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Transcript of + Understanding by Design: Next steps Tom Rye Donna Herold ASCD Faculty 2010 Understanding by Design...
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Understanding by Design: Next steps
Tom RyeDonna HeroldASCD Faculty2010 Understanding by Design Training, Allen Parish
1
+Think of a successful learning experience. Identify three characteristics that made it successful: 1.
2.
3.
+
ASCD Allen Parish 2010; Rye and Herold
Our Outcomes
• Explore backward design principles and common misunderstandings about design;
• Identify desired results for unit of study and draft a complete unit to include an assessment and learning plan;
• Review unit of study applying design standards
• Strategize about how to collaboratively develop multiple units, courses, and programs as you move forward
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+Tasks:
Design a unit for a period of instruction between 1-6 weeks.
Review units by applying design standards and offering feedback to improve design.
Explore what an Understanding by Design classroom looks like.
ASCD Allen Parish 2010; Rye and Herold
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Essential Questions:
Why Understanding by Design? Why 21st Century Skills?
What strategies are there for evaluating and revising existing UbD units?
What is a performance task?
To what extent can we truly implement a performance task into every unit of instruction?
How can we assess/grade performance tasks reliably and practically?
What does a UbD classroom actually look like?
How do we continue to move forward professionally?
ASCD Allen Parish 2010; Rye and Herold
Why are we here?
What do you want your students to remember about your class ten, twenty years from now?
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+
ASCD Allen Parish 2010; Rye and Herold
What is Understanding?
Understanding Understanding Big ideas make meaning of the learning and permit
transfer Transfer is the key evidence of understanding (or lack
of it) Good design
best done “backward” from the desired understanding Given the understanding we seek, we ask: what
follows for assessment and for student learning?
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ASCD Allen Parish 2010; Rye and Herold
Designing for understanding:
“Understanding is never a passive possession of information or mere automaticity of skill, but the capacity to act wisely, decisively and effectively.”
-- Schooling by Design (2007)
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+
What does understanding as a goal require of - ‘Designs’ - our planning? Learning and teaching activities? Assessment and feedback to learners?
How do we achieve understanding by design vs. ‘good fortune’?
9What is ‘understanding’?- really ‘getting it’?
ASCD Allen Parish 2010; Rye and Herold
+Three stages of backward design
ASCD Allen Parish 2010; Rye and Herold
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
+Three stages of backward design
ASCD Allen Parish 2010; Rye and Herold
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1. What should students be able to DO with their learning?
2. What IS valid evidence of ability to
meet the long-term transfer goal?3. What learning experiences
& instruction do students need to get there?
+Typically:
ASCD Allen Parish 2010; Rye and Herold
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1. Identify content to be acquired
2. Brainstorm lessons to teach the content
3. Create an assessment to
judge if students learned the content
Without checking for alignment
Without checking for alignment
+
ASCD Allen Parish 2010; Rye and Herold
UbD design template13
Overarching understandings
Knowledge and skill to be acquired
Essential Questions
+
ASCD Allen Parish 2010; Rye and Herold
Three stages of backward design14
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
+
ASCD Allen Parish 2010; Rye and Herold
Stage 1:Desired results15
Stage 1 - Desired Results
Enduring Understanding(s): Essential Question(s):
Established Goals
Students will know and be able to do:
• Insights students earn that will transfer to new learning
• Inquiry students pursue to earn insights and develop proficiency
• Content priorities for the unit / course / subject• Students will be accountable to demonstrate in their work• Key vocabulary concepts
• Excerpted from program level documents• Demonstrates how unit will embody system expectations
+What the research says
ASCD Allen Parish 2010; Rye and Herold
16
“Research on expertise suggests that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work.”
-- Bransford, How People Learn
+From the Agriculture Age to the Conceptual Age
Affluence, Technology, Globalization
18th century 19th century 20th century 21st century
Agricultural Age (farmers)
Industrial Age(factory workers)
Information Age (knowledge worker)
Conceptual Age(creators and empathizers)
ASCD Allen Parish 2010; Rye and Herold
+ Are we developing. . .
communicators . . .
leaders . . .
creators . . .
critical thinkers . . .
self-directed workers?
ASCD Allen Parish 2010; Rye and Herold
+Really Ready to Work?
