Presentation on theme: "Backwards Design for Standards-based Education"— Presentation transcript:
1Backwards Design for Standards-based Education Highlights of the Work ofGrant Wiggins and Jay McTigheByMarianne KenneySocial Studies Instructional Specialist
2Welcome Back! Today’s Desired Outcomes Awareness/Refresh on what is backwards designAwareness/Refresh on how to develop rubricsCommitment to develop/improve UbD unitStage 2Stage 3Differentiation
3Entrance Slip Using the Frayer Organizer Individually define “Backwards-Design”Numbered Heads Together
4Wizardry 4 Wizard: 3 Proficient 2 Regular 1 Novice Absolutely/Always - I could be teach this class! 3 ProficientYes/Usually - I can do this. 2 RegularSort of/Sometimes - Workin’ on it. 1 NoviceNo/Never - Haven’t even started yetAsk about comfort level with rubric development, authentic performance assessments, strategies for differentiation.
53 Stages of “Backward” Design Identify desired resultsDetermine acceptable evidencePlan learning experiences & instruction.Then and only then
6Stage 2 - Assessment Evidence Is set in a scenario that replicates or stimulates the ways in which a person’s knowledge and abilities are tested in real-world situations?Requires judgment and innovation. Will the students use their understanding and skills to solve a problem?Asks students to “do” the subject instead of reciting, restating, or replicating through demonstration what he/she was taught or already knows..
7Developing Authentic Tasks You are a …..(adult role, professional)….who must successfully (perform, produce)….for (audience, client)….thus, accomplishing (purpose, result)….which reveals and understanding of (big ideas, standards)….and skill at…..
8Blooms TaxonomyPerformance Assessment should be at a higher level of thinking.Assessments should allow students to:AnalyzeSynthesizeApply
9Develop RubricsMust be used with UbD assessment since there is no one right answer.Should measure the quality of the student understanding, application, or analysis.If standards are our goals, shouldn’t they be the rubric criteria?!The performance levels become the observable actions that give us the evidence they have met the standards.
10Just the HighlightsUsing the Rubric Checklist and the rubric provided, highlight the parts of the rubric that correlate to the components in the checklist.Work with a partnerUse the migration rubric
11Now it’s your turn…With your partner brainstorm a list of what you expect to see in the student work that demonstrates mastering the proficiency of the standards you are assessing.Keep the list manageable and focus on the most important abilities, knowledge, and skills expected.Be specific and concrete, use Bloom’s verbs and descriptive, meaningful adjective
12Peer ConsultationWith your partner, develop a description for the proficient level for one of the standards you are assessingYou have 7 minutesHere are some examples….
13For Example Building a Highway Across Africa Example: Geography Standard2.1 Students know the physical and cultural characteristics of placesAn indicator that students have met this standard…Provides reasons for the new route that incorporate accurate information regarding the physical and cultural features of places on the route
14Another ExampleGeography Standard 5: How humans affect the environmentIndicator:Students can accurately describe and explain how serious pollution, invasive species, and loss of habitat effect the Great Lakes
16Highlight Deconstruct your performance assessment by highlighting the: Declarative knowledgeSkillsThis is what must be taught in your unit!
173 Stages of “Backward” Design Identify desired resultsDetermine acceptable evidencePlan learning experiences & instruction.Then and only then
18Stage 3-Plan learning experience and instruction Purpose: To align the curriculum with each of the standards/benchmark they are usingMaking connections - very high quality planningPlan instructional strategies - how will they teach the standard? Coop learning? Think-pair-share/ Jigsaw? Lecture?How will you prepare students for the product or performance?
19Organize by W.H.E.R.E.W = Where are we headed? and why? (from the student’s perspective)H = How will the student be ‘hooked’?E = What opportunities will there be to be equipped and explore key ideas.R = How will we provide opportunities to rethink, rehearse, refine and revise?E = How will students evaluate (so as to improve) their own performance?
20The PlacematWork with your partner to fill in the placemat for your unitYou have 10 minutes
22SimilaritiesIn your newly formed group discuss any characteristics you have in commonYou have two minutes – yikes!
23Using Pre-Assessment to Guide Differentiation Tells us:What students already know about a topicThe levels of interest in a studyFurther instruction neededWhat requires re-teaching and enhancementHow to organize groups
24Formative AssessmentGives information about student progress toward benchmark/grade-level knowledge and skills.Identifies targets for remediation, modification or enrichment.
25Post Assessmentinformation about student achievement toward benchmark skills and knowledge;evidence of what the student has learned;feedback that helps the teacher evaluate and modify instruction.
26Assessment Strategies Checking for UnderstandingAssess before teaching.Provide feedback early and often.
27Fist of Five Ask: How well do you feel you know this information? Show the number of fingers on a scale, with 1 being lowest and 5 the highest.I know it so well I could explain it to anyone.4. I can do it alone.3. I need some help.2. I could use more practice.1. I am only beginning.
28Yes/No Cards Y E N S O Using a 4x6 index card the student writes YES on one side and NO on the other.When a question is asked the students hold upYES or NO.Ask the students if they know the following vocabulary words and what they mean.Call out a word. If a student is holding a YES they may be called on to give the correct answer.Remind them that if they don’t know the words it is OK because they will be learning them.You can do the same thing with conceptual ideas, etc.
30A RAFT is….an engaging, high level strategy that encourages writing across the curriculuma way to encourage students to:…assume a role;…consider their audience;…write in a particular format;…examine a topic from a relevant perspective.All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.
31An Example The Feudal System Students will: Describe the social characteristics pf feudalism in Europe.Understand:the interdependency of roles in the feudal system;a person’s role in the feudal system will shape his/her perspective on events.Be able to:conduct research;see events through varied perspectives;share research & perspectives with peers.
32Feudal Pyramid RAFT Role Audience Format Topic King The Subjects ProclamationRead my lips, New TaxesKnightSquireJob DescriptionChivalry, is it for you?LordContractLet’s make a DealMonkMassesIlluminated ManuscriptDo as I say, not as I doSerfAnimalsLament PoemMy so called Life
33Now it’s Your Turn Read over the lesson provided Accessibility Chart: What strategies/activities lend themselves to differentiation?
34ClosureWhip AroundThank You for your energy and enthusiasm!