Presentation on theme: "Crumbled Papers Please think about your answers to the following question: List 3 ideas and/or strategies that have “stuck” with you since we last met."— Presentation transcript:
1 Crumbled PapersPlease think about your answers to the following question:List 3 ideas and/or strategies that have “stuck” with you since we last met.When you are done, crumble your papers and form a circle around the room. Await further instruction.
2 Secondary Science Training Understanding By Design Stage 1: Review Desired Results Stage 2: Assessment EvidenceSecondary Science TrainingDay 2
3 Ground Rules We facilitate our own learning and the learning of others Honor time limitsActive participationBe open to learning, possibilities, and sharingRespect each other
4 Language and UbD - Review Language in the content area is an important part of lesson and unit planningScientific language becomes a part of stage 1 content and skills section of the UbD stage 1 framework
5 Group TaskYou will be asked to sit with your group: life science, physical science and earth and space scienceThere will be a total of 6 strategies that will be introducedYou should have an example from 1 of the 6 strategies.
6 Vocabulary – Strategy 1 Fold Ups Select a single word or 2 opposing termsSingle WordDraw a picture on face of paperInside flap will contain a definition and an exampleOpposing termsPictures on the face of the paperInside flap has the definition and examplesBottom half – Venn diagram that compares and contrasts the 2 wordsStrategy taken from AVID (Advancement Via Individual Determination)
7 Vocabulary – Strategy 2 Photo Caption Select a picture from a magazine that exemplifies the meaning of one of the vocabulary wordProvide an explanation of the word and how that particular picture demonstrates the meaning of that wordIdea taken from AVID (Advancement Via Individual Determination)
8 Vocabulary – Strategy 3 Frayer Model Definition (in own words)CharacteristicsExamples (What it is)Non-Examples (What it is not)WORD
9 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.Sun, Moon, Mars, Jupiter, GravityMOST LEAST
10 Vocabulary – Strategy 5 Scrap Book 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.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.
11 Vocabulary – Strategy 6 “Your Own Model” 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.
12 2003 Grant Wiggins & Jay McTighe UBD 07/2003 Where Have We Been?Stage 1 - Identify Desired ResultsEstablished 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 withWhat 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?2003 Grant Wiggins & Jay McTighe UBD 07/2003
13 Stage 2 – Assessment Evidence What are key performance tasks indicative of understanding?What other evidence will be collected to build the case for understanding, knowledge, and skill (identified in stage 1)?How will students self-assess to show understanding?2003 Grant Wiggins & Jay McTighe UBD 07/2003
14 Clear Targets Triangulation of Evidence Observation of Process Dialog with peersPresentationsObservation logs of group dialogObservation of a group performanceObservation of ProcessConstructed responseVisual organizer/outlineStory illustrationDialectial JournalDiagramPosters/letters to. .Conferencing withteacher/peersOral questioningRetelling on own wordsJournalsReflectionsClear TargetsConversationslistening to learnersCollection of ProductsTaken From: Gentry Hirohata’s UbD Day 2 presentation 2007
15 Desired Outcomes Revisit stage 1 (universal science vocabulary) Awareness of strategies that incorporate the development of scientific vocabularyAwareness of strategies to increase the amount of information on what students understand (observation of process and conversations)Completion of Stage 2 of the UbD process
16 Collecting Diverse Evidence of Assessment Performance tasksAcademic promptsTests/quizzesObservations/dialogInformal checks for understandingTaken from ASCD and Grant Wiggins and Jay McTighe 2003
17 Performance TasksComplex challenges that mirror the issues and problems faced by adults. They often yield one or more tangible products and performances.The setting is real or simulated and is authenticTypically require students to address an identified audienceAllows students to personalize the taskTask, evaluative criteria, and performance standards are known in advance and guide student work.Taken from ASCD and Grant Wiggins and Jay McTighe 2003
