Post on 05-Jan-2016
description
Putting it all Together to Improve Student
Achievement
PA Common Core State StandardsUnderstanding by Design
Webb’s Depth of Knowledge
Diane MesserDCIU, Professional Development
WHY?
College and Career
Readiness End Goal
Living with
Parents (now
or very re-
cently)40%
Living Inde-pendently
60%
Adults Under 40
If you do not change direction,
you may end up where you are heading.
Lao Tzu
Common Core
State Standards
Understanding by Design
Common Core State Standards
Common Core State Standards
Webb’s Depth of Knowledge
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
CommonCore
UbD
Webb'sDOK
Ends over Means
Increased Rigor
Intentional Instruction
Depth > Width
Webb’s Depth of Knowledge
True or False
Depth of Knowledgefrom NYC DOE
https://vimeo.com/42788913
Understanding by Design
Word Sort
• Desired Results– Established Goals– Enduring Understandings– Transfer– Essential Questions
• Acceptable Evidence– Criteria
• Learning Experiences
• Desired Results What do you want them to learn?– Established Goals CCSS– Enduring Understandings Wawa, 20 years– Transfer How will they use this in ‘real life’?– Essential Questions Questions that lead to
deep understanding – more than one answer
• Acceptable Evidence What will it take to convince you they got it?– Criteria How will you measure this evidence?
• Learning Experiences What will you have them do to get from where they are now to the desired results and enduring understandings? AKA, lesson or unit plan.
Close Reading of a Complex Text: The Common Core State Standards
• In pairs• Person A = Math• Person B = ELA• Read your packet to complete the
outline.• Share your information.• Fill in your second outline.
The ConnectionsCCSS
Instructional Goals
Guiding Principles
UbDBackward
Design Planning
DOKEvaluate Task Complexity to Ensure CCR
What it looks like when it is all put together to help
students learn.