2. 1 ©2007 Ball State University Morning Message Understanding: “The capacity to apply facts, concepts and skills in new situations in appropriate ways.” -Dr. Howard Gardner

3. 2 ©2007 Ball State University Goals for EPIC Workshop 3 Review Stages 1 & 2 Assess Stages 1 & 2 of your draft unit Introduce Stage 3: Learning Plan SmartDESKTOP: Resource Connection Work Time –rgrade –SmartDESKTOP –Curriculum

4. 3 ©2007 Ball State University Stages of EPIC: Stage 1: Identify desired results (Workshop 1) Stage 2: Develop assessments (Workshop 2) Stage 3: Design learning plan (Workshop 3) Stage 4: Analyze assessment evidence Stage 5: Revise and disseminate curriculum

5. 4 ©2007 Ball State University Understanding in All Stages Based on Wiggins and McTighe’s six facets of understanding to serve as recursive model in curriculum and assessment development: –Explanation –Interpretation –Application –Perspective –Empathy –Self-knowledge

6. 5 ©2007 Ball State University The EPIC Model smartDESKTOP 2. Develop Assessments 1. Identify Desired Results 3. Design Learning Plan 5. Revise / Disseminate 4. Analyze Evidence Six Facets of Understanding At Least ONE Curricular Unit Big Ideas rGrade Implement Unit

7. 6 ©2007 Ball State University EPIC Model in Action 2. Develop Assessments Six Facets of Understanding 1. Identify Desired Results Big Ideas 4. Analyze EvidencerGrade 3. Design Learning Plan Implement Unit 5. Revise / DisseminatesmartDESKTOP Rubric Design and Standards Ongoing Collaboration

8. 7 ©2007 Ball State University 3 Stages of Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

9. 8 ©2007 Ball State University The “big ideas” of each stage: Assessment Evidence LearningActivities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: * Unpack the content standards and ‘content’, focus on big ideas * Analyze multiple sources of evidence, aligned with Stage 1 * Derive the implied learning from Stages 1 & 2 What are the big ideas? What’s the evidence? How will we get there? © 2002 Grant Wiggins & Jay McTighe

10. 9 ©2007 Ball State University Worth Being Familiar With Clarifying Content Priorities Important to Know and Do © 1998 Grant Wiggins and Jay McTighe Enduring Understandings

11. 10 ©2007 Ball State University Worth Being Familiar With Establishing Curricular Priorities and Assessment- Stage 2 Important to Know and Do © 1998 Grant Wiggins and Jay McTighe Enduring Understandings Traditional Quizzes and Tests Performance Tasks and Projects Paper and pencil Selected response Constructed response Complex Open-ended Authentic

12. You’ve got to go below the surface... © 2002 Grant Wiggins & Jay McTighe

13. 12 ©2007 Ball State University to uncover the really ‘big ideas.’ © 2002 Grant Wiggins & Jay McTighe

14. 13 ©2007 Ball State University 3 Stages of Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

15. 14 ©2007 Ball State University Stage 1 – Identify desired results. Key: Focus on Big ideas –Enduring Understandings: What specific insights about big ideas do we want students to leave with? –What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? –What should students know and be able to do? –What content standards are addressed explicitly by the unit? U K Q CS © 2002 Grant Wiggins & Jay McTighe

16. 15 ©2007 Ball State University The “big idea” of Stage 1: There is a clear focus in the unit on the big ideas Implications: –Organize content around key concepts –Show how the big ideas offer a purpose and rationale for the student –You will need to “unpack” Content standards in many cases to make the implied big ideas clear © 2002 Grant Wiggins & Jay McTighe

17. 16 ©2007 Ball State University An understanding is a “moral of the story” about the big ideas –What specific insights will students take away about the the meaning of ‘content’ via big ideas? –Understandings summarize the desired insights we want students to realize From Big Ideas to Understandings about them U © 2002 Grant Wiggins & Jay McTighe

18. 17 ©2007 Ball State University Understanding, defined: They are... –Specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’ –deliberately framed as a full sentence “moral of the story” – “Students will understand THAT …” –Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood © 2002 Grant Wiggins & Jay McTighe

