1. Do Now With your group of 3 or 4, write down at least 12 different planning tasks that teachers need to do.  When you’re done, place your group’s cards in one stack and set them aside. We’ll come back to them in a bit.

2. Examining the Chronology of Planning Now, with your group, arrange your cards in order according to when, in the planning process, teachers complete the tasks that you named. Once you’ve agreed on a chronology, put the cards on the board in the agreed- upon order.

3. Comparing your Chronology to Understanding by Design Understanding by Design What are your goals? What will be the evidence that students have met those goals? What do students need to learn and be able to do to meet those goals? Your Chronology How did you begin the planning process? What is in the middle of your planning process? How did you end your planning process? What were the intended outcomes of your planning?

4. “Backwards Planning” (UbD) Theoretical Framework Select learning goals What do you want students to understand/know/learn by the end of the lesson or unit? (today) Design assessment tasks How will students demonstrate their developing mastery of those goals? (3 rd session) Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task? (2 nd session)

5. TYPES OF GOALS (UbD) COVERAGE VS. ACTIVITY VS. LEARNING vs. UNDERSTANDING

6. Goals for Understand vs. Goals for Learning Understanding “the constructivist result of attempts by the student to make sense of the work and lessons” Learning “the relatively straightforward facts and concepts that are to be gained from the learning and teaching activities”

7. TYPES OF LEARNING GOALS Cognitive (knowledge, skills) Affective (“I want to vote when I grow up,” “Math is cool!”, “I enjoy learning.”) Social/Emotional (cooperate with others, listen without being judgmental, feel confident speaking up even if unsure of “right” answer) Behavioral (raise hand, work independently, intervene when confronted with injustice) [Cultural/Normative (establish supportive classroom culture, set expectations)]

8. Aims vs. Goals AIMS broad principles that frame education, but give little guidance for daily activities may structure whole curriculum – school – district – teacher’s career student-, society-, or discipline-centered overarching, often across disciplines often aspirational GOALS always clearly articulated and observable; guide daily lessons tend to structure lessons, units, sometimes whole courses almost always student-centered sometimes interdisciplinary should be achievable

9. Taxonomy of Aims and Goals Aims Goals Discipline Centered Society Centered Student Centered Activity Coverage Learning Cognitive Normative Behavioral Social/ Emotional Affective

10. Formative Assessment: IDENTIFYING & CLASSIFYING GOALS Aim or Goal? If goal: Coverage, Activity, or Learning? If learning goal:  Cognitive  Affective  Social/Emotional  Behavioral  Cultural/Normative  Other Identifying and Classifying Goals Worksheet

11. Characteristics of Good Learning Goals If Goals  Assessments, then they must be: Clearly articulated Observable/Measurable Appropriate

12. Characteristics of Good Learning Goals Clearly articulated  students, parents, educators, and general public can understand them without additional explanation  focused and specific

13. Characteristics of Good Learning Goals Clearly articulated Observable/Measurable  teacher can measure or assess student mastery of the goal  students and parents can assess student mastery of the goal  short-cut evaluation for cognitive learning goals: uses a verb from Bloom’s Taxonomy

14. Characteristics of Good Learning Goals Clearly articulated Observable/Measurable Appropriate  goal meets students’ and/or society’s needs  as defined by…  goal is achievable given context  timeframe, class size, students’ ages and backgrounds, available resources, externally-imposed constraints  goal is worthwhile  aligned/consonant with teaching aims