ASCD Allen Parish 2010; Rye and Herold
+Partnership for 21st Century Core Themes and skills
THEMES: Global Awareness Financial, economic, business, and entrepreneurial
literacy Civic literacy, Health and environmental literacy
SKILLS: Creativity and Innovation Information, Media, and Technology Skills Life and Career Skills
ASCD Allen Parish 2010; Rye and Herold
+21st Century skills / themes checklist
+
ASCD Allen Parish 2010; Rye and Herold
Design Standards for Enduring Understandings
Big ideas at the heart of the discipline
Requires “uncoverage” Lasting value beyond the classroom
Measurable
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+
Worth being familiar with
Important to
know & do
Big ideas &Enduring
Understandings
Establishing Priorities: From “Big Ideas” to Enduring Understandings
“Big ideas”worth
exploring and understanding
in depth
Foundational knowledge & skill
Nice to know
ASCD Allen Parish 2010; Rye and Herold
+
A timeline detailing the early history of the
Internet
How to evaluate the credibility of
Internet sources
Emerging technologies have
the power to change the way we understand
our world
40-40-40
“Big ideas”worth
exploring and understanding
in depth
Foundational knowledge & skill
Nice to know
ASCD Allen Parish 2010; Rye and Herold
+
Key protests of Civil Rights Movement
Analyze effects of landmark U.S. Supreme Court decisions such as
Brown v. Board of Education
Conflict creates change
“Big ideas”worth
exploring and understanding
in depth
Foundational knowledge & skill
Nice to know
ASCD Allen Parish 2010; Rye and Herold
+Enduring Understandings for 21st Century Skills
In pairs, write an enduring understanding derived from the 21st century skills/themes
+
ASCD Allen Parish 2010; Rye and Herold
Sample enduring understandingsSocial Studies
A union is only as strong as its citizens belief in it and each other.
The government structure reflects the amount of faith the leaders have in its people.
We have become more democratic over time.
English
Youth cannot always know what is right because of inexperience.
You are judged by the rules you follow and the rules you break.
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ASCD Allen Parish 2010; Rye and Herold
Sample enduring understandings
Physical Education/Health
Knowing the rules can create opportunities.
A team is more than a collection of individuals.
Risk-taking has both expected and unexpected consequences.
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ASCD Allen Parish 2010; Rye and Herold
Sample enduring understandings
Art
The context in which a piece is created impacts the audience’s perception of the piece.
Experience and opportunities provide inspiration for further pursuits.
FACS
Pursuing a career path requires structured long-term planning and willingness to deviate from those plans to take risks.
You are judged by the rules you follow and the rules you break.
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ASCD Allen Parish 2010; Rye and Herold
Sample enduring understandings
Computers/Business Education
A good planner knows why and when to make adjustments.
Success and failures are measured in every area of business.
Audience and purpose influence the choice, use and presentation of language.
Satisfying a customer at any cost is not always good for business.
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+Sample enduring understandingsEnvironmental Science:
Citizens have a responsibility to voice their opinions about important issues in articulate and educated ways.
Environmental awareness and stewardship are crucial toward developing civic responsibility.
Letter writing can be a powerful way to bring about change in the community.
Mathematics:
is a useful language for symbolically modeling and thus simplifying and analyzing our world.
Math can give visualization to what cannot be seen.
Probability models are useful tools for making decisions and predictions.
ASCD Allen Parish 2010; Rye and Herold
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+
Writing involves many elements.
In a free-market economy, price is a function of supply and demand.
DNA
Students will understand how to compare and order fractions, decimals, percents, and numbers written in scientific notation.
Students will understand that there are numbers, ways of representing numbers, relationships among numbers, and number systems.
Which of the following are
enduring understandings?
ASCD O Fallon SD 90-- 2010; Donna Herold
+Task:
Choose a unit for your work today
Create two or three Enduring Understandings for your unit.
