All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor
69
71
The challenge of rigor
ldquoQuestion 1 is taken straight from an algebra 1 textbook test question
Question 2 is from the SATrdquo
68
Rigor in assessment Matrix
1 Recall all that is required
2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed
3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded
4 Complex inferences (amp complex task) not so obvious what is called for
70
Recent audit of a PA district
Almost all semester exam questions were recall or simple inference questions
Test overall was less demanding than PSSA
72
copy Authentic Education 2012 12
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
PSSA
Schooling by Design Grant Wiggins PATTN Feb 2012
Findings ndash in Donegal over a decade ago on similar audit
1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)
2 Traditional selected-response formats of multiple choice true and false matching dominated
73all other types (80)
ldquoWe canrsquot because of the PSSA testsrdquo
74
The tests
Huh
You have to teach badly to raise test scores
75
External tests demand independent meaning amp
transfer
Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used
76
Irony the difficult test questions involve understanding not recall
Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78
copy Authentic Education 2012 13
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
79
NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table
5 feet
6 feet
10 feet
12 feet 81
83
FCAT 10th grade math
NAEP 2007
Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip
80
Q on Dylan lyrics MCAS 10th grade
They are role models for the speaker
They are the most open to change
They represent an outdated set of values
They understand the problems of society
Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers
82
MCAS 10th‐grade English non‐fiction reading item
A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip
Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up
84
copy Authentic Education 2012 14
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15
Schooling by Design Grant Wiggins PATTN Feb 2012
The most wrong item on the state test 64 incorrect
This selection is best described as -A a biography
B a scientific article
C an essay
D an investigative report 85
Sad irony
Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor
False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical
86examrsquo
The good news
All of this is in our control
Honor the 3 SASMD Principles
Be utterly committed to your goals
Improve local assessment 87
for further information
Contact me
grantauthenticeducati onorg
website wwwauthenticeducationor89
Downloads
Go to wwwauthenticeducationorg
Click on folder near bottom ndash
Password = PATTN
88
copy Authentic Education 2012 15