1. Parkway School District Day 2 Evidence of Understanding And Teaching for Understanding Understanding by Design THINK DIALOGUE COLLABORATE TEACH Authentic Education Presenters: J. Maranucci, S. Levy, F. Champine Stages - 2 & 3

2. What constitutes solid evidence of student understanding? How do we know the kids ‘Got it?’ We need to teach less and assess more.

3. What went wrong in Mr. Thompson’s Class Today? View this video of a classroom experience. View this video of a classroom experience. It is Monday morning. Mr. Thompson gave the unit test on Friday dealing with the early days of World War II. It is Monday morning. Mr. Thompson gave the unit test on Friday dealing with the early days of World War II. Observe his class and “meet” with him after the class period to discuss Assessment and how its use might have made a difference in his class today. Observe his class and “meet” with him after the class period to discuss Assessment and how its use might have made a difference in his class today.

4. Assessment Array

5. Assessment of Desired Results To what extent do the assessments provide valid, reliable and sufficient measures of the desired results (from Stage 1)? To what extent do the assessments provide valid, reliable and sufficient measures of the desired results (from Stage 1)? Go to PP.136-137 – Carefully read the focus questions for thinking about Evidence for Understanding. Go to PP.136-137 – Carefully read the focus questions for thinking about Evidence for Understanding. Preview the work of this stage of thinking and action Preview the work of this stage of thinking and action

6. What does it mean to approach your teaching like an assessor? – Look at PP. 138 – 140. These pages provide you with a thinking model as you approach your teaching. – IF - THEN - SO Reviewing these pages will put you in touch with a model for shaping the thinking and preparation for your teaching.

7. Thinking Like an Assessor

8. Assessor vs Lesson Designer Assessors ask themselves how will I know my students have learned what I intended and what they will need to TRANSFER their learning to new situations; how will my teaching be effective? Assessors ask themselves how will I know my students have learned what I intended and what they will need to TRANSFER their learning to new situations; how will my teaching be effective? Lesson Designers ask themselves what should I do today that will make my lessons interesting and fun for the kids, how will I keep them engaged? Lesson Designers ask themselves what should I do today that will make my lessons interesting and fun for the kids, how will I keep them engaged?

9. What is your Assessment Profile? – Go to page 143 and take the Self-Assessment of your assessment choices. – Look at Page 142 to help you with terminology. – Dialogue: What have you discovered about yourself as an assessor? – Look at page 146 and consider the possible assessments one might use to determine understanding. Page 148 is a blank you can use as you think your way through this process next year.

10. What can people do who UNDERSTAND? – Collaboration: Work with the people at your table and develop a list of all the things students or the average person can do to demonstrate their understanding. – Lets collect your data and generalize about the ability of people who understand. – Go to page 155 and look at the Facets of Understanding. What do you see as the difference between the Facets of Understanding and Bloom’s Taxonomy? – Look at page 156 – this can change the dynamic of your entire classroom work. Pages 157- 158 will provide you with other ideas.

12. TRANSFER work on Assessments Return to pages 152 – 154 – TRANSFER what you have learned so far about assessments and Facet questions and follow the template. Return to pages 152 – 154 – TRANSFER what you have learned so far about assessments and Facet questions and follow the template. First: Look at the examples – notice they begin with the goal in mind/goal or standard. First: Look at the examples – notice they begin with the goal in mind/goal or standard. Second: Notice the goal has been UNPACKED – Content to be taught is found in the nouns; process for assessment is found in the verbs. Second: Notice the goal has been UNPACKED – Content to be taught is found in the nouns; process for assessment is found in the verbs. Third: The understandings of the unit have been noted Third: The understandings of the unit have been noted Fourth: The tasks to prove the understanding have been developed. Fourth: The tasks to prove the understanding have been developed.

13. Work Backward from your Goal Consider the unit you want to teach next year, the one we have worked on yesterday. What is you Goal for your unit? The Goal for the unit is to have students… So that the students will be able to … Teacher needs What’s in it for the student? How will you know you both gained what you needed?

14. ONLY QUALITY ASSESSMENTS WILL HELP YOU AND YOUR STUDENT MEET THE GOALS OF YOUR PROGRAM. Consider your goal and the needs of the student and develop at least three FACET OF UNDERSTANDING QUESTIONS FOR YOUR UNIT.