Be ready to share yourunderstandings at 10:10
Remember to incorporate21st Century Skills and/orThemes
+Enduring
Understanding: Conflict creates
change
Essential Question:To what extent did the
conflicts of the Civil Rights movement create a platform
for political change?ASCD Allen Parish 2010; Rye and Herold
+Designing with Essential Questions
35
More question-based, problem-based, and challenge-based design: as opposed to content-based design
Moving away from the textbook as syllabus: to the textbook as resource, in support of understanding-focused goals
More like athletics, art: complex performances of transfer that require the inferences and the content
ASCD Allen Parish 2010; Rye and Herold
+Design Standards for Essential Questions
Align with enduring understandings
Provoke genuine inquiryEncourage transfer
ASCD Allen Parish 2010; Rye and Herold
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+Is this an Essential Question?
What are the elements of writing?
How do you find the mean?
To what extent can you lie with statistics?
What are the causes of the Civil War?
Why read old books?
To what extent can we predict the future?
+Sample essential questions
Math How can you represent the same number in different
ways? How can that help you? To what extent can you lie with statistics? What are the limits of this mathematical model?
Physical Education What makes this technique work? When (and who) is it best
for? What’s our strategy? How is it working? What adjustments do
we need to make? How does the way I talk affect the other players? How do I get better at this?
ASCD Allen Parish 2010; Rye and Herold
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+Sample essential questions
Business and Applied Arts What’s the best tool/materials for the job? Is failure necessary for personal growth? What do existing models help me see? How
does that influence my work? When should I follow an example? When do I
go out on my own?
ASCD Allen Parish 2010; Rye and Herold
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+Sample essential questions
Language Arts What does a good listener do? What does a reader bring to a text? How do you write so other people can understand what you are
trying to say? What makes a story work? What is the speaker trying to communicate? How does the
delivery influence my response? How do I figure out meaning when I don’t understand all of the
words?
Science How do you know something is alive? Are we destined to become our parents? How is this system designed to handle change?
ASCD Allen Parish 2010; Rye and Herold
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+Sample essential questions Social Studies What story do maps tell? What makes a community work? How do the stories we tell shape who we are? To what extent can one person change the world?
Photograph How does a camera record a moment? How do I use technique to create a vision? What makes an image memorable?
Dance Why does my mind need to know what my body is
doing?
ASCD Allen Parish 2010; Rye and Herold
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+Sample essential questions
How do my words/actions impact myself/others?
When does opportunity become innovation? When does innovation become a way of life?
What is the pattern here? What does it help me see?
How does a reader work to make meaning from a text?
What am I focusing on as I’m working? How does that affect the quality of my work?
ASCD Allen Parish 2010; Rye and Herold
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ASCD Allen Parish 2010; Rye and Herold
How the big ideas hang togetherSample from a teacher’s draft
Big Idea Enduring Understanding
s
Essential Questions
Cultural voice / heritage
A group’s identity is defined by a shared system of beliefs and practices.
•How does family influence who we are? Who we become?•What makes a group powerful?•What do we learn about a group/culture by the stories they tell?
43
+Moving from an enduring understanding to an essential question
Enduring Understanding:
Draft Essential Question:
ASCD Allen Parish 2010; Rye and Herold
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+
ASCD Allen Parish 2010; Rye and Herold
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Essential Questions vs. Good Questions
+knowledge and skills
. . .assist students in gaining understanding
AND
in illustrating their understanding
ASCD Allen Parish 2010; Rye and Herold
+Content—Knowledge--Skills
ASCD Allen Parish 2010; Rye and Herold
+
ASCD Allen Parish 2010; Rye and Herold
+
ASCD Allen Parish 2010; Rye and Herold
Design Standards for Knowledge and Skills
What students should know
Appropriate given the unit focus, assessments, and time allotted
Succinctly stated
What students should be able to do
Appropriate given the unit focus, assessments, and time allotted
Choice of verb indicates performance expectation
Designer’s choice whether to separate
knowledge and skills
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ASCD Allen Parish 2010; Rye and Herold
Identifying key knowledge and skills
Knowledge:
• __________________
• __________________
• __________________
• __________________
• __________________
• __________________
• __________________
Skills:
• __________________
• __________________
• __________________
• __________________
• __________________
• __________________
• __________________
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Given the targeted content standards and understandings, what will students need to know
and be able to do?
