UNDERSTANDING

BY DESIGN

Jacque Melin - GVSU

Film Clip

Todayand

Tomorrow

The ThreeMusketeers

Partner A Talk about the schools of Today!

Partner BPredict about schools of Tomorrow!

Partner CRelate film message to CCSS!

Curriculum

What is taught Textbooks covered,

worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for

all; thinking skills emphasized for gifted.

What is learned Identify what students

should know and be able to do

Life context Multiple resources Integrated subjects Basics and thinking skills

emphasized for all.

Yesterday Today

Instruction

Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning

Learner centered Organized for results Multiple teaching

strategies Reteaching and

enrichment Flexible groups Differentiated instruction Active learning

Yesterday Today

Assessment

Bell curve One opportunity After instruction Paper and pencil based Grades averaged Proving and

accountability Focus (content)

Precise and public criteria Multiple opportunities Integrated with instruction Performance based Grades on final

performance Diagnose and prescribe Focus (content) and

product and performance

Yesterday Today

“Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. “Excerpt from Common Core State Standards Document

My Confidence with teaching and assessing the Common Core State Standards

is…(1-4 high)

Poll Everywhere

Fist to FiveFist to Five

Show the number of fingers on a scale, with 1 being lowest and 5 the highest.

How well do you feel you know this information?Understanding by Design – for Unit Design

5. I know it so well I could explain it to anyone.

4. I can do it alone.3. I need some help.2. I could use more practice.FIST - I am only beginning.

Clock Partners

12

6

39

Near you

Not near you

Similar grade level

Your choice

A Few Questions to Begin

1. Does it matter that teachers have a clear learning destination for their students?

2. Does it matter whether the destination is likely to help students build stronger, more productive, more satisfying lives?

3. Does it matter if we know whether our students arrive at the destination?

4. Does it matter if some students are lost and have no idea how to reconnect with us and with learning?

5. Does it matter if some students are consistently ahead and spend considerable time waiting for the rest of us to catch up?

If your answer to any of the questions is, “Yes,” you’re at the right place…

A Few Questions to Begin

1. Does it matter that teachers have a clear learning destination for their students?

2. Does it matter whether the destination is likely to help students build stronger, more productive, more satisfying lives?

3. Does it matter if we know whether our students arrive at the destination?

4. Does it matter if some students are lost and have no idea how to reconnect with us and with learning?

5. Does it matter if some students are consistently ahead and spend considerable time waiting for the rest of us to catch up?

Understanding by Design Understanding by Design – –

McTighe and WigginsMcTighe and Wiggins

Classroom Assessment for Classroom Assessment for Student Learning: Doing it Student Learning: Doing it Right – Using it WellRight – Using it WellStiggins, et alStiggins, et al

We’re here to explore connections between…

Quality curriculum Quality assessment Quality instruction

On behalf of the students we On behalf of the students we teach.teach.On behalf of the students we On behalf of the students we teach.teach.

The challenge: Align goals, assessments, lessons

Why Understanding by Design?

• The need: Results

• In even our best students and their work, we see frequent –• Amnesia• Persistent misunderstanding• Rigid knowledge – no transfer

Why Understanding by Design

• The need: Design

• TWIN SINS: • “Aimless but fun Activity” and “Superficial Coverage”

“Coverage” Orientation

September ---------------------------------------- June

Content standards are the goals, not text coverage.

Use the textbook as a resource -- not the syllabus!

Understanding by DesignUnderstanding by Design Unit = Short for a “unit of study”. Units

represent a coherent chunk of work in courses or strands, across days or weeks.

No hard and fast criteria A body of subject matter that is

somewhere in length between a lesson and an entire course of study

Focuses on a major topic or process Lasts between a few days and a few

weeks.

Understanding by DesignUnderstanding by Design

Understanding by DesignUnderstanding by DesignStage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence

Stage 3: Plan Learning Experiences and Instruction

Stage 4: Reflection

Understanding by DesignUnderstanding by Design

Stage 1: Identify Desired Results Desired student learning

outcomes?

What will students know and be able to do by the end?

Understanding by DesignUnderstanding by Design

Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence What assessment tools?

project completion, presentations, rubric design, tests, quizzes, etc.

Understanding by DesignUnderstanding by Design

Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence

Stage 3: Plan Learning Experiences and Instruction What teaching methodology, lessons,

classroom experiences and activities will best achieve the desired learning outcomes?