19. 18 ©2007 Ball State University Knowledge vs. Understanding –An understanding is an unobvious and important inference, needing “uncoverage” in the unit; knowledge is a set of established “facts”. –Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’ –Any understandings are inherently fallible “theories”; knowledge consists of the accepted “facts” upon which a “theory” is based and the “facts” which a “theory” yields. © 2002 Grant Wiggins & Jay McTighe

20. 19 ©2007 Ball State University Essential Questions What questions – –are arguable - and important to argue about? –are at the heart of the subject? –recur - and should recur - in professional work, adult life, as well as in classroom inquiry? –raise more questions – provoking and sustaining engaged inquiry? –often raise important conceptual or philosophical issues? –can provide organizing purpose for meaningful & connected learning? Q © 2002 Grant Wiggins & Jay McTighe

21. 20 ©2007 Ball State University 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 2 © 2002 Grant Wiggins & Jay McTighe

22. 21 ©2007 Ball State University Thinking Like an Assessor Place UbD Stage 2, determining acceptable evidence, before UbD Stage 3, planning teaching and learning activities Build towards a “…preponderance of evidence to convict students of learning!” –What are key complex performance tasks indicative of understanding? –What other evidence will be collected to build the case for understanding, knowledge, and skill? –What rubrics will be used to assess complex performance?

23. 22 ©2007 Ball State University 3 Principles of Effective Assessment 1. Consider photo albums vs. snapshots. 2. Match the measures with the goals. 3. Form follows function.

24. 23 ©2007 Ball State University Reliability: Snapshot vs. Photo Album We need patterns that overcome inherent measurement error –Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot © 2002 Grant Wiggins & Jay McTighe

25. 24 ©2007 Ball State University Performance Task Using GRASPS (G) A real-world Goal (R) A meaningful Role for the student (A) Authentic real-world Audience (S) A contextualized Situation that involves real-world application (P) Student-generated culminating Products and Performances (S) Consensus -driven performance Standards (criteria) for judging success Photo Album:

26. 25 ©2007 Ball State University What are you most proud of? How does what you learned connect with other learning? How has what you learned connect to other learning? (refer to pages 79-80 in “Integrating” for additional self-assessment questions) Self-Assessment Photo Album:

27. 26 ©2007 Ball State University Principles of Effective Assessment 1. Consider photo albums vs. snapshots. 2. Match the measures with the goals. 3. Form follows function.

28. 27 ©2007 Ball State University 1. What is the difference between knowing and understanding? 2. How will we know that students truly understand the big ideas that we have identified? 3. How might we allow students to demonstrate their understandings in diverse ways without compromising standards? Assessing Understanding Match to Goals:

29. 28 ©2007 Ball State University 1.Declarative Knowledge: What students should know and understand e.g. Vocabulary word match 2.Procedural Knowledge: What students should be able to do and understand e.g. Venn diagram 3.Dispositions: what attitudes or habits of mind students should display e.g. Persuasive writing 3 Types of Educational Goals Match to Goals:

30. 29 ©2007 Ball State University 1. Explain (write a letter to a friend back east) 2. Interpret (open-mind portrait) 3. Apply (create a museum exhibit) 4. Perspective (debate) 5. Empathy (simulated journal entries) 6. Self-Knowledge (reflection on pioneer spirit) Six Facets of Understanding Match to Goals:

31. 30 ©2007 Ball State University 3 Principles of Effective Assessment 1. Consider photo albums vs. snapshots. 2. Match the measures with the goals. 3. Form follows function.

32. 31 ©2007 Ball State University Form Follows Function 1. What are we assessing? 2. Why are we assessing? 3. For whom are the results intended? 4. How will the results be used?