+
ASCD Allen Parish 2010; Rye and Herold
Factual knowledge52
includes... - vocabulary/ terminology- definitions - key factual information- critical details- important events and people- sequence/timeline
+
ASCD Allen Parish 2010; Rye and Herold
Skills53
includes... - basic skills - e.g., decoding, drawing- communication skills - e.g., listening,
speaking, writing- research/inquiry/ investigation skills- thinking skills - e.g., comparing, problem solving, decision making
- study skills - e.g., note taking- interpersonal, group skills
+Your Task:
Brainstorm Knowledge and Skills for your unit.
ASCD Allen Parish 2010; Rye and Herold
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+LUNCH!
If a student ‘got it’--what could they do with it?
+
The understandings are declarative statements that demand exploration.
The essential questions engage students and guide them to understanding.
Stage 1 truly centers on understanding.
Knowledge and skills align with and are appropriate for the understandings.
Self-assessment of Stage One:4-3-2-1
ASCD Allen Parish 2010; Rye and Herold
+
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Three stages of backward design
ASCD Allen Parish 2010; Rye and Herold
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+
ASCD Allen Parish 2010; Rye and Herold
Desired results for Stage 2
The purpose of assessment is to provide reliable and authentic evidence of understanding and transfer.
Assessment not only measures student performance, it motivates it.
If you value the desired result, learners deserve accessible opportunities to demonstrate learning.
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+
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How would you measure for transfer?
Models impact and improve student understanding
Society impacts the natural world in positive and negative ways
What you want to communicate influences the way your present information
How can I model and demonstrate remainders?
Combinations are an essential tools for finding the number of possible ways events can occur.
+
The photo album versus the snapshot.How to Assess Targets
+ The photo album versus the snapshot.
How to Assess Targets
+Recognizing the limits of testing
“Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development.
-- from CTB/McGraw-Hill
Terra Nova Test Manual
ASCD Allen Parish 2010; Rye and Herold
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+Stage 2: Assessment Plan
ASCD Allen Parish 2010; Rye and Herold
63
Stage 2 - Assessment Evidence
Transfer Task(s): Other Evidence:
Performance taskProducts / Performances
Academic Prompts
-All other forms of assessment
Quizzes, tests, prompts, work samplesObservationsStudent self-assessment
+Stage 2: Assessment Plan
ASCD Allen Parish 2010; Rye and Herold
64
Stage 2 - Assessment Evidence
Transfer Task(s): Other Evidence:
Determine types of assessment
(Formative)
Summative
Determine types of assessment
Diagnostic
Formative
Summative
+
Worth being familiar with
Important toknow & do
Big ideas &Enduring
Understandings
“Big ideas”worth
exploring and understanding
in depth
Foundational knowledge & skill
Nice to know
Traditional quizzes & tests
Paper/pencilSelected-responseConstructed response
Performance tasks & projects
ComplexOpen endedAuthentic
ASCD Allen Parish 2010; Rye and Herold
+
ASCD Allen Parish 2010; Rye and Herold
Key research findingsPreparing Teachers for a Changing World
“Authentic tasks increase student motivation to learn.” — Stipek (2002)
“Student’s beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class.” — Mitchell (1993)
“Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning.” — Newmann (1992)
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ASCD Allen Parish 2010; Rye and Herold
Designing performance tasks
• Goal
•Role
•Audience
•Situation
•Product/Performance
•Standards
67
G
R
A
S
P
S
+Performance tasks v. Academic prompt
FAT-P Format Audience Topic Purpose
RAFT Role Audience Format Topic
+
ASCD Allen Parish 2010; Rye and Herold
How do you assess understanding?
21st Century skills Add two here
Communication Successful communication is measured by the degree by
which it is understood by the audience
Ecosystems The change one organism makes in order to adapt/survive
has significant ripple effects.
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+
ASCD Allen Parish 2010; Rye and Herold
Is the task relevant?
Connected to the classroom — demonstration / extension of what was learned
Connected to the real world — work that professionals in the field would do
Connected to student’s life —
Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful
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+
ASCD Allen Parish 2010; Rye and Herold
Do students have the ability to be successful?
Assess before teaching
Offer appropriate choices
Provide feedback early and often
Encourage self-assessment and goal setting
Allow new evidence of achievement to replace old evidence
71
+Sample performance tasks
Academic Prompts
Performance Tasks
http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html
+Task:
Design a transfer task (performance or academic prompt) for your unit.