Understanding by DesignUnderstanding by DesignStage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence

Stage 3: Plan Learning Experiences and Instruction

Stage 4: Reflection

Big Ideas of UBD – Stage 1

1. Identify desired results

What understanding will the students leave with?

UbD Stage 1UbD Stage 1Identify Results

Standards Understandings Essential Questions Knowledge, Reasoning, Skills

and Products

Stage 1 Template – Identify Desired Results

Identify Desired Results

Established Goals – Identify one or more Goals (e.g., content standards, course or program objectives, learning outcomes)

Enduring Understandings – based on the transferable big ideas that give the content meaning and connect the facts and skills.

Students will understand that…

Essential Questions –

Guide student inquiry and focus instruction for uncovering the important ideas and content.

Know –

Identify the key knowledge.

Students will know…

Be Able To Do –

Identify the key reasoning, performance skills, products.

Students will be able to…

Where do we begin?

Deconstructing the Standards is…

…a systematic process to identify embedded learning targets in standards and objectives so that nothing essential is missed during instruction.

Learning Targets (Objectives)

What students should know, understand and be able to do to master the standards/objectives

KUDs

Standard

Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the values based on their position on a number lineWhat must students know?

◦Position of simple positive fractions, positive mixed numbers, positive decimals, values based on position on a number lineWhat must students be able to do?

◦Identify, evaluate

We Need Clear Targets to. . .

1. Correctly identify what students know and don’t know

2. Select appropriate assessments3. Plan effective instruction4. Keep track of student learning target

by target5. Have students self-assess or set goals

likely to help them learn more

Types of Learning Targets

Knowledge knowing and understanding facts and concepts learned outright or via reference

Reasoning mental processes we want students to engage

in USING knowledge to solve problems

Performance Skills process is most important

Products using knowledge, reasoning, and skills to

create a product

Reasoning TargetReasoningKnowledge

Unit Planning Sequence

Determine your unit Locate the Common Core State Standards or content

expectations that are appropriate and important goals for this unit.

Ask yourself – “What types of standards are each of these?” – Knowledge, reasoning, performance (skills), product??? It’s best to write out the standards in your own words.

“Deconstruct” the standards into student friendly learning targets.

Determine the sequence of teaching/learning the targets.

Decide where you will insert formative assessments (assessments FOR learning).

Determine what type of assessment this must be – pre-assessments, informal, selected response assessment, extended written response assessment, performance task assessment???

Develop the assessments Develop instruction (daily lesson plans – focused on what

students will be assessed on)

Knowledge

The facts and concepts we want students to know. Some to be learned outright; some to be retrieved using reference materials.

Key words: explain, understand, describe, identify, tell, name, list, define, label, match, choose, recall, recognize, select, know

Examples: Knowledge Targets

Identify sight words. Identify similes and metaphors. Know defining characteristics of

various literary genres. Count and group concrete

manipulatives by ones, tens, and hundreds to 1,000.

Reasoning

Students use what they know to reason and solve problems, make decisions, plan, etc.

Key Words – analyze, compare/contrast, synthesize, classify, infer, evaluate, etc.

Examples: Reasoning Targets

Make a prediction based on evidence.

Distinguish between fact and opinion.

Evaluate information from a variety of resources.

Classify and compare triangles by sides and angles.

Performance (Skills)

Students use their knowledge and reasoning to act skillfully; where the doing is what is important.

Key words – observe, listen, perform, do, question, conduct, work, read, speak, use, demonstrate, explore, etc.

Examples: Performance (Skill) Targets

Read aloud with fluency and expression.

Use self-correction strategies. Use inductive reasoning to find and

justify the laws of exponents with numeric bases.

Model, identify and describe square, prime and composite numbers.

Products

Students use their knowledge, reasoning, and skills to create a concrete product.

Key words – design, produce, create, develop, make, write, draw, represent, display, model, construct, etc.

Examples: Product Targets

Produce a grammatically correct sentence.

Develop a proper paragraph form in a written composition.

Compose a written composition using the five-step writing process.

Create a design with more than one line of symmetry.

Deconstruction Steps

• Choose a standard/objective for which the embedded learning might not be consistently identified.

• Identify its ultimate type: knowledge, reasoning, performance (skill), or product.