33. 32 ©2007 Ball State University 1. Assess Before Teaching (anticipation guide) 2. Offer Appropriate Choices (museum artifacts) 3. Provide Feedback Early and Often (duh) 4. Encourage Self-Assessment and Reflection (students respond to rubrics) Classroom Assessment Practices Form Follows Function:

34. 33 ©2007 Ball State University Assessment Technologies Providing teachers with tools to translate assessment goals into evidence gathering and analysis EPIC teachers are currently creating standards-based rubrics in BSU’s rGrade rGrade’s digital gradebook helps manage rubric-based, performance assessment in everyday practice

35. 34 ©2007 Ball State University Characteristics of the Best Learning Design p. 267 Expectations Assessment Instruction Learning Activities Sequence and Coherence

36. 35 ©2007 Ball State University Expectations (Stage 1) Provide clear learning goals and performance expectations. Cast learning goals in terms of genuine and meaningful performance. Frame the work around genuine questions and meaningful challenges. Show models and exemplars of expected performance.

37. 36 ©2007 Ball State University Assessment (Stage 2) There is no mystery as to performance goals or standards. Diagnostic assessments check for prior knowledge, skill level, and misconceptions. Students demonstrate their understanding through real-world applications Assessment methods are matched to achievement targets.

38. 37 ©2007 Ball State University Assessment (Stage 2) Cont. Ongoing, timely feedback is provided. Learners have opportunities for trial and error, reflection and revision. Self-assessment is expected.

39. 38 ©2007 Ball State University Presentation of Westward Movement and Pioneer Life with Connections to Contemporary Times http://www.bsu.edu/epic/units/0001- westward.pdf

40. 39 ©2007 Ball State University Assessing your Stages 1 & 2 Use EPIC Unit rubric (see handout)

41. 40 ©2007 Ball State University Discuss Stages 1 & 2 Drafts

42. 41 ©2007 Ball State University 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 3 © 2002 Grant Wiggins & Jay McTighe

43. 42 ©2007 Ball State University Effective & Engaging Activity

44. 43 ©2007 Ball State University Stage 3 big idea: EFFECTIVEEFFECTIVE and ENGAGINGENGAGING © 2002 Grant Wiggins & Jay McTighe

45. 44 ©2007 Ball State University Stage 3 – Plan Learning Experiences & Instruction A focus on engaging and effective learning, “designed in” –What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1? –How will the design ensure that all students are maximally engaged and effective at meeting the goals? L © 2002 Grant Wiggins & Jay McTighe

46. 45 ©2007 Ball State University 4 Overarching Questions to Guide Curriculum Development 1.Who are the students I will teach? 2.What matters most for students to learn here (curriculum)? 3.How must I teach to ensure that each student grows systematically toward attainment of the goal and move beyond it when indicated (instruction)? 4.How will I know who is successful and who is not yet successful with particular goals (assessment)?

47. 46 ©2007 Ball State University 1. Explain (write a letter to a friend back east) 2. Interpret (open-mind portrait) 3. Apply (create a museum exhibit) 4. Perspective (debate) 5. Empathy (simulated journal entries) 6. Self-Knowledge (reflection on pioneer spirit) Six Facets of Understanding

48. 47 ©2007 Ball State University Brainstorming Learning Activities Using the 6 Facets Examples on pages 230-231 Blank copy on page 232

49. 48 ©2007 Ball State University W.H.E.R.E.T.O. Framework W= Where are we headed? H=How will the students be hooked? E=What opportunities will there be to equip, experience, and explore key issues? R=What will provide opportunities to rethink, rehearse, refine and revise? E=How will students evaluate their work? T=How will the work be tailored to individual needs, interests, styles? O=How will the work be organized for maximal engagement and effectiveness?

50. 49 ©2007 Ball State University “ Where are we headed?” Introduce essential questions and key vocabulary 1.What is pioneer spirit? 2.Why do people move? 3.What happens when cultures collide?