Create the ACTUAL student instructions for the task.
ASCD Allen Parish 2010; Rye and Herold
73
+Gallery Walk—Peer Review
Post enduring understandings, essential questions, transfer task, and student handout
Feedback including
I wonder . . .
I notice . . .
+Day Two
+Day one feedback
Write down one or two questions that you would like to have resolved by the end of the day.
Take 15 minutes to examine peer feedback from day one
+
Definitions Analytic Holistic Gradual Release of Responsibility
Most importantly:
Tied to Stage one
ASCD Allen Parish 2010; Rye and Herold
Rubrics:
+
Rubrics vs. Partial Credit
The purpose of the rubric is to reliably and efficiently assess a student’s progress towards standard.
Rubrics:
+
…elements have a range of variation between what is considered introduced and what is demonstrated or applied.
…the instructional process is being monitored.
…the rubric will guide the learning process.
…many educators will be using the rubric.
…a product with specific attributes is being evaluated.
Rubric Indicators are important when:
+
Strategies and Tools
Gradual Release of Responsibility
Acquisition, Meaning, Transfer
Depth of Knowledge
Bloom
Writing Rubric Indicators:
+
Rubrics designed for tasks
Rubrics designed for understandings
Rubrics
+
Begin by delineating the 2 and 3.
Then progress to the 4 and the 1.
Writing Rubrics
+
In your small groups, try writing rubrics for your transfer task/understandings.
ASCD Allen Parish 2010; Rye and Herold
Writing Rubrics
+Rubrics
4 3 2 1
Understanding
Understanding
Knowledge & Skill
Knowledge & Skill
+
In your small group, assign one person to construct:
A ‘2’ response A ‘3’ response A ‘4’ response
How might these be used in the classroom?
How might teachers use this process?
ASCD Allen Parish 2010; Rye and Herold
Exemplars:
+Other Evidence
Begin brainstorming other elements of your assessment package
+
To what extent do your assessments… assess the enduring understandings? assess the knowledge and skills?
Check for gaps and points of emphasis.
ASCD Allen Parish 2010; Rye and Herold
Alignment of Assessments:
+
Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)?
Could a student be successful on the assessment package without truly understanding?
Could the student understand and not be successful on the assessment package?
ASCD Allen Parish 2010; Rye and Herold
Review Standards—Stage Two:
+Lunch
+Three stages of backward design
ASCD Allen Parish 2010; Rye and Herold
90
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
+Acquisition vs. Meaning MakingLearning Calculus
Start
2x3
3x5
2x5
5x7
4x10
3x8
Finish
6x2
15x4
10x4
35x6
40x9
24x7
+
Acquire Information
Constructing Meaning
Transfer
ASCD Allen Parish 2010; Rye and Herold
A M T
+
‘Enduring Understanding’
Learners must Acquire and Make Meaning out of information in the service of understanding and Transferring it.
ASCD Allen Parish 2010; Rye and Herold
+
A fact is a fact; a skill is a skill. We acquire each in turn.
Acquisition does not yield understanding; it is necessary but not sufficient.
If I have skills and facts, it does not mean that I understand.
I cannot, however, understand without those skills and facts.
ASCD Allen Parish 2010; Rye and Herold
Acquire information
+
What do these facts imply?
When would I use this skill (or not)?
What is their sense, import, value?
ASCD Allen Parish 2010; Rye and Herold
Constructing meaning
+
How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?
32
ASCD Allen Parish 2010; Rye and Herold
+
How should I apply my prior facts, skills, and ideas effectively in this particular situation?
The situation must be new and uncharted.
The goal is independent transfer.
ASCD Allen Parish 2010; Rye and Herold
Transfer
+
+
ASCD Allen Parish 2010; Rye and Herold
Stage 3: Learning Plan99
Stage 3 - Learning Plan
• Design a set of learning experiences that fosters understanding and transfer.
+So, what is understanding?
“To understand is to be able to wisely and effectively use what one knows, in context – to “apply” our knowledge and skill effectively, in a realistic setting.”
