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Understanding by Design Day 3 Roosevelt Complex Secondary Science Training.

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Presentation on theme: "Understanding by Design Day 3 Roosevelt Complex Secondary Science Training."— Presentation transcript:

1 Understanding by Design Day 3 Roosevelt Complex Secondary Science Training

2 Ground Rules

3 Desired Outcomes Awareness of the UbD philosophy on instruction. Awareness of differentiation. Awareness of reading strategies in science. Awareness of taxonomic alignment between curriculum, instruction, and assessment.

4 Stage 3 Instructional plan Given the desired results and targeted performances, what kind of instructional approaches, resources, and experiences are required to achieve the goals? Stage 3 should focus on creating the most time and effort efficient plan to prepare students for the performance tasks.

5 Shift in thinking Stage 3 requires a shift from thinking about teaching to thinking about learning. Formative feedback should be integrated into Stage 3. –Example: Drills vs. Game in sports

6 Plans for Learning Must be effective and engaging –Effective: »Helps students become competent and productive at worthy work. »Helps to develop greater skills and understandings. »Helps students improve. –Engaging: »Pulls students into the subject. »Allows students to learn through diverse experiences. »Students find learning interesting and meaningful.

7 What makes a plan good? Think back to one of your learning experiences that was both engaging and effective. –Share this experience with your group –Generalize – What seems to be common to all of the learning experiences in your group? –Chart the responses

8 Good Plans for Learning

9 UbDs W.H.E.R.E. T.O. WhereWhyWhat W – Where are we going? Why? What is expected? hookhold H – How will we hook and hold student interest? equip E – How will we equip students for the assessment? rethinkrevise R – How will we help students rethink and revise? self-evaluate E – How will students self-evaluate and reflect on their learning? tailor T – How will we tailor learning? Differentiate? organize O – How will we organize and sequence the learning?

10 Integrate a Continuum of Assessments Informal checks for understanding Observations and dialogues Tests and quizzes Academic prompts Performance Tasks

11 Kernel of Understanding Worth being familiar with Important to know and do Big Ideas and Enduring Understandings Traditional tests and quizzes Short answer Selected-response Constructed response Performance tasks and projects. Complex Open-ended Authentic

12 Alignment Learning activities should be done for a purpose. Alignment to Big Ideas or Essential Questions should be apparent. –Numbering System U = Big Idea/Understanding EQ = Essential Question Example: –Working in lab groups, students analyze a hypothetical familys diet (deliberately unbalanced) and make predictions on the overall health based on the intake of organic compounds. Include any possible health risks that may occur and suggest possible preventive steps that can be taken. U1, U3, EQ2 –THIS LESSON FOCUSES ON UNDERSTANDING 1 AND 3. IT ALSO FOCUSES ON ESSENTIAL QUESTION 2.

13 Detail of Lessons Units purpose. Suggestions for lessons.

14 Tying Stage 1, 2, & 3 Big Ideas and Essential Questions should be evident throughout the three stages. There should be a sense of flow and alignment between the Big Ideas and Essential Questions from Stage 1, in the Assessment from Stage 2, and the Lesson plans in Stage 3. Ensure that the identified skills and knowledge from stage 1 are prevalent in the performance assessment (Stage 2) and lessons (Stage 3). Use the numbering system to support purpose of lessons, scaffolding, and formative assessments.

15 Stage 3 Example: 1.Begin with an entry question (Does foods cause zits?) to hook students into considering the effects of nutrition on their lives. U1, EQ1, H 2.Introduce the Essential Questions and discuss the performance assessments (Chowing Down on Diseases and Organic Molecule Mayhem.) U1, U2, EQ1, EQ2, W 3.Note: Key vocab terms are introduced as needed. Students keep a chart of their diet. Begin introduction to organic molecules (Holt Biology pg. 123). U1,U2, EQ1, E 4.Present concept lesson on organic molecules. Their structure and function. Reinforce previous readings. U1, U2, EQ1, E 5.Allow students to perform organic molecule lab. Organic molecule identification (biuret, iodine). Focus on ability to determine positive test for compound and connect back to the structure and function for each type. U1, U2, EQ1, E 6.Formative - Review and discuss organic molecules. Give an activity to assess if the students can identify the molecules with the various tests and make connections between the molecules structure and functions. Use the activity to assess students progress. Reteach as needed. U1, U2, EQ1, R

16 Questions?

17 Peer Consultation Complete your UbD Present your units by subject area Take a look at other units Use the post it notes to leave 1.1 P ositive comment about the unit 2.1 Q uestion about the unit 3.1 S uggestion for improvement about the unit

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