1. Jacque Melin, Facilitator www.formativedifferentiated.com 1

2.  You can expect: conversations activities movement learning

3.  learn from one another  actively participate  commit to a partnership in this journey melinj@gvsu.edu 616-450-0998 (cell) 616-331-6209 (office)

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5.  A dependence on your textbook as the “curriculum”  Superficial “coverage”  “Busy work” worksheets and aimless activities  Just the basics  Teacher centered  Passive learning  Assessment only AFTER learning on 5

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7.  What steps would you take to develop a UNIT?  For about 4 minutes, write down the steps you would take to develop a UNIT of study (2 to 4 weeks in length). Please do this alone…. 7

8.  Similar subject areas…  Compare lists  Write steps on Post-Its (one step per Post-It) and put in order on Chart Paper. Hang Chart Paper when finished.  (about 6 minutes)  Gallery Walk 8

9.  Examine the big ideas behind Understanding by Design (UbD)  Overview of UbD 9

10.  What is “understanding” as a goal and what does it demand of assessment and instruction?  How can we more likely achieve understanding by design rather than by good fortune? 10

11. 11 Teach Assess Plan Adjust

12.  A framework to – Stay focused on the long-term goals Get the blend of ‘content’ and ‘performance’ right Engage learners by using questions and tasks that focus on “understanding.” 12

13.  If too many students… do not apply their learning unless you ‘hold their hand’ do not know why they are learning what they are asked to see their job as passive learners 13

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15. 15 Stage 1: Identify the long-term desired results Stage 2: Determine appropriate assessment evidence to achieve those results Stage 3: Design learning activities and instruction, given the goals of Stage 1 and evidence in Stage 2

16. 16 Stage 1: GOALS Stage 2: ASSESSMENT Stage 3: LEARNING EVENTS

17. 17 Identify the topics and content to be covered Determine instruction for teaching the content When grades are due, assess the learning of the content

18.  Standards based… 18

19.  Content Standards = building code  The Curriculum = the architect’s blueprint 19

20.  Identify the standards that will be taught and learned during the unit GLCE, HSCE, CCSS, NGSS, C3 Framework for SSNGSS, C3 Framework for SS  Think about what question(s) you want students to be able to answer Often called “Essential Questions”  Deconstruct standards into meaningful “learning targets” What students should KNOW and be able to DO What kinds of learning targets? KNOWLEDGE, REASONING, SKILLS, PRODUCTS 20

21.  Write the “learning targets” in student friendly language. “I CAN….statements  Consider what kinds of things you will do to find out what your students already know about the content/skills in your unit. Pre-tests; surveys; class discussion; KWL chart, etc.  Share “learning targets” with your students. 21

22.  Decide how you will assess each “learning target” and develop those assessments. Formative/Summative? Formal/Informal? Selected Response/Extended Written Response/Performance Task Assessments?  What unprompted evidence will you use? Observations Dialogues  How will you help students self-assess? 22

23.  G =  R =  A =  S =  P =  S = Goal Role Audience Situation Product/Performance and Purpose Standards for Criteria and Success Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

24.  If you have determined the goals (STAGE 1), and  If you have determined the evidence of learning (STAGE 2),  THEN what kinds of learning activities are most appropriate? (STAGE 3) 24

25.  Decide what strategies/learning activities you will use to help students be successful. Small group/Large group Discussions Presentations Projects Essays Manipulatives Technology (Use of SMART Boards, Webquests/software applications, etc.) Educational games (traditional/digital) Learning Centers Role Play/Simulations Field trips (on-site or virtual) 25

26.  Consider how you might connect to or bring in other disciplines.  Decide what resources and materials you will need to find or develop.  Determine how you will adjust learning events for diverse learners (special needs, gifted, ELL, etc.)  Then and only then, work on daily lesson plans. 26

27.  Plan purposeful learning activities and directed teaching to help all students reach the desired achievements W – Where the unit is going, What is expected H – Hook and hold the students E – Equip students, Experience, Explore R – Rethink and Revise E – Evaluate and reflect T – Tailored learning to varied needs, interests, styles O – Organize and sequence learning

28.  The UbD Template– ‘ by design ’ addresses the issues we have identified 28 Stage 1 - Desired Results Performance Tasks Other Evidence: Stage 2 - Assessment Evidence Other Evidence: Stage 3 - Learning Plan Other Evidence

29.  September 15 and 22 29