-- Wiggins and McTighe
ASCD Allen Parish 2010; Rye and Herold
100
+Stage two planning is revealed in Stage three instructional design
Pre-assessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
Feedback and Goal Setting
Readiness, Interests, and Learning Preferences of studentsEssential Questions[reading/writing]
Exit Cards Peer evaluation3-minute pausesVocabulary - quiz/notebooksObservationsCreating RubricsSelf-evaluationJournals - Essential Questions+
Performance TaskAcademic PromptPortfolio
ASCD Allen Parish 2010; Rye and Herold
+
ASCD Allen Parish 2010; Rye and Herold
Where are we headed?
How will the student be ‘hooked’?
What opportunities will there be to be equipped, experienced, and explore key ideas?
What will provide opportunities to rethink, rehearse, refine and revise?
How will students evaluate their work?
How will work be tailored to individual needs, interests, styles?
How will work be organized for maximal engagement and effectiveness?
102
WHE
ER
TO
+
ASCD Allen Parish 2010; Rye and Herold
Teaching with misunderstandings in mind
A study of how plants make food was conducted with students from elementary school through college [to] probe understanding of the role of soil and photosynthesis in plant growth and of the primary source of food in green plants (Wandersee, 1983). . . Students from all levels displayed several misconceptions: Soil is the plants’ food. Plants get their food from the roots and store it in the
leaves Chlorophyll is the plant’s blood”
-- Bransford, How People Learn
103
+
ASCD Allen Parish 2010; Rye and Herold
Example of a misunderstanding in Science
“Some students think that ‘cold’ is being transferred from a colder to warmer object…students often think that objects cool down or release heat spontaneously… Even after instruction, students don’t always give up their naive notion that some substances (e.g. flour) cannot heat up or that metals get hot because they “attract heat” etc.” (pp. 337-8)
-- From 2061 Benchmarks (AAAS)
104
+
ASCD Allen Parish 2010; Rye and Herold
Implications for instruction105
Address predictable misunderstandings
by design.-Provide real or simulated experiences related to the desired understandings.-Build in checks for understanding and misunderstanding along the way.-Require students to revisit/rethink what they thought they understood.-Final assessments should check to see if common misunderstandings have been overcome.
+Task:
Design a Stage Three learning plan for your unit.
Indicate order, code with A-M-T
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106
+
3 units per group (max of 6 people)
Author shares overview of unit (5 minutes)
Reviewers discuss unit (5 minutes) Author listens, takes notes, does not engage
Conversation (5 minutes) Clarifications, suggestions, next steps
ASCD Allen Parish 2010; Rye and Herold
Peer Review Protocol:
+
ASCD Allen Parish 2010; Rye and Herold
Cornerstone Assessment Task(s)
Overarching EssentialQuestion(s)
OverarchingUnderstanding(s)
ContentStandards
Program Area
unit 1unit 2
unit 3unit 4
unit 5
unit 1unit 2
unit 3unit 4
unit 5
unit 1unit 2
unit 3unit 4
unit 5
unit 1unit 2
unit 3unit 4
unit 5
Course 1 Course 3 Course 4Course 2
unit 5
108
+CONTINUING THE IMPLEMENTATION
ASCD Allen Parish 2010; Rye and Herold
+Understanding by Design (Wiggins and McTighe)
Understanding by Design Professional Development Workbook (Wiggins and McTighe)
Assessment for 21st Century Learning—DVD 1,2 &3
Moving Forward with Understanding by Design—DVD Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe)
Schooling by Design (Wiggins and McTighe)
Classroom Assessment and Grading That Work (Marzano)
All available at ascd.org
For more information:
ASCD Allen Parish 2010; Rye and Herold
+For more information:
Partnership for 21st Century skills: http://www.21stcenturyskills.org/route21/
International Society for Technology in Education (ISTE)
http://www.iste.org/AM/Template.cfm?Section=NETS
Thomas Rye [email protected]
Donna Herold [email protected] http://www.21stcenturyschoolteacher.com
ASCD Allen Parish 2010; Rye and Herold
+
©2010 by Thomas Rye and Donna Herold. All rights reserved. This handout is intended for your personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited herein.
ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of ASCD.
+ Evaluating your Experience
Click icon to add picture
+
Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD.
http://surveys.ascd.org/wsb.dll/4/capacity_building_2010.htm
Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive