MI/MIS PDU April 2013

Agenda: 4:30-5:00 Deep Dive in LEAP Indicator I.8

5:00-5:15 , Networking, Feedback on AT and Special Olympics

5:30 – 6:30 Stage 2 and 3 of UbD

LEAP Indicator I.8 deep dive

Rethink Autism

• Elementary MI and MIS should all have access to Rethink Autism

• If you would like to add students, pleaser email Rob with the list of kiddos

• Set up a site visit with a person from Rethink to work with you side by side around April 24

• They will attend the April 24 MI and MIS meeting at Asbury

Boardmaker Studio

• Digital download • Right now one per school • Choose a stationary computer in your building

that is accessible by your special education team and connected to a computer

• Add the pink sticker we will give you so folks know this computer has the software download

• Training during the Summer Institute

Assistive Technology and Special Olympics Feedback

Understanding By Design AKA Backwards Design

1. What is your goal?2. How are you going to assess?

3. What are yourinstructional tasks?

UBD Template

1. What i s your goal?

2. How are you going to assess?

3. What are yourinstructional tasks?

Stage 2 of the UBD Process What evidence can show that

students have achieved the desired results?

What assessment tasks and other evidence will anchor

our curricular units and thus guide our instruction?

What should we look for, to determine the extend of student understanding?

Think like an Assessor

Not a teacher

Understandings Essential Questions

Goals

What performance evidence signifies they have been met?

What evidence would show the learner has deeply

considered them?

What would show the learner “got it”

Examples

Teacher has the students bring from home a poster that indicated they have counted 100 objects as a way of demonstrating their understanding of 100. Teacher refers to the state standards that references the “idea” of number and place value.

Is this evidence that they can count to 100?

Is this evidence that they have

developed “one hundredness”?

Do we even know if the

student did this?

Did the student have to explain rows, columns or patterns?

Rigor high but realistic expectations

depth over breadth

cross-curricular integration

stated outcomes

curriculum mapping

Does the 100 day activity meet the criteria of

rigor?

Assessor vs Activity Designer Assessor Activity Designer

What would be sufficient and revealing evidence of understanding?

What would be fun and interesting activities on this topic?

Given the goals, what performance tasks must anchor the unit and focus on instructional work?

What projects might students wish to do on this topic.

Continuum of Assessments inf

ormal

chec

ks fo

r

unde

rstan

ding

obse

rvation

s and

dialog

ues

tests

and q

uizze

s ac

adem

ic pr

ompt

spe

rform

ance

task

s

Authentic Assessment is realistically

contextualized

requires judgment and

innovation asks the students to

“do” the subject

replicates “adult”

challenges challenges

students to use a repertoire of knowledge and

skill

allows for rehearse,

practice, consul and feedback

to refine

Authentic Assessment

based upon these criteria which assessments from the brainstorm list would meet the criteria of authentic?

How could they be changed to be an authentic assessment?

Small Group Discussion

• Discuss as a group the types of assessment tasks you are thinking about doing for your unit.

• Provide feedback to your fellow teachers

UBD Stage Three Instructional Tasks

And the learning activities need to…

Then you need evidence of the student’s ability to…

That suggests the need for specific tasks or test like…

If the desired result is for learners to …

Meet the standard Understand that Consider the questions

The learning activities need to…

Group A

When are students most fully engaged?

Group B

When is student

learning most effective

The learning activities need to…Group A

When are students most fully engaged?

-hands-on-involves mystery or

problems -provides variety-personalize the

challenge-cooperation and

competition-real-world

-provocative interaction (case study, mock trial)

-authentic learning

Group BWhen is student learning most effective

-focused work ;clear goals -understanding of the

purpose/rational-models and exemplars are

provided -clear criteria that allows for

monitoring progress-limited fear and maximal

incentive to try harder, take risks and learn from mistakes-Ideas are concrete and real-students self assess reflect

and adjust

WHERETO

W- Where the unit si headed and whyH- Hook and Hold attentionE- Equip with necessary tools and experience R- numerous opportunities to Rethink, Reflect

and Revise their workE- Evaluate progress and self accessT- Tailored to reflect individual needs O- Organized

Compare and Contrast

At your table, look at the two different planning documents for a unit of study. How are they alike and different.

Look at Stage 3 in the Social Studies unit after Backwards Design. Label the tasks with the WHERETO

Transfer of Knowledge

PDU Review May 7

• Bring your two page UBD design of a unit of study to share with a triad of peers

• 2 page reflection essay to turn into the PDU office.