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Sharing Out 3-2-1 Think, Pair, Square Please think about your answers to the following questions: What are 3 ideas from UbD that have stuck with you What.

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Presentation on theme: "Sharing Out 3-2-1 Think, Pair, Square Please think about your answers to the following questions: What are 3 ideas from UbD that have stuck with you What."— Presentation transcript:

1 Sharing Out Think, Pair, Square Please think about your answers to the following questions: What are 3 ideas from UbD that have stuck with you What are 3 ideas from UbD that have stuck with you List 2 things that youd like to share List 2 things that youd like to share Whats the 1 thing you want to try this time around Whats the 1 thing you want to try this time around

2 Understanding By Design Stage 1: Desired Results Secondary Science Training Day 1

3 Ground Rules We facilitate our own learning and the learning of others We facilitate our own learning and the learning of others Honor time limits Honor time limits Active participation Active participation Be open to learning, possibilities, and sharing Be open to learning, possibilities, and sharing Respect each other Respect each other

4 Desired Outcomes Revisit the Established Goals, Enduring Understandings, Essential Questions, Knowledge and Skills Revisit the Established Goals, Enduring Understandings, Essential Questions, Knowledge and Skills The common language of science K-12 The common language of science K-12 Strategies that incorporate vocabulary words Strategies that incorporate vocabulary words Develop another unit and/or continue with last years unit Develop another unit and/or continue with last years unit

5 Lets Back It Up A Bit Whats UbD? Backwards design model Backwards design model Follows the research of NAEP report to improve student performance Follows the research of NAEP report to improve student performance NAEP and other programs all stress (1) teach the concepts and (2) problem solving and critical thinking skills. Based on teaching for understanding rather then memorization Based on teaching for understanding rather then memorization

6 Stage 1 - Identify Desired Results Established Goals: Benchmarks and Standards being addressed and assessed in your unit plan. Established Goals: Benchmarks and Standards being addressed and assessed in your unit plan. Enduring Understandings: What specific insights about big ideas do we want students to leave with 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 towards key issues and ideas? What Essential Questions will frame the teaching and learning, pointing towards key issues and ideas? What should students know and be able to do? What needs to be acquired to understand the big ideas? What core abilities does content enable? What should students know and be able to do? What needs to be acquired to understand the big ideas? What core abilities does content enable? 2003 Grant Wiggins & Jay McTighe UBD 07/2003

7 Established Goals What is the depth of thinking required to meet the benchmarks? Taxonomic Levels (Marzano) Level 1: Retrieve Level 1: Retrieve recognize, recall, execute Level 2: Comprehension Level 2: Comprehension integrate, symbolize Level 3: Analysis Level 3: Analysis match, classify, analyze, generalize, specify Level 4: Knowledge Utilization Level 4: Knowledge Utilization decision making, problem solving, inquire experimentally, investigate

8 Marzanos Taxonomic Levels of Understanding (Cognitive Domain)

9 Topic and HCPS III Benchmark Topic Cells, Tissues, Organs, and Organ Systems Benchmark BS.4.1 Describe different cell parts and their functions Level 1- Knowledge RetrievalTopic The Universe Benchmark ES.8.10 Compare different theories concerning the formation of the universe Level 3 - Analysis Slide was taken from Gentry Hirohatas Taxonomic Levels and Rubrics Presentation Reminder: taxonomy of benchmarks are the assessment levels. So, lessons/instruction should be at or above the matching taxonomic level.

10 Enduring Understandings Refer to the Science Big Ideas handout. Refer to the Science Big Ideas handout. Big Ideas builds consistent understanding of the concepts. Big Ideas builds consistent understanding of the concepts. You may recall that you actually created this handout at last years UbD training session. You may recall that you actually created this handout at last years UbD training session. Do we need time to discuss and revise the current document?

11 Essential Questions Look at the Big Ideas handout Look at the Big Ideas handout You will be asked to sit in groups: life science, physical science and earth and space science You will be asked to sit in groups: life science, physical science and earth and space science Groups: Groups: Life Science – Standards 3, 4, 5Life Science – Standards 3, 4, 5 Physical Science – Standards 6, 7Physical Science – Standards 6, 7 Earth/Space Science – Standards 1, 2, 8Earth/Space Science – Standards 1, 2, 8 Come up with essential questions that Come up with essential questions that (1) address the big ideas or (2) come up with questions that you would need to ask in order for students to gain an understanding (1) address the big ideas or (2) come up with questions that you would need to ask in order for students to gain an understanding

12 Keys to academic success Discuss the rationale of why common vocab is important. Discuss the rationale of why common vocab is important. Keys to academic success are:Keys to academic success are: Background knowledge Background knowledge Repetition of information Repetition of information Collaborative effort Collaborative effort Vertical Alignment Vertical Alignment SO: To build background knowledge we have to expose students to new opportunities in scienceSO: To build background knowledge we have to expose students to new opportunities in science We also need to use consistent vocabulary in science K- 12We also need to use consistent vocabulary in science K- 12 Thats why the need to build a common list is so very important.Thats why the need to build a common list is so very important.

