exemplary instructional units: incorporating transition goals with statewide standards and...

Exemplary Instructional Units:Exemplary Instructional Units: Incorporating Transition Goals with Incorporating Transition Goals with Statewide Standards and Statewide Standards and Research-Based Unit DesignResearch-Based Unit Design

Pamela Luft, Ph.D.Pamela Luft, Ph.D.Kent State UniversityKent State University [email protected]@kent.edu

OSEP Project Director’s MeetingOSEP Project Director’s Meeting

Washington, DC July 26, 2005Washington, DC July 26, 2005

July 26, 2005July 26, 2005 Pamela Luft, PhDPamela Luft, PhD

The Pressure for The Pressure for Standards-Based Standards-Based InstructionInstruction

Federal RequirementsFederal Requirements Goals 2000 & America 2000Goals 2000 & America 2000 NCLBANCLBA

AYPAYP Proficiency TestsProficiency Tests

State and District RequirementsState and District Requirements Use of State Curriculum StandardsUse of State Curriculum Standards Grade-level Proficiency TestsGrade-level Proficiency Tests


Concerns with Concerns with StandardsStandards

The Problems:The Problems: Content standards often are vague and difficult to use for teaching Content standards often are vague and difficult to use for teaching

(Popham, 2001). (Popham, 2001). Standards and benchmarks are not easily measurable, Standards and benchmarks are not easily measurable,

observable, or lead to accountability-focused behavioral observable, or lead to accountability-focused behavioral objectives; objectives;

Task or skill-focused concrete and definitive lessons are unlikely Task or skill-focused concrete and definitive lessons are unlikely to address the nature or scope of these standards;to address the nature or scope of these standards;

Task analyses are difficult with broad, conceptually-focused Task analyses are difficult with broad, conceptually-focused standards.standards.

The Need:The Need: Schools are under increasing pressure to raise student outcomes Schools are under increasing pressure to raise student outcomes

and use state standards for teaching. and use state standards for teaching.


Difficulties with Applying Difficulties with Applying Exemplary StrategiesExemplary Strategies

Linear task analysisLinear task analysis Results in a nearly-overwhelming array of steps and sub-steps to Results in a nearly-overwhelming array of steps and sub-steps to

achieve a single broad and comprehensive standard.achieve a single broad and comprehensive standard. Example: 10Example: 10thth grade: Vocabulary Acquisition (ODE) grade: Vocabulary Acquisition (ODE)

Infer the literal and figurative meaning of words and phrases Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including and discuss the function of figurative language, including metaphors, similes, idioms and puns.metaphors, similes, idioms and puns.

Skills: inferring (a) literal and (b) figurative meaning of (a & b-1) Skills: inferring (a) literal and (b) figurative meaning of (a & b-1) words and (a & b-2) phraseswords and (a & b-2) phrases

Discussing (identifying & describing): function of figurative Discussing (identifying & describing): function of figurative language:language:

MetaphorsMetaphors SimilesSimiles IdiomsIdioms Puns Puns


Exemplary InstructionExemplary Instruction

Is more than linear learning paths and Is more than linear learning paths and observable outcomesobservable outcomes

Should provide: Should provide: Inquiry and problem-solving focusInquiry and problem-solving focus Depth of understandingDepth of understanding Clear relationships and interrelationships Clear relationships and interrelationships

among broad and life-long conceptsamong broad and life-long concepts Redundancy of key concepts across diverse Redundancy of key concepts across diverse

contentcontent


Incorporating StandardsIncorporating Standards

Aim for depth, rather than superficial breadth Aim for depth, rather than superficial breadth (TIMMS report)(TIMMS report) Develop lessons based on unit themesDevelop lessons based on unit themes

Broad themes can better address the comprehensive nature Broad themes can better address the comprehensive nature of standards of standards

Unit themes support redundancy of learning:Unit themes support redundancy of learning: increasing depth of understanding increasing depth of understanding allowing expansion and extension of related skills and allowing expansion and extension of related skills and

knowledge—the standardsknowledge—the standards Unit themes link individual tasks and activities:Unit themes link individual tasks and activities:

to reduce fragmentation and to reduce fragmentation and build broad knowledge and skill learnings. build broad knowledge and skill learnings. To develop unified lessons that lead to achievement of To develop unified lessons that lead to achievement of

standards.standards.


Integrating Standards Integrating Standards with Research-Based with Research-Based PracticesPractices

Exemplary unit-based instruction Research-based unit developmentResearch-based unit development

Understanding by Design Provides a 3-stage process for design of Provides a 3-stage process for design of

comprehensive learning comprehensive learning Stage 1 begins by incorporating external standardsStage 1 begins by incorporating external standards

Integrates research on learning and teaching Integrates research on learning and teaching ((http://http://www.ubdexchange.org/resources.htmlwww.ubdexchange.org/resources.html))

(Wiggins and McTighe, 1998)(Wiggins and McTighe, 1998)


Unit Design ProcessUnit Design Process Stage One: “Backward Design” ProcessStage One: “Backward Design” Process Begin with NeedsBegin with Needs

Incorporate external standardsIncorporate external standards ““Unpack” them into meaningful and teachable chunks. Unpack” them into meaningful and teachable chunks.

