Presentation on theme: "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."— Presentation transcript:
Where is My Understanding of Understanding by Design? Sally Creel, K-5 Science Supervisor Sandra Millsaps, K-5 Language Arts TSA
What it takes to be successful Teaching neednt 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 Teaching neednt 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
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.
So what is UbD? Understanding by Design is a way of thinking purposefully about planning, not a program.
– –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…
Backward planning is as easy as ! 1 – Identify Desired Results 2 – Determine Acceptable Evidence 3 – Plan Learning Experiences
Step 1 Desired ResultsDesired Results Backward Planning First, decide what students must know and be able to do
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.
Youve got to go below the surface…
to uncover the really big ideas!
Enduring Understanding: Students will understand that… there are certain conditions that lead organisms to become endangered and or extinct. Understandings Unit QuestionsLesson 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?
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.
Performance-Based Instruction Rubric FromTo Plan Planning based on selection of a topic, design of activities, administration of an assessment, offering a grade and feedback, then moving to the next topic 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
Step 2 Evidence Backward Planning Second, decide how you will know that your students know
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 - Rethinking Classroom Assessment
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?
Old vs. New Traditional 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
Balanced Assessment? Are unit assessments with the following formats balanced? Multiple Choice True / False Matching Fill in the blank
Types of Assessment Selected 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
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.
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 (Dont forget formative!) -A. Zmuda
Performance-Based Instruction Rubric FromTo Communicate Student work evaluated solely by the teacher Accountability for student performance extends beyond the classroom and is intended to promote/further the students learning
Step 3 Learning Experiences In Backward Planning Third, the teacher decides on the differentiated learning opportunities for the students based on steps 1 & 2.
Performance-Based Instruction Rubric FromTo Do & Use Whole-class, teacher directed (e.g., lecturing) Experiential, standards- based, hands-on/minds- on learning Student passivity: sitting, listening, receiving, and absorbing information Active learning: students doing, talking and collaborating Presentational, one-way transmission of information from teacher to student Diverse roles for teachers, including coaching, demonstrating, and modeling
We are focusing on the learning and not the teaching.
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.
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
Logic Behind Backward Design The stages are logical but they go against habits Were 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.
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. The Fifth Discipline Fieldbook - Senge, et. Al. The Fifth Discipline Fieldbook
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, The Leadership Engine - Noel Tichy, The Leadership Engine
EQ: Where is My Understanding of Understanding by Design?