• Ask four questions:• What knowledge do students need ?• What reasoning proficiencies (if any) do students

need?• What performance (skills) (if any) do students

need?• What products (if any) do students need to

practice?

Unit Planning Sequence

Determine your unit Locate the state standards that are appropriate and

important goals for this unit (Power Standards). Ask your self – “What types of standards are each of

these?” – Knowledge, reasoning, skills, product??? “Deconstruct” the standards into learning targets. Change the learning targets into “student friendly

targets.” Determine the sequence of teaching/learning the targets. Decide where you will insert formative assessments

(assessments FOR learning). Determine what type of assessment this must be – pre-

assessment, informal, selected response assessment, extended written response assessment, performance task assessment???

Develop the assessments Develop instruction (daily lesson plans – focused on what

students will be assessed on)

http://mid-illini.org/Common_Core_Resources.html

Also: Turn on Your Brain – for ELA 9 and 10http://turnonyourbrain.wordpress.com/2011/06/27/common-core-i-can-statements/

Kentucky Website

QUESTIONS?????

Unit Planning Sequence

Determine your unit Locate the state standards that are appropriate and

important goals for this unit (Power Standards). Ask your self – “What types of standards are each of

these?” – Knowledge, reasoning, skills, product??? “Deconstruct” the standards into learning targets. Change the learning targets into “student friendly

targets.” Determine the sequence of teaching/learning the

targets. Decide where you will insert formative assessments

(assessments FOR learning). Determine what type of assessment this must be – pre-

assessment, informal, selected response assessment, extended written response assessment, performance task assessment???

Develop the assessments Develop instruction (daily lesson plans – focused on what

students will be assessed on)

Writing student friendly targets“I can…” statements for what we want students to KNOW and DO?

Statements of intended learning. Statements that describe how we

will know that we have learned it. Should be posted or written, not

just shared verbally.

“I CAN…” Statements GOT IT!! Still

working on it

I need some more time

I CAN identify the steps in the scientific process

I CAN describe the purpose of each step in the scientific process

I CAN use the steps in the scientific process correctly

I CAN make observations about the world around me

I CAN ask questions about the observations I make

I CAN create an investigation to answer the question I ask

I CAN carry out the investigation I have created

I CAN record data and information that I find from my investigation

I CAN communicate the results of my investigation through discussions, graphs and charts or another form that I see fits

I CAN look over my observation, questions, investigation and results and form a conclusion to my original question.

1. I can identify the hypotenuse of any right triangle.

Who am I?

2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas.

3. I can create a physical proof of the Pythagorean theorem using cubes to show areas.

ca

b

4. I can find any side of a right triangle if I know the two other sides.

Don’t I know you from somewhere?

I’m right here!

5. I can recognize right triangles in real world applications.

6. I can create a right triangle out of any two points in a coordinate system.

B (2,3)

A (-3,-2)

7. I can use right triangles in a coordinate system to find the distance between two points.

How far is it from Albuquerque to Boston?

???

8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle.

9. I can deconstruct real world objects into circular objects.

10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.

R

H

Stage 1 Template – Identify Desired Results

Identify Desired Results

Established Goals – Here is where you would write the standards on Template 1

Enduring Understandings –

Students will understand THAT…

Essential Questions –

 

Know –

Put KNOWLEDGE targets here

Be Able To Do – Put REASONING, SKILL and PRODUCT targets here

Why identify kinds of learning targets?

Helps teachers design meaningful assessments and learning activities.

Helps determine best type of assessment: Selected Response Extended Written Response Performance Assessment Personal Communication (informal)

Big Ideas of UBD – Stage 2

2. Determine acceptable evidence

What IS the understanding?

Design assessments BEFORE you design lessons and activities.

Be clear about what evidence of learning you seek.

Selected Response Assessment

Students select the correct or best response. Multiple choice True/false Matching Short answer Fill-in-the-blank

Evaluated with an answer key

Extended Written Response (constructed response, essay)

Students construct a written answer at least several sentences in length in response to a question or task.

Evaluated with a checklist or rubric.

Performance Assessment

Assessment based on observation and judgment

Consists of a task (what students do) and scoring criteria (how you will judge quality).

