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