Lenape School District Day 3 June 27, 2012

Teaching for Understanding- Stage 3 What are the instructional strategies that support understanding based teaching and learning? 2

The Learning Plan What activities, experiences, and lessons will get my students to where I want them to go? Activities included should align to Stages One and Two Suggested learning activities RBT and the Learning Plan

September, 2009 W. H. E. R. E. T.O. Instruction W =Where are we going? Why? What is expected? What do students already know and what are they able to do? H =How will we hook and hold student interest? E =What opportunities will there be to explore key ideas? To equip the students for expected performance? R =How will we help students rethink and revise? E =How will students exhibit their understanding, self-evaluate, and reflect on their learning? T = How will we tailor learning to varied needs, interests, etc. O =How will we organize and sequence the learning? W =Where are we going? Why? What is expected? What do students already know and what are they able to do? H =How will we hook and hold student interest? E =What opportunities will there be to explore key ideas? To equip the students for expected performance? R =How will we help students rethink and revise? E =How will students exhibit their understanding, self-evaluate, and reflect on their learning? T = How will we tailor learning to varied needs, interests, etc. O =How will we organize and sequence the learning? 4

Stage 3 Design Questions: If those are the desired results in Stage 1 and the tasks in Stage 2.. What do they need to acquire? What inquiries and meaning making must they actively be made to engage in? What transfer must they practice and get feedback on? If those are the desired results in Stage 1 and the tasks in Stage 2.. What do they need to acquire? What inquiries and meaning making must they actively be made to engage in? What transfer must they practice and get feedback on? 5

6 Acquire Make Meaning Transfer Crucial to get the balance right! Crucial to get the balance right! Effective Instruction for Understanding

Foundations of Learning

Acquisition Goals/Strategies 8

 Learn, with accurate and timely recall, important facts and discrete skills  Aim: automaticity of recall when needed in performance 9

Acquisition Strategies What they are… Appropriate strategy chosen to fit the needs of the content and the learner, either for fact or skill acquisition Showing or modeling Use of formative assessment and feedback for corrections and checks for understanding Learner is “doing” What they are not… Copying the notes “Plug and chug” with little or no explanation No formative assessment to check for understanding

Meaning Making Goals/Strategies 11

Meaning Making Goals/Strategies Make connections & generalizations, using the facts and skills – – e.g. main idea, proof, thesis, critique, interpretation, etc. AIM: independent and defensible inferences about texts, data, experiences - ‘helpful and insightful understandings’ 12

“Meaning Making” Strategies What they are… Student “engagement” Designed so that students make connections to prior knowledge and experiences Time for all students to process and correct misconceptions Formative asssessments/feedback to check for understanding Evidence, either verbal or written of student understanding What they arent… Student “compliance” “Coverage” vs. “Uncoverage” Teaching faster than all students can learn; erroneous processing may be taking place Little or no formative assessments No or little evidence of understanding

14 TransferTransfer

Transfer Goals/Strategies  Adapt your knowledge, skill, and understanding to specific and realistic situations and contexts  AIM: efficient, effective solutions for real-world (or realistic) challenges, audiences, purposes, settings 15

Transfer Strategies What they are… independently Given a new/novel reading, problem or scenario, students show evidence of being able to apply knowledge and skills independently Time and opportunity to rethink, reflect, re-evaluate and revise work What they aren’t… Sameness (task is essentially duplicated almost verbatim) Students are not appropriately prepared (Students are given scenarios for which they do not have the requisite knowledge and skills) No time or opportunity to reflect on work product

17 Our workshop has involved all 3 You have acquired information about UbD You have acquired information about UbD through lecture and review You have drawn conclusions from examples, generalized from experiences, and made sense of data through T/P/S You have drawn conclusions from examples, generalized from experiences, and made sense of data through T/P/S You have/will transfer general understandings to specific cases and situations in which you have designe a unit You have/will transfer general understandings to specific cases and situations in which you have designe a unit You have acquired information about UbD You have acquired information about UbD through lecture and review You have drawn conclusions from examples, generalized from experiences, and made sense of data through T/P/S You have drawn conclusions from examples, generalized from experiences, and made sense of data through T/P/S You have/will transfer general understandings to specific cases and situations in which you have designe a unit You have/will transfer general understandings to specific cases and situations in which you have designe a unit

AMT Game With a partner, categorize each of the following strategies :

Solving a real world problem Debating an issue Completing a map Think/Pair/Share Copying definitions Creating a graphic organizer Journal Writing Completing a timeline

Now, change partners. Compare your charts. Explain your reasoning for any differences you find.

1.Now, with the same partner, think about and discuss the strategies you have used in your classroom that have worked and improved student learning. Based on AMT, why have they worked so well? 2.Write them in the appropriate column your chart. ( pick just 3) 3.Now switch partners and share your chart with another educator. What were the differences?