in-depth seminar creating an understanding-based · —ralph w. tyler, basic principles of...

In-Depth Seminar

Day 1—Morning Keynote



Day 1—Morning Breakout

Day 2—Morning Breakout

Day 3—In-Depth Seminar

Creating an Understanding-BasedCurriculum and Assessment System

for 21st Century Learning

Jay McTighe

Jay M

cTigheJay

McTighe

Jay M

cTigheJay

McTighe

Jay M

cTighe

1

Creating an Understanding-Based Curriculum and Assessment System

for 21st Century Learning

Session Topics

An Understanding-Based Curriculum

A Curriculum Blueprint• Transfer Goals and Indicators• Overarching Us and EQs• Cornerstone Tasks and Rubrics

Three-Minute Pause

Meet in groups of 3–5 to ...summarize key points.add your own thoughts. pose clarifying questions.

√√√

Research Finding

A “guaranteed and viable curriculum” is the #1 school-level factor impacting student achievement.

(Marzano, What Works in Schools:Translating Research into Action, 2003)

© McTighe 2018. SolutionTree.comDo not duplicate.

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An Understanding-Based Curriculum

Plan Curriculum “Backward”3 Stages of Design

Teach and Assess forUnderstanding & Transfer

3 Stages of Backward Design

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences and instruction.

Design Curriculum “Backward”

1. What do you want students to learn?

2. How will you know they have learned it?

3. How will you teach to help them learn it?

—Ralph W. Tyler, Basic Principles of Curriculum and Instruction, 1949

The UbD Template

Reflects a way of thinking and planning

Fosters a “mental template” for effective design

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:


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Teaching and Learning for Understanding

Acquireimportant

knowledge and skills.

Understand“big ideas.”

Transfer learning to

new situations.

“The course to be run”

Curriculum ≠ a list of topics and related activities.

Curriculum

Curriculum = a plan to achieve designated goals.

Academic Standards

21st Century Skills

Long-Term Transfer

Goals


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Long-Term Transfer Goals

21st Century Skills

Indicators

OverarchingUnderstandings and Essential

Questions

Cornerstone Performance Tasks

TransdisciplinaryRubrics

Teacher-Developed Units and Lessons

Academic Standards

DisciplinaryRubrics

Indicators

OverarchingUnderstandings and Essential

Questions

Long-Term Transfer Goal

“Students will be able to independently use their learning to …”

An effective curriculum equips learners for autonomous performance

… by design!

Transfer Goal: Writing

Students be able to independently use their learning towill :

Effectively write in various genres for various audiences and purposes (inform, explain, entertain, persuade, guide, or challenge/change things).

• Make sense of never-before-seen, “messy” problems and persevere in trying to solve them.

• Construct viable arguments and critique the reasoning of others.

Transfer Goals: Mathematics


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• Read and comprehend complex literary and informational texts independently and proficiently.

• Choose to read during leisure time.

Transfer Goals: Reading Transfer Goal: History/SS

• Use knowledge of patterns of history to better understand the present and prepare for the future.

• Critically appraise historical claims and analyze contemporary issues.

• Participate as an active and civil citizen in a democratic society.

Transfer Goal: World Languages

Students will be able to independently use their learning to:

Effectively communicate with varied audiences and for varied purposes while displaying appropriate understanding of culture and context.

Transfer Goals: Science

• Use knowledge and reasoning to evaluate scientific claims or arguments and analyze current issues involving science or technology.

• Conduct an investigation following established scientific protocols.

North Slope Borough School District (2012)


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Transfer Goal: Health and Physical Education

• Make healthful choices and decisions regarding diet, exercise, stress management, alcohol/drug use throughout one’s life.

• Play a chosen game skillfully and with good sportsmanship.

Transfer Goal: Visual and Performing Arts

• Create purposeful artistic expressions through various media and styles.

• Value, and participate in, the arts throughout one’s life.

The Four Cs are long-term transfer goals!

Critical Thinking Creativity Communication Collaboration

Characteristics of Transfer Goals

Long-term (exit outcomes) Performance based Highlight autonomy Distinguish means from ends


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How do transfer goals relate to academic standards?

Dimension 1: Developing questions and planning inquiries

Dimension 2: Applying disciplinary concepts and tools

Dimension 3: Evaluating sources and using evidence

Dimension 4: Communicating conclusions and taking action

The Long-Term Aim of CCSS Is autonomous transfer.

Students who are college and career ready:

Demonstrate independence“Students can, without scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.”

CCSS Mathematical Practices MP5 and MP6

• Use appropriate tools strategically.

• Attend to precision.

Practice vs. The Game

Learning and Practicing• knowledge• skills • strategies

Requires Transfer• autonomous

application


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T-Chart Process

••••••

••••••

Indicators of a Critical Thinker Indicators of a non-Critical Thinker

Creative and Practical Problem Solver

As a creative and practical problem solver, I strive to: • carefully observe situations to identify a

problem. • define problems clearly and accurately. • brainstorm solution strategies using

reasoning, prior knowledge, common sense, and creativity.

• identify and gather relevant information to support solution strategies.

As a creative and practical problem solver, I strive to: • apply the steps necessary to carry out the

solution strategy. • identify patterns, trends, and relationships

that apply to the solution(s) of the problem. • evaluate the effectiveness of the process(es)

and solution(s). • extend and/or transfer the learning to new

situations.

Creative and Practical Problem Solver


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A coherent curriculum spirals around a set of “big ideas” and recurring essential questions.

