ubd and di connections - learning personalized

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Curriculum Instruction Assessment

for

understanding transfer

personal relevance

developed through

backward design

for for

individual fit

in response to

readiness interests

learning profile

evidence

feedback

informing instruction

engagement &

meaning making

reflection

UbD and DI Connections

Good curriculum comes first

•  Need clarity of goals – Guaranteed for all learners – Articulates what students are expected to

know, be able to do, and understand as a result of the learning experience

– Connects to larger scope and sequence of curriculum (both within and across classrooms, subjects)

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Zmuda and ASCD 2009 3

Stage 1 - Desired Results

Performance Tasks Other Evidence: Stage 2 - Assessment Evidence

Other Evidence: Stage 3 - Learning Plan

Other Evidence

Key Criteria

Established Goals/ Content Standards Understandings Essential Questions

Knowledge Skill

Differentiation in UbD

RED LIGHT: No/rare differentiation YELLOW LIGHT: Minimal differentiation GREEN LIGHT: Significant differentiation

Three stages of backward design

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences & instruction

Desired results for Stage 1 Enduring Understandings:

–  Desired results embody local/state/national requirements, not just align with them.

–  Goals (both technical proficiency and wisdom) are guaranteed for all learners, but the route to achieve those goals is differentiated.

–  If you value the desired result, it must be measured.

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Stage 1:Desired results

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Stage 1 - Desired Results

Enduring Understanding(s): Essential Questions(s):

Established Goals

Students will know and be able to do

• Insights students earn that will transfer to new learning

• Inquiry students pursue to earn insights and develop proficiency

• Content priorities for the unit / course / subject• Students will be accountable to demonstrate in their work

• Excerpted from national, state, and/or local documents• Demonstrates how school curriculum embodies system expectations


Established Goals Essential Questions

Knowledge Skills

Understandings Essential Questions

Established Goals (e.g., Content Standards)

Differentiation in UbD - Stage 1


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Desired results for Stage 2

Enduring Understandings: –  Assessment not only measures student performance,

it motivates it. –  “Thinking like an assessor” requires a different skill

set than being a great instructor. –  If you value the desired result, learners deserve

accessible opportunities to demonstrate learning.

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Assessment of Learning

•  Designed to produce defensible and accurate descriptions of student competence in relation to defined goals

•  Measure current level of what they know, do, and understand

•  Typically come at or near the end of a learning cycle

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Stage 2: Assessment Plan

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Stage 2 - Assessment Evidence

Performance Task(s): Other Evidence:

-Transfer to a new context -Real world situation

-All other forms of assessment



t oe

Needed Evidence

Key Criteria/ Scoring Rubric (s)

Performance Tasks Other Evidence

s

Open-ended, “authentic” performance tasks offer opportunities for valid differentiation, via variety in roles, audiences, scenario, products and performances.

Scoring criteria should be roughly the same for all, even if our expectations appropriately vary, given the evidence needs implied by STAGE ONE.

Reliability: Snapshot vs. photo album

•  Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot


Is the task relevant?

•  Connected to the classroom — extension of what was learned/preparation for what is being learned next

•  Connected to the real world — work that professionals in the field would do

•  Connected to student’s life — relevance of task to individualized development and style

•  Connected to capacity — students have clarity on what is expected from them and a plan for how to go about doing it and how it will be followed up on the next day

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Do students have the ability to be successful?

•  Assess before teaching •  Offer appropriate choices •  Provide feedback early and often •  Encourage self-assessment and goal

setting •  Allow new evidence of achievement to

replace old evidence

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Essential Questions

Learning Plan

•  use diagnostic assessments to check for prior knowledge, interests, etc.

•  allow student choice - e.g., resources,process, products/performances

•  sub-group for skills lessons•  provide varying degrees of support -

e.g., graphic organizers, outlines•  student support systems - e.g., reading

buddies, review partners, etc. •  flexible grouping by interest or style

What it takes for learning to happen

“Real learning happens at every age through a dynamic interaction between the student, his or her prior experiences and understandings and new experiences or information. If a lesson is not organized around a student’s inner activity of learning, then what is learned is superficial or fleeting.”

-- Tony Wagner, Making the Grade 18

All tasks should be respectful of each learner

•  Honors individual mental models, interests, and conceptions that students arrive with

•  Puts all learners on a pathway to accomplish articulated curriculum goals

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“Differentiation is making sure that the right students get the right

learning tasks at the right time. Once you have a sense of what each

student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”

Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl

Corwin Press, Inc. – 2003 – pp. 86-87 20

WRITING THE LEARNING PLAN I do this _____________ (activity) in order to prepare them for

this _____________ (task). OR

I do this _____________ (activity) in order to explore this _____________ (essential question).

OR I do this _____________ (activity) in order to become familiar

with/more proficient using this _____________ (knowledge and skill).

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Make assessment part of learning for everyone

Assessment for learning –  Look at student work to coach for quality –  Differentiate instruction based on what you see

Assessment as learning –  Teach students to learn about their own learning –  Reflect on nature of errors, talents, progress to

further personalize future learning

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Assessment for Learning

Information to modify and differentiate teaching and learning activities, streamline/target instruction and resources, use feedback to advance learning

“To make student learning visible so that teachers can

decide what to do to help students progress” – effectiveness is based on the usefulness of the information in designing next stage of learning

(importance of good record keeping).” -- Rethinking Classroom Assessment

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“Change must begin where the youngster is. Coaches know that no

matter what the envisioned long-term possibility, they must assess all

aspects of the youngster’s current state and start from that place. . .

This is as true for attitudes and beliefs as it is with skills and

competencies.” -- Andy Higgins

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How does student performance inform instruction?

27 Excerpted from NCTM website

Assessment as Learning

Develop and support metacognition: “Learning is not just a matter of

transferring ideas from someone who is knowledgeable to someone who is not,

but is an active process of cognitive restructuring that occurs when individuals

interact with new ideas.” -- Rethinking Classroom Assessment

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The cost of not teaching this…

Students will never be able to get beyond:

“Is this what you want?”

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Treating students as people comes very close to “living” the academic, personal, and social educational goals that are stated in most official policy documents. But more than that, involving students in constructing their own meaning and learning is fundamentally pedagogically essential—they learn more and are motivated to go even further.

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The New Meaning of Educational Change-Third Edition Michael Fullan, p. 162

Assessment as Learning

•  Model and teach skills of self-assessment •  Guide students and setting and monitoring

goals •  Models of good practice •  Compare learning over time; have clarity

about what proficiency looks like and where students are in relationship to it

•  Create an environment safe for students to take changes, support is readily available

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All learners need a balanced success to effort ratio


Struggling Learners:

Heavy Effort Little Success


Advanced Learners:

Great Success, Little Effort

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“Few can persist for the required time unless there is some satisfaction, some joy,

some sense of accomplishment in the daily

process.”

-- Andy Higgins

ubd and di connections - learning personalized

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