1. Chapter 3- Gaining Clarity on our goals EDU 5103 Melisha Colon Paul Niland

2. Backward design is goal directed aiming for specific results and design backwards accordingly. Following the three stages of design prevents two common issues: Following the three stages of design prevents two common issues: 1. Aimless coverage of content 1. Aimless coverage of content 2. Isolated activities disconnected to the goals in the learner’s mind 2. Isolated activities disconnected to the goals in the learner’s mind

3. Stage 1- Identify desired results ‘We aim for specific results and design backward accordingly.’ ‘We aim for specific results and design backward accordingly.’ Step one : identify one or more goals ( content standards, course or program objectives, and learning outcomes) Step one : identify one or more goals ( content standards, course or program objectives, and learning outcomes)

4. Stage 1- Identify desired results Step two: what understandings are desired? Step two: what understandings are desired? Students will understand that…. Students will understand that…. Identify the enduring understandings based on the transferable big ideas that give the content meaning and connect the facts and skills. Identify the enduring understandings based on the transferable big ideas that give the content meaning and connect the facts and skills.

5. Knowledge vs. Understanding Knowledge: Summarizes straightforward facts and concepts. Knowledge can be acquired through reading and lecture. Example: Students knows key dates, battles, and general from the Civil War. Understanding: The result of student’s attempt to grasp concepts and lessons by inquiry, reflection, and performance. Understanding can be inferred from well- designed experiences. Example: How did one battle affect the outcome of the Civil War? What decisions did a general make that affected a battle’s outcome?

6. Stage 1- Identify desired results Step three: What essential questions will be considered? Step three: What essential questions will be considered? We frame the essential questions to guide student inquiry and focus instruction for uncovering the important ideas of the content. We frame the essential questions to guide student inquiry and focus instruction for uncovering the important ideas of the content.

7. Stage 1- Identify desired results Step four: What key knowledge and skills will students acquire as a result of this unit? Step four: What key knowledge and skills will students acquire as a result of this unit? Identify the knowledge and skills we want students to attain by the end of the unit or course. Identify the knowledge and skills we want students to attain by the end of the unit or course. A skill refers to something the student can do. A skill refers to something the student can do. Examples: Examples: Graph a linear function, count to 10, skip, write a complete sentence, use a microscope, locate a town on a map.

8. The standards movement In theory, clearly written standards provide a focus for curriculum, assessment, and instruction. However there are three common problems that educators come across: In theory, clearly written standards provide a focus for curriculum, assessment, and instruction. However there are three common problems that educators come across: 1. overload of information ( the number of listed standards outstrips the available time to learn them) 1. overload of information ( the number of listed standards outstrips the available time to learn them) 2. the Goldilocks Problem( some standards are too big and some are too small) 2. the Goldilocks Problem( some standards are too big and some are too small) 3. Some standards are written with educators having too many varying interpretations. 3. Some standards are written with educators having too many varying interpretations.

9. How can we prevent the three common “standards”issues Unpack the standards! Refer to the yellow unpacking worksheet done last class. Unpack the standards! Refer to the yellow unpacking worksheet done last class.

10. What is a big idea? An idea that is coherent and focused on clear and worthy intellectual priorities. The center of a unit design. An idea that is coherent and focused on clear and worthy intellectual priorities. The center of a unit design. These are not ‘big’ just because of their intellectual These are not ‘big’ just because of their intellectual complexity. They help the learner make sense of previous material as well as make new, unfamiliar concepts more manageable. complexity. They help the learner make sense of previous material as well as make new, unfamiliar concepts more manageable.

11. Transfer Value of Big Ideas The concept applies to many other inquiries and issues over time. The concept applies to many other inquiries and issues over time. (Examples : FDR’s New Deal, Ellis Island, Ozone depletion, persuasive speech, graphing a linear function) Big Ideas can transfer horizontally (across subject areas) or Big Ideas can transfer horizontally (across subject areas) or vertically (through one content area). vertically (through one content area).

12. Transfer Demand and Degree of Clue 4: Task appears unfamiliar with no clues how to solve problem. Student needs to make sense of problem on his or her own. 4: Task appears unfamiliar with no clues how to solve problem. Student needs to make sense of problem on his or her own. 3: Task may look unfamiliar but is presented with clues. 3: Task may look unfamiliar but is presented with clues. 2: The task is presented with explicit references to ideas or tasks but no reference to specific formulas or rules. 2: The task is presented with explicit references to ideas or tasks but no reference to specific formulas or rules. 1: Task presented so student simply needs to follow instructions and use given information. 1: Task presented so student simply needs to follow instructions and use given information.

13. New York Regents Exam Secondary Math Question To get from his high school to his home, Jamal travels 5 miles east and then 4 miles north. When Sheila goes to her home she travels 8 miles east and 2 miles south. What is the shortest distance, to the nearest tenth of a mile, between Jamal’s home and Sheila’s home? (Level 4 question)

14. Level 3

15. Level 2 A B

16. Level 1: Find the unknown side by using the Pythagorean Theorem (a^2+b^2=c^2) x 23

17. Prioritizing Framework We typically face more content than we can reasonably address yet all of which are equally important. We are oblidged to make choices and frame priorities around big ideas. We typically face more content than we can reasonably address yet all of which are equally important. We are oblidged to make choices and frame priorities around big ideas.

18. Clarifying content priorities Figure 3.3 handout and discussion Figure 3.3 handout and discussion

19. So how does this apply to us? Our instruction is the transporation of knowledge to our students. Our instruction is the transporation of knowledge to our students.

20. Before we hop on the road Before we hop on the road

21. We decide our destination and follow the signs to get there We decide our destination and follow the signs to get there

22. By establishing our goals prior to instruction we ensure student success and learning by following our “signs” which are our content standards. By establishing our goals prior to instruction we ensure student success and learning by following our “signs” which are our content standards.