13 Knowledge and Skills Focus on The Common Language of Science Desired Outcomes to come up with a vocabulary list of words for certain strands (grades 6-12) to come up with a vocabulary list of words for certain strands (grades 6-12)Objectives For each strand (Life Science, Physical, Earth and Space) come up with a list of common language used For each strand (Life Science, Physical, Earth and Space) come up with a list of common language used Share out your lists to the other strands Share out your lists to the other strands Time Frame You will be given a total of 20 minutes to complete this task. Time might need to be extended You will be given a total of 20 minutes to complete this task. Time might need to be extended

14 Language and UbD Language in the content area is an important part of lesson and unit planning Language in the content area is an important part of lesson and unit planning Scientific language becomes a part of stage 1 content and skills section of the UbD stage 1 framework Scientific language becomes a part of stage 1 content and skills section of the UbD stage 1 framework

15 Group Task You will be asked to stay in your groups: life science, physical science and earth and space science You will be asked to stay in your groups: life science, physical science and earth and space science There will be a total of 6 strategies that will be introduced There will be a total of 6 strategies that will be introduced Your group should have 1 example of each of the 6 strategies. Your group should have 1 example of each of the 6 strategies.

16 Vocabulary – Strategy 1 Fold Ups Select a single word or 2 opposing terms Single Word Draw a picture on face of paper Draw a picture on face of paper Inside flap will contain a definition and an example Inside flap will contain a definition and an example Opposing terms Pictures on the face of the paper Pictures on the face of the paper Inside flap has the definition and examples Inside flap has the definition and examples Bottom half – Venn diagram that compares and contrasts the 2 words Bottom half – Venn diagram that compares and contrasts the 2 words Strategy taken from AVID (Advancement Via Individual Determination)

17 Vocabulary – Strategy 2 Photo Caption Select a picture from a magazine that exemplifies the meaning of one of the vocabulary word Select a picture from a magazine that exemplifies the meaning of one of the vocabulary word Provide an explanation of the word and how that particular picture demonstrates the meaning of that word Provide an explanation of the word and how that particular picture demonstrates the meaning of that word Idea taken from AVID (Advancement Via Individual Determination)

18 Vocabulary – Strategy 3 Frayer Model Definition (in own words)Characteristics Examples (What it is) Non-Examples (What it is not)

19 Vocabulary – Strategy 4 Word Sort Put the following words in order from most important to the Earth to least. Then explain why you choose that order. Put the following words in order from most important to the Earth to least. Then explain why you choose that order. Sun, Moon, Mars, Jupiter, GravitySun, Moon, Mars, Jupiter, Gravity MOSTLEAST MOSTLEAST For this strategy any ordering system can be used. Most energy, least energy. Most complex, least complex etc… Main idea is to see what students think about the words.

20 Vocabulary – Strategy 5 Scrap Book Unlike the photo activity, this is meant to make prior connections. So its not a repeat of the definition. But what they think of when they see this picture or word. Scrapbook is supposed to be like a scrapbook page you make for trips etc. Its focus is to have students make personal connections between the picture and their prior knowledge. In the example below, the students makes a connection between the process and a factory. Students should feel free to modify the page as needed. As long as they have the three parts, WORD, PICTURE (drawn or photo), and CONNECTION. They can decorate the page, or have the items in any order. Just like a real scrapbook.

21 Vocabulary – Strategy 6 Your Own Model Share something you use to help your students understand science vocabulary. Share something you use to help your students understand science vocabulary. Another option might be to combine parts of the other 5 strategies to form a custom vocabulary strategy for your students. Another option might be to combine parts of the other 5 strategies to form a custom vocabulary strategy for your students.

22 Desired Outcomes Revisit the Established Goals, Enduring Understandings, Essential Questions, Knowledge and Skills Revisit the Established Goals, Enduring Understandings, Essential Questions, Knowledge and Skills The common language of science K-12 The common language of science K-12 Strategies that incorporate vocabulary words Strategies that incorporate vocabulary words Develop another unit and/or continue with last years unit Develop another unit and/or continue with last years unit


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