1. Differentiated Instruction (DI) Meets Understand by Design (UbD) UB EDUC- 503 May 29, 2012

2. So… What kind of learner are you? What were your biggest take-aways about assessment? Secret Strips! What do you remember about your classmates?

3. Understanding by Design The Big Ideas of UbD Forthcoming slides adapted from the work of Grant Wiggins and Jay McTighe

4. 3 Stages of (Backward) Design Stage 1: Identify desired results Stage 2: Determine acceptable evidence Stage 3: Plan learning experiences & instruction

5. Why backward? The stages are logical, but they go against habits Were used to jumping to lesson and activity ideas - before clarifying our performance goals for students By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

6. 3 Stages of (Backward) Design Stage 1: Identify desired results Stage 2: Determine acceptable evidence Stage 3: Plan learning experiences & instruction

7. Key: Focus on Big ideas 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 toward key issues and ideas, and suggest meaningful and provocative inquiry into content? What should students know and be able to do? What content standards are addressed explicitly by the unit?

8. Establishing Priorities

9. Six Facets of Understanding Explain - provide thorough, supported, and justifiable accounts of phenomena, facts and data Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. Apply - effectively use and adapt what is known in diverse contexts. Perspective - can see and hear points of view through critical eyes and ears; see the big picture. Empathize - find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. Self-Knowledge - perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; having an awareness of what one does not understand and why understanding is so hard

10. Brainstorming Essential Questions Based on the Facets

11. Provocative Essential Questions Have no one obvious right answer. Raise other important questions. Address the philosophical or conceptual foundations of a discipline. Recur naturally. Are framed to provoke and sustain student interest.

12. Reflection - Stage 1 Choose 1 to answer individually. Share response in a small group. Group selects 2 to share with class. I was surprised… I have been wondering… I realized that… Tonight I learned...

13. 3 Stages of Design: Stage 2 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

14. Just because the studentknows it … Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer Understanding is inferred, not seen It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

15. Reliability: Snapshot vs. Photo Album We need patterns that overcome inherent measurement error Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

16. For Reliability & Sufficiency: Use a Variety of Assessments Varied types, over time: authentic tasks and projects academic exam questions, prompts, and problems quizzes and test items informal checks for understanding student self-assessments

17. Curricular Priorities and Assessment Methods

18. Assessment of Understanding Brainstorming…. Using the Facets of Understanding Considering a Range of Evidence Determining Possible Performances

19. A Performance Task is Authentic if it… Is realistic. Requires judgment and innovation. Asks a student to do the subject. Replicates or simulates the contexts in which adults are tested in the workplace. Assess a students ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task. Allows appropriate opportunities to rehearse, practice, and consult resources; obtain feedback on performances; and refine performances and products.

20. Rubrics, Checklists, and Other Evidence UBD Templates http://4teachers.org4teachers RubiStar PBL Checklists QuizStar

21. 3 Stages of Design: Stage 3 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

22. Stage 3 big idea:

23. Think of your obligations via W. H. E. R. E. T. O. Where are we headed? How will the student be hooked? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness?

24. Reflection – Stage 2 Choose 1 to answer individually. Share response in a small group. Group selects 2 to share with class. I feel comfortable with...I would like to learn more about...I am still unclear or unsure about...I realize I need to take a closer look at...

25. Exit Card When I think of implementing the UbD model, I feel ______ because _____________________.