Links Among Achievement Targets and Assessment Methods

Selected Response

Extended Written Response

Performance Task

Assessment

Personal Communication

Knowledge Good Good Not so good – too time consuming

OK – but time consuming

Reasoning Good (some reasoning)

Good Good Good

Skills Not good Not good Good Good (oral communication)

Products Not good Good (when written product)

Good Not good.

Unit Planning Sequence

Determine your unit Locate the state standards that are appropriate and

important goals for this unit (Power Standards). Ask your self – “What types of standards are each of

these?” – Knowledge, reasoning, skills, product??? “Deconstruct” the standards into learning targets. Change the learning targets into “student friendly

targets.” Determine the sequence of teaching/learning the targets. Decide where you will insert formative assessments

(assessments FOR learning). Determine what type of assessment this must be –

informal, selected response assessment, extended written response assessment, performance task assessment???

Develop the assessments Develop instruction (daily lesson plans – focused on what

students will be assessed on)

Think “Photo Album” versus “Snapshot”

Sound assessment requires multiple sources of evidence, collected over time.

Gather Evidence from a Range of Assessments

• Pre-Assessments

• Authentic tasks and projects – PERFORMANCE TASK ASSESSMENTS

• Academic exam questions, prompts, and problems, quizzes and test items – SELECTED RESPONSE ASSESSMENTS OR EXTENDED WRITTEN RESPONSE ASSESSMENTS

• Informal checks for understanding – EXIT CARD (for example)

• Student self-assessment

Developing Performance Assessments

USE

•GRASPS

GRASPS

G = Goal R = Role A = Audience S = Situation P = Product Performance and

Purpose S = Standards and Criteria for

Success

GRASPS G = I can create a well written lab report. R = Author of an accurate report to be written

for the U.S Mint A = U.S. Citizens S = What is there to know about pennies, besides that they’re worth

one cent? (Can you name what’s on each side of a penny, without looking?!) The U.S. Mint is the branch of the government responsible for producing paper and coin money. They want to put together a collection of reports that can tell U.S. citizens everything they could possibly want to know about pennies. In order to be accepted, the author of each report must be able to insure that the information provided in the collection of reports is accurate.

P = Your goal in this exercise is to choose one thing about pennies to study, conduct a well-designed experiment, and produce a report of your experiment that convinces U.S. citizens that your results are accurate and trustworthy. You may choose anything about pennies to study. Your final product will be a well-written lab report.

S = You will be evaluated using the same rubrics that appear in this packet. This task is a demonstration of your understanding of the scientific method and is a final unit assessment. I trust that you will create an excellent lab report and wish you the best of luck in your experimentation.

Exit Card

Answer

Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this

Would you help someone else learn this?

YES Not at this time

Exit Card Possible Questions

Describe one problem you faced during your Web Quest today. If you solved it, explain how.

Write one thing you learned today. Write one question you have about today's lesson. Write three words with the long "o" sound. Why are the North and South Pole so cold? Explain why Canada is not considered a melting pot. Give 3 descriptors of the proper forearm pass in volleyball. Draw a quick diagram that shows perspective. Of the 3 graphs we studied today which one did you find most

useful? Why? Name one positive and one negative thing that happened

during group work today. Multiply 3.45 by 2.4 In your own words explain why the formula for a right angle

triangle is 1/2 b x h.

Marcia Imbeau

Stage 2 Template – Determine Acceptable Evidence

What Evidence Will Show That Students Understand?

Performance Tasks:

GRASPS

Other Evidence:

Selected Response Assessments, Extended Response Assessments, Exit Cards, work samples, observations

Student Self–Assessment and Reflection

Big Ideas of UBD – Stage 3Big Ideas of UBD – Stage 3

3. Plan learning experiences and instruction

Consider the WHERETO elements

What do you need to teach to make sure students are learning to the level of understanding and will do well on the assessments?

Designing Instructional Activities to Promote Understanding

W = Where are we going? Why are we going there? In what ways will we be evaluated?

H = How will you hook and engage my interest?

E = How will you equip me for success? R = How will you help me revise, rethink,

refine, revisit what I am learning? E = How will I self-evaluate and self-express? T = How will you tailor your instruction to

meet my individual needs and strengths? O = How will you organize your teaching to

maximize understanding for all students?

3-2-1 EXIT SLIP

3 - Describe things about UbD, I learned today.

2 - Describe 2 things, I could use in my unit planning.

1 - List 1 item I still have a question about or need more follow-up on.