overview as related to wethersfield’s curriculum template
TRANSCRIPT
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UNDERSTANDING BY DESIGN
Overview as Related to Wethersfield’s
Curriculum Template
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 STAGES OF (“BACKWARD”) DESIGN
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WHY “BACKWARD”?
The stages are logical but they go against habits We’re 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
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THE “BIG IDEAS” OF EACH STAGE:
Assessment Evidence
Learning Activities
Understandings Essential Questions
stage
2
stage
3
Standard(s):
stage
1
Performance Task(s): Other Evidence:
Unpack the content standards and ‘content’, focus on big ideas Analyze multiple
sources of evidence, aligned with Stage 1Derive the implied learning from Stages 1 & 2
What are the big ideas?
What’s the evidence?
How will we get there?
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Essential Elements of Wethersfield’s
Template
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COVER• Course Name: • Department:• Grade(s): • Level(s): • Course Number(s): • Credits:• Course Description: This course description also
appears in the course catalogue. • Required Instructional Materials: Name, author,
date. (publisher and edition) • Revised/Approval Date: • Authors/Contributors:
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STAGE 1
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? (Objectives) (knowledge & skills)
What content standards are addressed explicitly by the unit?
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STAGE 2&3
Instructional Support Materials Supplementary (core listed on front page) Web sites, resources Reflect Best Practices Hands-on manipulatives
Suggested Instructional Strategies Variety Reflect Best Practices
Suggested Assessment Methods Variety Authentic Assessments
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ENDURING UNDERSTANDINGS
An understanding is a “moral of the story” about the big ideas
What specific insights will students take away about the meaning of
‘content’ via big ideas? Understandings summarize the
desired insights we want students to realize
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UNDERSTANDINGS: EXAMPLES...
Great artists often break with conventions to better express what they see and feel.
Price is a function of supply and demand. Friendships can be deepened or undone
by hard times History is the story told by the “winners” Math models simplify physical relations –
and even sometimes distort relations – to deepen our understanding of them
The storyteller rarely tells the meaning of the story
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EXAMPLES OF ENDURING UNDERSTANDINGS
Art One gains insight into a
culture by studying its art forms.
World Language Studying other languages
and cultures offers insights into our own.
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Health Participation in lifelong
sports promotes physical and mental wellness.
Music Musical tastes vary. Your
noise is my music.
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WHAT ARE THE COMMON ELEMENTS?
• One gains insight into a culture by studying its art forms.
• Musical tastes vary. Your noise is my music.
• Participation in lifelong sports promotes physical and mental wellness.
• Studying other languages and cultures offers insights into our own.
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UNDERSTANDING, DEFINED: THEY ARE...
Specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’
Deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”
Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood
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KNOWLEDGE VS. UNDERSTANDING
An understanding is an unobvious and important inference, needing “uncoverage” in the unit; knowledge is a set of established “facts”.
Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’
Any understandings are inherently fallible “theories”; knowledge consists of the accepted “facts” upon which a “theory” is based and the “facts” which a “theory” yields.
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ESSENTIAL QUESTIONS
Essential questions
help drive
instruction
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EXAMPLES OF ESSENTIAL QUESTIONS
Art Do artists have a responsibility to
their audience to produce work that does not continue stereotypes or further prejudice?
Foreign Language Do people from different cultures
tell stories in a different fashion with different intentions?
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Health Is the ability to make
decisions determined by nature or nurture?
Music What is the difference, if any,
between good music and great music?
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Art Do artists have a responsibility to their
audience to produce work that does not continue stereotypes or further prejudice?
World Language Do people from different cultures tell
stories in a different fashion with different intentions?
Health Is the ability to make decisions
determined by nature or nurture? Music
What is the difference, if any, between good music and great music?
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What are the common elements of Essential Questions?
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WHAT ARE THE COMMON ELEMENTS?• Have no simple, right answer• Raise other important questions,
often cross subject boundaries• Often address philosophical or
conceptual foundations of a discipline
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• Naturally and appropriately recur to highlight big ideas and issues
• Can effectively provoke and sustain student inquiry
• Can be overarching and topical, guiding, or provoking
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ESSENTIAL QUESTIONS
What questions – are arguable - and important to argue
about? are at the heart of the subject? recur - and should recur - in professional
work, adult life, as well as in classroom inquiry?
raise more questions – provoking and sustaining engaged inquiry?
often raise important conceptual or philosophical issues?
can provide organizing purpose for meaningful & connected learning?
