Presentation on theme: "Where is My Understanding of Understanding by Design?"— Presentation transcript:
1 Where is My Understanding of Understanding by Design? Sally Creel, K-5 Science SupervisorSandra Millsaps, K-5 Language Arts TSA
2 What it takes to be successful “ Teaching needn’t be exceptional to have a profound effect; continuous common sense efforts to even roughly conform to effective practice and essential standards will make a life – changing difference for students across all socio – economic levels.” Schmoker
3 Word SortWork with your elbow partner to sort this group of words into categories of your choice.There is no right answer.Volunteers will share theirwork in 5 minutes.
4 So what is UbD?Understanding by Design is a way of thinking purposefully about planning,not a program.
5 Understanding by Design is… Curriculum template and design standards are a means to better promote local goals.The template provides an easy mechanism for exchange of ideasFocus is on collective efforts on quality teaching and learning but still embrace individual style, innovation, and creativity.
6 Backward planning is as easy as 1 - 2 - 3! 1 – Identify Desired Results2 – Determine Acceptable Evidence3 – Plan Learning Experiences
7 First, decide what students must know and be able to do Step 1Desired ResultsBackward PlanningFirst, decide what students must know and be able to do
8 Sample GPS StandardS4L2 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 theextinction of some organisms.Sample GPS standard from ScienceShow the parts, code, element, standard…These are posted on PICASSO…numbering has been changed to fit with state standards numbering. This should help with continuity between Cobb and State.
11 Understandings Enduring Understanding: Unit Questions Lesson Questions Students will understand that…there are certain conditions that lead organisms to become endangered and or extinct.Unit QuestionsLesson QuestionsHow 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?What is the enduring understanding we want students to come away with from this unit understanding…p. 110 in the book….Intent and EQs and format of EQsp. 126 in the book …Understandings
12 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 / ExtinctionAdaptationExternal 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.Once teachers have isolated the important nouns and verbs…then they can translate these into statements to guide the learning. This is the “Know and Do” we want students to come away with.Wording Knowledge and Skills can be a bit tricky in the beginning. In your folder there is a hand-out on the left side with a planning sheet for your teachers to use when completing this process.Please note that this is very different from skill and knowledge level of blooms…p in book have info on Knowledge and Skills ….bottom of 58 and top of 59.
13 Performance-Based Instruction Rubric FromToPlanPlanning based on selection of a topic, design of activities, administration of an assessment, offering a grade and feedback, then moving to the next topicPlanning 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
14 Second, decide how you will know that Step 2EvidenceBackward PlanningSecond, decide how you will know thatyour students know
15 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 Assessment
16 Partner TalkWhat 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?
17 Traditional Assessment Process Standards-based Assessment Process Old vs. NewTraditional Assessment ProcessChoose a topicInstructionTest/Essay/ProjectGrade/FeedbackNext Topic!Standards-based Assessment ProcessSelect Standard(s)Determine Acceptable Evidence (ongoing assessments & performance tasks)Determine instructional practicesUse data from assessment to re-teach or move onp. 150It is an unnatural process…“To think like an assessor prior to designing lessons does not come naturally or easily to many teachers. We are far more used to thinking like an activity designer or teacher once we have a target. That is, we easily and unconsciously jump to Step 3 – the design of lessons, activities, and assignments – without first asking ourselves what performances and products we need to teach toward.”
18 Balanced Assessment?Are unit assessments with the following formats balanced?Multiple ChoiceTrue / FalseMatchingFill in the blankWhen your teachers think of balanced assessment, do they think like this? I must admit I was guilty at one time of thinking I was doing an outstanding job of balancing my assessments….Look on page 152…the hand-out is in your folder…Here is a continuum of assessments. These should be present in all units…
19 Performance Assessment Types of AssessmentSelected ResponseConstructed ResponsePerformance AssessmentInformal AssessmentMultiple ChoiceTrue-FalseMatchingFill-in-the-blank (words, phrases)EssayIllustrationMatrixShort answer (sentences, paragraphs)DiagramWebConcept MapFlowchartGraphTablePresentationMovementScience labAthletic skillDramatizationEnactmentProjectDebateModelExhibitionRecitalOral questioningObservationInterviewConferenceProcess descriptionChecklistRating scaleJournal sharingPeer reviewThinking aloud a processStudent self-assessmentThe state DOE has given us this chart in GPS redelivery training. It is helpful for teachers to see various instruments they can use to assess student progress…
20 Possible Assessments for S4L2b Selected ResponseConstructed ResponsePerformance AssessmentInformal AssessmentWhich of the following Georgia organisms are endangered? Circle all that apply.a. longleaf pineb. eastern indigosnakec. gopher tortoised. brown thrasherFrayer 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.Here are some samples of assessment evidence that would be acceptable for the science standard we have been unpacking….
21 Why do we assess?Designed to produce defensible and accurate descriptions of student competence in relation to defined goalsMeasure current level of what they know, do, and understandTypically come at or near the end of a learning cycle (Don’t forget formative!)-A. Zmuda
22 Performance-Based Instruction Rubric FromToCommunicateStudent work evaluated solely by the teacherAccountability for student performance extends beyond the classroom and is intended to promote/further the student’s learning
23 Learning Experiences Step 3 In Backward Planning Third, the teacher decides on the differentiated learning opportunities for the students based on steps 1 & 2.
24 Performance-Based Instruction Rubric FromToDo & UseWhole-class, teacher directed (e.g., lecturing)Experiential, standards-based, hands-on/minds-on learningStudent passivity: sitting, listening, receiving, and absorbing informationActive learning: students doing, talking and collaboratingPresentational, one-way transmission of information from teacher to studentDiverse roles for teachers, including coaching, demonstrating, and modeling
25 We are focusing on the learning and not the teaching. So why are we doing this?We are focusing on the learning and not the teaching.
26 Learning Principles1. 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.
27 Learning Principles4. 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
28 Logic Behind Backward Design The stages are logical but they go against habitsWe’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.
29 Learning CommunitiesWe 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. The Fifth Discipline Fieldbook
30 Learning CommunitiesThe 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, The Leadership Engine
31 EQ: Where is My Understanding of Understanding by Design?
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