15. TRANSFER TASKS Transfer – use new knowledge in unique situations demonstrating a sophistication of understanding. Transfer – use new knowledge in unique situations demonstrating a sophistication of understanding. Here is a good example of TRANSFER – Let’s take a peek at the German Coast Guard. Here is a good example of TRANSFER – Let’s take a peek at the German Coast Guard. Video Video

16. How to design Transfer Tasks – Look at the performance tasks on pages 169 – 168. – Collaborate: Work together to create a list of the commonalities found in the Performance or Transfer Task. – Gather Data – Confirm hypothesis: G.R.A.P.S. – LOOK AT EXAMPLES ON PP 170 AND 171. Pages 172 – 173 gives many examples of aspects of the model for you to think about. Pages 172 – 173 gives many examples of aspects of the model for you to think about.

17. Test your Hypothesis – LOOK AT PAGE 177 and figure out if this assessment meets your standard of evidence of understanding. Read through it with your team mates and make a decision. Collaboration: Transfer your learning to develop a Performance Assessment. Use pp. 175 -176 to guide you in your work. Collaboration: Transfer your learning to develop a Performance Assessment. Use pp. 175 -176 to guide you in your work. Collaboration: PP 178 – 179 will provide you with validation of your hypothesis. Collaboration: PP 178 – 179 will provide you with validation of your hypothesis.

18. Stage 2 – Teaching for Understanding How and Why does a curriculum and assessment program designed around understanding require a new approach to instruction? – Collaboration: How and Why does a curriculum and assessment program designed around understanding require a new approach to instruction? : Let us look at pp. 212 – 229 – WHERETO: Let us look at pp. 212 – 229 – What does it look like when it all comes together? – Video – “Using UbD” – 7 th grade science classroom model.

19. Watch the video and keep these questions in mind for discussion. 1. HOW DID THE TEACHER USE THE WHERETO MODEL TO DESIGN HIS LESSON? 2. WHAT IS YOUR REACTION TO THE LESSON AND HOW DID A-M-T PLAY A ROLE IN HIS DESIGN?

20. Practical Transfer to a Math Class Teach math through genres Mathematical Discussion Mathematical Discussion (Meaning Making, Formative Assessment, Re- think and Revise + Hook + Self- Evaluation) Game Shows Game Shows (Transfer, Formative Assessment, Equip + Self-Evaluation) Response Group Work Response Group Work – (Meaning Making, Formative Assessment, Re- Think and Revise) Individual Student Math Book Work Individual Student Math Book Work – (Meaning Making, Evaluation, Summative Assessment or Formative) Cross-Examination Cross-Examination – (Meaning Making, Formative Assessment, Equip, Re-think and Revise, Tailoring) Presenting Work Publicly Presenting Work Publicly – (Transfer, Summative Assessment, Self-Evaluation) Individual Student-Teacher Conversation Individual Student-Teacher Conversation (Meaning Making, Acquire, Equip, Rethink and Revise, Tailor, Self-evaluation) Games Games – (Transfer, Formative Assessment, Hook, Tailor, Self- Evaluation) Math Journal Writing Math Journal Writing – (Meaning Making, Formative Assessment, Rethink and revise, Tailoring, self- evaluation) Tests/Quizzes/Transfer Tasks Tests/Quizzes/Transfer Tasks – ( Transfer, Summative Assessment, Self- Evaluation) Article written by Amy Parks published in Phi Delta KAPPAN. April – 2009. “Teaching by Genre: Embracing a Diversity of Practices in Mathematics.”

21. CLOSURE How does this video summarize our two days together? Consider using this WORD SPLASH How does this video summarize our two days together? Consider using this WORD SPLASH. BIG IDEAS UNDERSTANDINGS ESSENTIAL QUESTIONS CONTENT & SKILLS COVERAGE UNCOVERAGE ACQUISITION OF NEW KNOWLEDGE TRANSFER MAKE MEANING DIAGNOSTIC ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT TEACHING FOR UNDERSTANDING MEANINGFUL GOALS

22. Our purpose in this workshop U B D THINK DIALOGUE COLLABORATE TEACH