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I have examples of Essential Questions and
Enduring Understandings
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OBJECTIVES
Need to be measurable (link to assessments)
No – Fractions, types of energyYes - Describe how different types of stored
(potential) energy can be used to make Objects move (kinetic energy). (C14)
Link Standards after objective (or paste standard below)
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UNIT OBJECTIVES
3.1 Identify the basic parts and functions of a simple compound microscope. (CINQ 5)
3.2 Apply appropriate microscope techniques when observing specimens (creating wet and dry slides, focusing, switching powers, calculate magnification, cleaning, etc.). (CINQ 5)
3.3 Describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria, and cell membrane, and how
they function to support life. (C15) 3.4 Compare and contrast plant, animal, and bacterial cells. 3.5 Explain the structure and function of the chromosomes
found in the nucleus. (C15)
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OVERARCHING SKILLS
This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills,
research skills, etc. These objectives should be taught and assessed through the integration of the other units. This
unit is not meant to be taught in isolation as a separate unit.
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SKILLS – SCIENCE EXAMPLE - INQUIRY
Objectives: S.1 Identify questions that can be answered through
scientific investigation. S.2 Examine the credibility of scientific claims in
different sources. S.3 Design and conduct appropriate types of scientific
investigations to answer different questions. S.4 Formulate a hypothesis in the ‘If…., then…
because…’ format. S.5 Identify independent and dependent variables, as
well as those variables that are kept constant.
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 STAGES OF UBDSTAGE 2
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Instructional Support Materials
Supplementary (core listed on front page) Web sites, resources Reflect Best Practices Hands-on manipulatives What would be helpful to teacher teaching
course for the first time? Budget implications
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Sample Instructional Support Materials
Microscopes, prepared slides of skin, nerve, muscle, sperm, and other animal and plant cells
Microworlds sciece kit, STC Blank slides, cover slips, iodine, methylene blue, bleach,
alcohol, lens paper, Anacharis TV and video scope Plant and animal cell models Color pictures of cells Salt, balances, potatoes www.cellsalive.com http://www.ibiblio.org/virtualcell/index.htm (Virtual cell.com)
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Suggested Instructional Strategies
Reflect Best Practices Varied Tied to other parts of template See large handout
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Sample Instructional Strategies
Performance tasks Inquiry investigations Modeling WebQuest Guest speaker – doctor/nurse, lab technician, etc. Use the microscope to observe animal and plant
cells and organelles such as cell walls, membranes, nucleus, & chloroplasts
Observe the Elodea/Anacharis (plant) under the microscope and prepared cheek cells (animal)
Make to-scale labeled drawings of preserved and live slides
Assess accuracy of labeled microscope
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Make a diagram/concept map that illustrates the connections between processes that occur in the cell to the same processes that occur in the larger human body (ex. Brain and nucleus control the body, mitochondria and stomach, circulatory system and ER, etc.)
Cell analogies - compare the structure and function of the cell organelles to a town, school, factories
Edible cell models or three dimensional model Illustrate a selectively permeable membrane and
the movement of materials such as water, waste, CO2, H20, and nutrients from a high to low concentration
Demonstrate osmosis using a dialysis tubing, soak celery in colored water, soak raisins in water
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Suggested Assessment Methods Variety Authentic tasks and projects Tied to other parts of template academic exam questions, prompts, and
problems quizzes and test items informal checks for understanding student self-assessments See large handout
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Sample Assessment Methods
• Lab reports • Open-ended questions • Teacher observations • Essays and/or compositions • Models • Projects and presentations • Illustrations of structure and function, osmosis, etc
**Could have more specific details.
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NOT NECESSARY TO FILL IN THE TEMPLATE “IN ORDER”
There are many ‘doorways’ into successful design – you can start with...
There is an alignment between each section of the template
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AUDIENCE
• BOE approval process• Parents• New Teachers• Other Districts Should reflect accurately what is
happening in classroom. Should “paint a picture” in the readers mind.
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COLLABORATION
Engage in conversations Content Experts Curriculum Experience