18 Academic PromptsOpen ended questions or problems that require students to think critically, not just recall knowledge, and to prepare a specific “academic” response , product, or performance.Require constructed responses or specific prompts under school/exam conditionsAre “open” with no single best answer or strategy.Often require the development of a strategyInvolve analysis, synthesis, and/or evaluationTypically require an explanation or defense of the answer givenInvolve questions typically asked only of students on school.Taken from ASCD and Grant Wiggins and Jay McTighe 2003
19 Tests and QuizzesFamiliar assessment formats consisting of simple, content-focused items thatAssess factual information, concepts and discrete skillUse selected responses (multiple choice, matching, true-false) or short answer formatsTypically have a single best answerMay be easily scored using an answer key or machineItems are not known in advanceTaken from ASCD and Grant Wiggins and Jay McTighe 2003
20 Student Activities in the Rigor/Relevance Framework Quadrant A AcquisitionMeasure the effect of temperature and concentration on the rate of reaction, such as Alka-Seltzer in water.Observe wave property of light, especially the phenomenon of interference, using soap bubbles.Construct models of molecules using toothpicks, marshmallows and gumdrops.Examine biological rhythms by recording changes in body temperatures.Use different colored clay/dough to demonstrate tectonic plates.Catalog human physical traits to determine inherited genetic traits.Illustrate proportion of worlds/freshwater, ice caps, and saltwater using an aquarium.Quadrant B ApplicationAnalyze heat produces from different fuel sources.Build a simple electrical circuit to illustrate digital principle of computers.Explore the stopping characteristics of a toy car, altering one variable at a time.Investigate the importance of interdependency and diversity in a rain forest ecosystem.Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream.Complete an energy audit of heat loss in a home.Conduct experiments to measure calories in food.Taken from: International Center for Leadership in Education
21 Student Activities in the Rigor/Relevance Framework Quadrant D AdaptationMeasure light pollution in the community.Collect data and make recommendationsto address a community.Design an air pollution control device.Design a device to transport human organs.Develop a concept for a new product and research the process for patenting the design.Collaborate with other students in collecting data on acid rain pH levels in area lakes.Design a model bridge to carry a specific load.Research communication innovations and predict innovations in the next 20 years.Quadrant C AssimilationDesign a science project to illustrate a science concept (e.g. photosynthesis)Analyze similarities and differences of spiders and insects.Research and sequence ages of plant and animal species.Discuss the impact of fat cholesterol in nutrition and health.Research and produce news program on earthquakes.Research and give presentations on astronomy topics.Identify chemicals dissolved in an unknown solutionTaken from: International Center for Leadership in Education
22 2 Questions for a practical test of your tests Could your test be passed without in-depth understanding?Could the specific test result be poor, but the student still understand or be able to effectively apply the ideas in question?The goal is to answer “no” to bothTaken from: Grant Wiggins and Jay McTighe /2003
23 Match Your Assessment With Your Benchmark Align your rigor/relevance according to the taxonomic levels of your benchmarks.Make sure you are assessing at the appropriate level.You can assess at the benchmark level, then take your student to a higher rigor and relevance level of understanding.
24 Clear Targets Triangulation of Evidence Observation of Process Dialog with peersPresentationsObservation logs of group dialogObservation of a group performanceObservation of ProcessConferencing with teacher/peersOral questioningRetelling on own wordsJournalsReflectionsConstructed responseVisual organizer/outlineStory illustrationDialectial JournalDiagramPosters/letters to. .Clear TargetsConversationslistening to learnersCollection of ProductsTaken From: Gentry Hirohata’s UbD Day 2 presentation 2007
25 Observation of Process Seating chart (track data)Thumbs Up . . .Thumbs Down5 Fingers3-2-1Crumbled PapersEntrance / Exit PassesPresentations
26 Conversations 1:1 conversations Journal Entries Student Self AssessmentPeer AssessmentThink, Pair, SquareTrack who is asking questions and what taxonomic levels are the questions