51. 50 ©2007 Ball State University How will the student be ‘hooked’? Read aloud Dandelions (Bunting) Quickwrite in learning log: What does this book tell us about frontier life in the 1800 ’ s? The pioneer spirit? H

52. 51 ©2007 Ball State University What opportunities will there be to be equipped, and to experience and explore key ideas? Introduce the Larkin Family — Read aloud pp. 6-7 Daily Life in a Covered Wagon ; Students choose the perspective of either Hiram (father); Hetty (mother); Rachel (14); Abraham (10); Rebecca (7); or Matthew Belknap 18 year old orphan Quickwrite in learning log: What do you think the journey west will be like for you? ET

53. 52 ©2007 Ball State University What will provide opportunities to rethink, rehearse, refine and revise? Students prepare for debate choosing their perspective and developing their argument: Who were the winners and who were the losers in the settlement of the West. One side will argue that there are no losers; the opposing side will argue that the Native Americans were losers.

54. 53 ©2007 Ball State University How will students evaluate their work Student self-assessment and reflection Peer-evaluate friendly letter to a friend back East Self-asses the museum display

55. 54 ©2007 Ball State University How will the work be tailored to individual needs, interests, styles? Give booktalks on historical fiction books for guided reading; students rank order preference HT: –o The Ballad of Lucy Whipple (Cushman) –o Black-Eyed Susan (Armstrong) –o Prairie Songs (Conrad) –o Thunder Rolling in the Mountains (O ’ Dell) –o Moccasin Trail (McGraw)

56. 55 ©2007 Ball State University Indian Chiefs Read aloud introduction pp 3-9 to introduce collected biography of six Indian chiefs and how they responded to the Westward Expansion; Quickwrite: What would you have done? H Students rank order their preference of chief. T

57. 56 ©2007 Ball State University Characteristics of the Best Learning Design p. 267 Expectations Assessment Instruction Learning Activities Sequence and Coherence

58. 57 ©2007 Ball State University Instruction The teacher serves as a facilitator or coach to support the learner. Targeted instruction and relevant resources are provided to equip students for expected performance. The textbook serves as one resource among many. The teacher “uncover” important ideas and processes by exploring essential questions and genuine applications of knowledge and skills.

59. 58 ©2007 Ball State University Learning Activities Individual differences are accommodated through a variety of activities and methods. There is a variety in work methods and students have some choice. Learning is active and experiential to help students construct meaning. Cycles of model-try-feedback-refine anchor the learning.

60. 59 ©2007 Ball State University Sequence and Coherence Start with a hook, and immerse the learner in a genuine problem, issue, or challenge. Move back and forth from whole to part, with increasing complexity. Scaffold learning in doable increments. Teach as needed; don’t overteach all of the basics first. Revisit ideas; have learners rethink and revise earlier ideas and work. Be flexible!

61. 60 ©2007 Ball State University Presentation of Westward Movement and Pioneer Life with Connections to Contemporary Times http://www.bsu.edu/epic/units/0001- westward.pdf

62. 61 ©2007 Ball State University WHERETO ACTIVITY Create a visual that will explain the letter and share an idea for one of your units W group use WB page 215-216 and 121-122 H group use WB page 217 and 122-123 E group use WB page 218-220 and 123-124 R group use WB page 221-222 and 124 E group use WB page 223 and 125 T group use WB page 224 and 125-126 O group use WB page 225 and126-127

63. 62 ©2007 Ball State University SmartDESKTOP Resource Connection See this link: http://www.glumbert.com/media/shift http://www.glumbert.com/media/shift

64. 63 ©2007 Ball State University IHC Showcase Monday April 30th from 4:00-7:00 Directions to the Indiana Humanities Council posted on EPIC website

65. 64 ©2007 Ball State University Unit Work Time –rgrade –SmartDESKTOP –Curriculum

66. 65 ©2007 Ball State University Closure 12:45: What’s Next Reminders of tasks to complete: Complete online evaluation of workshop 3 Post a draft of your entire unit by May 14th on SmartDESKTOP’s Knowledge Base Provide feedback to 2-3 peers by June 15 (we will match up peers) Meet once in summer: Muncie (June) or Indy(July)

67. 66 ©2007 Ball State University Fall 2007 Activities –Teach your unit (finish by Oct. 15) Keep Weekly Journal Collect student artifacts Assess performance task on rGrade –Schedule Interviews/observations –Revise unit and email to EPIC (We’ll post on smartDESKTOP.) –Complete in Post-survey –Participate in IHC Fall Showcase in early November