• Mathematicians create models to interpret and predict the behavior of real-world phenomena.

Mathematical Modeling

• Mathematical models have limits and sometimes they distort or misrepresent.

“Big Idea” Understandings

• How can we best model this (real-world phenomena)?

• How reliable are its predictions?

Essential Questions

• What are the limits of this model?

Mathematical Modeling

• A convincing argument requires a clear position, logical reasoning and support with evidence.

Argumentation

• An effective argument contains rebuttals to possible objections.

“Big Idea” Understandings


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• What makes an argument persuasive?

Argumentation

Essential Questions

• What are possible objections to my argument? How might these be countered?

Next GenerationScience Standards

6. Structure and Function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

How are structure and function related:… in living things?

… in nonliving things?

Includes eight practices for K–12 classrooms.

Example: 1. Asking questions and defining problems

What are the characteristics of a problem worth investigating?

a

Next GenerationScience Standards

Overarching EQs for History and Social Studies

What can patterns of history teach us today?


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Is this source credible?

How do I know what to believe in what I read, hear and view?

Overarching EQs for Critical Thinking cor·ner·stone (n):

1. the first stone laid at a corner where two walls begin and form the first part of a new building

2. something that is fundamentally important to something

Cornerstone Tasks

Anchor the curriculum in important, recurring tasks.

Require understanding and transfer of learning.

Integrate 21st century outcomes. Provide evidence of authentic

accomplishments.(“Doing the subject” and “playing the game”)

Traditional Assessments(e.g., Tests, Quizzes, Skill

Checks, Observations)

Performance Tasks

CornerstoneTasks

• Authentic• Assess

transfer goals• Anchor the

curriculum(common assessments)

• Assess knowledge and skills

• Not usually authentic

• Unit specific

• Often culminating


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Transfer Goal: Writing

Students will be able to independently use their learning to:

Effectively write in various genres for various audiences and purposes (inform, explain, entertain, persuade, guide, or challenge/change things).

Since you are an accomplished ________,you have been asked to develop step-by-step directions to help other kids learn how to do it. Your directions should include words and pictures to help others learn how to ___________ like you.

Example:

How to Perform a Task

After reading ________ (literature or informational texts), write __________ (essay or substitute) that compares___________ (content) and argues ___________ (content). Be sure to support your position with evidence from the texts.

Example:

What’s Your Position


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Should drones be regulated?After researching possible commercial uses of drones and examining various opinions on the issue, form your own position and develop a (policy brief, editorial, blog) that argues your position. Support your position with evidence from your research, while acknowledging competing views.

Drone OnExample:

What makes something funny? After reading selections from Mark Twain and Dave Barry, write a review that compares their humor and argues which type of humor works for a contemporary audience and why. Be sure to support your position with evidence from the texts.

What’s Your Position?Example:

You have an idea that you believe will make your school better, and you want to convince school leaders that they should act on your idea. Identify your audience (e.g., principal, PTSA board, students) and:

1. Describe your idea.2. Explain why and how it will improve the school.3. Develop a plan for acting on your idea.

Your idea and plan can be communicated to your target audience in a letter, email, or presentation.

Involved CitizenExample:

After investigating a current political issue, prepare a position paper or presentation for a public policy maker (e.g., Congress person) or group (e.g., school board, legislative committee). Assume that the policy maker or group is opposed to your position. Your position statement should provide an analysis of the issue, consider options, present your position, rebut opposing positions, and attempt to persuade the public policy maker or group to vote accordingly.

Your position can be communicated in a written report, via a web blog, or delivered as a presentation.

Involved CitizenExample:


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Note:This format encourages

self-assessment

and goal setting by

the student.

First generation = Diary mapping

Third generation = Mapping performance backward from long-term transfer goals

It’s Time for Curriculum Mapping 3.0

Second generation = Consensus mapping against standards

First generation = Diary mapping

Third generation = Mapping performance backward from desired performances based on long-term transfer goals.

Curriculum Mapping: Three Generations

Second generation = Consensus mapping against standards

Moving from scaffolded to autonomous

performance –by design!


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Anticipate the Concerns

“Yes, but …”

We have too much content to cover as it is and the 4 Cs just add to an overcrowded curriculum.

Something to Think About …

“High-stakes testing has radically altered the kind of instruction that is offered in American schools, to the point that ‘teaching to the test’ has become a prominent part of the nation’s educational landscape.”

—Kohn, “Kohn on Standardized Testing,”New Learning (online)

“Practicing for a standardized test is like practicing for your physical exam!”

—Grant Wiggins

Beware: Confusing the Measures With the Goals

Most difficult item on NY State 10th grade math test!

Fewer than 30% of all 10th graders answered this item correctly, even though the Pythagorean theorem is routinely taught.

Why?

• Lack of cues

• Failure to transfer

• Do they really understand?


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Why arestandardizingeverything?

Possible Concerns

“Yes, but …”

Freedom Within StructureStage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

• School Mission• Program Goals• Content Standards

• Cornerstone Assessments

• Common Rubrics & Performance Standards

• Instruction (lesson plans, instructional strategies, sequence, grouping, resources)

Agree to agree. This is our job!

Agree on some common evidence.

Academic freedom & teacher autonomy

Agreed-upon, long-term transfer goalsand a set of cornerstone tasks provide the banks, within which professional prerogative, academic freedom, and teacher creativity can flow.

—Wiggins & McTighe, Understanding by Design (2005)

A River Needs Banks Thank You

To schedule professional development at your site,

contact Solution Tree at (800) 733-6786.


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