Review the standard for those elements that areReview the standard for those elements that are (a) worth being familiar with,(a) worth being familiar with, (b) what is important to know and understand, and (b) what is important to know and understand, and (c) what is authentic and relevant and of life-long value (c) what is authentic and relevant and of life-long value

to the student. to the student. Identify student needs that are:Identify student needs that are:

Life-long and enduringLife-long and enduring Relevant and authenticRelevant and authentic Address key misperceptions or misunderstandingsAddress key misperceptions or misunderstandings ““Hook” the studentsHook” the students


Unit Design ProcessUnit Design Process

Stage Two: Identify Comprehensive Stage Two: Identify Comprehensive AssessmentsAssessments Plan a variety of assessments that demonstrate Plan a variety of assessments that demonstrate

achievement of overarching understandingsachievement of overarching understandings Use the Six Facets of UnderstandingUse the Six Facets of Understanding Review to ensure sufficient evidence that Review to ensure sufficient evidence that

demonstrates the unit understandingsdemonstrates the unit understandings Stage Three: Develop InstructionStage Three: Develop Instruction

Plan lessons and activities that prepare students Plan lessons and activities that prepare students for the assessments that demonstrate their for the assessments that demonstrate their understandingunderstanding


Six FacetsSix Facets

UbD Facet Facet Description

Facet 1: Explanation Sophisticated explanations and theories

Facet 2: Interpretation Interpretations, narratives, and translations

Facet 3: Application Use knowledge in new situations and contexts

Facet 4: Perspective Critical and insightful points of view

Facet 5: Empathy Ability to get inside another person's feelings

Facet 6: Self-knowledge To know one's ignorance, prejudice, and understanding


Transition-Focused Transition-Focused Exemplary Unit DesignExemplary Unit Design

Stage 1 ComponentsStage 1 Components Transition is based on students’ life-long needsTransition is based on students’ life-long needs Transition is student-centered, authentic, and Transition is student-centered, authentic, and

relevantrelevant Based on student needs, interests, and preferencesBased on student needs, interests, and preferences

Combine standards with a transition focus to Combine standards with a transition focus to ensure units address:ensure units address: Life-long, enduring, authentic issues that “hook” Life-long, enduring, authentic issues that “hook”

studentsstudents


Transition Unit PlanningTransition Unit Planning Use Stage One

Use transition needs with state standards to identify overarching Use transition needs with state standards to identify overarching and enduring unit understandingsand enduring unit understandings ““Unpack” standards into key componentsUnpack” standards into key components Apply transition needs and issuesApply transition needs and issues Compile into student-focused inquiry-based questionsCompile into student-focused inquiry-based questions

To Support Stage Two Assessments across the Six Facets Assessments across the Six Facets

Ensures comprehensiveness of learnings—breadth and depthEnsures comprehensiveness of learnings—breadth and depth Documents “understanding” of enduring unit understandings—IEP/ITP Documents “understanding” of enduring unit understandings—IEP/ITP

And Develop Stage Three Instructional activities that ensure students have knowledge and Instructional activities that ensure students have knowledge and

skills to fully demonstrate their “understandings”skills to fully demonstrate their “understandings”


Transition Project at Transition Project at Kent State UniversityKent State University http://http://www.educ.kent.edu/fundedprojects/TSPT/grant.htmwww.educ.kent.edu/fundedprojects/TSPT/grant.htm


Project AchievementsProject Achievements

Years 1-2 Teacher-initiated units at the middle and Teacher-initiated units at the middle and

high-school levelhigh-school level Unit design process initiatedUnit design process initiated General outcomes documentedGeneral outcomes documented

Years 3-4 Research-based unit topics Research-based unit topics

Use of web-site to disseminate unitsUse of web-site to disseminate units Reduced interest due to NCLBA (?) and IDEIAReduced interest due to NCLBA (?) and IDEIA

Classroom emphasis on testing and preparationClassroom emphasis on testing and preparation Teacher concern about “highly qualified” standardsTeacher concern about “highly qualified” standards


Transition Unit ExamplesTransition Unit Examples

Teacher-Developed Units CareersCareers

Research-Based Units Student Participation in IEP MeetingsStudent Participation in IEP Meetings

Middle SchoolMiddle School High SchoolHigh School

Career DevelopmentCareer Development Career ExplorationCareer Exploration


Transition Implementation: Transition Implementation: Stage OneStage One

Identify student needs using state standards and IEP/transition outcomes

Develop a web or outline of the different content areas List the core standards for each content areaList the core standards for each content area Incorporate student needs where appropriateIncorporate student needs where appropriate

Expand and “explode” standards into components Brainstorm all possible standard components and then revise Brainstorm all possible standard components and then revise

or prioritize into their key componentsor prioritize into their key components Contact content area specialists for their input for delineating Contact content area specialists for their input for delineating

standards into their key components, and for facet and activity standards into their key components, and for facet and activity ideasideas

Use internet teaching resources and lists to initially expand Use internet teaching resources and lists to initially expand standard-related activities standard-related activities


Implementation:Implementation:Stage OneStage One Examine unit web and synthesize content areas

into several comprehensive, inquiry-based questions Evaluate and choose one unit question that most effectively:Evaluate and choose one unit question that most effectively:

Utilizes the key learning needs and “core” contentUtilizes the key learning needs and “core” content Engages and “hooks” students into inquiry-focused knowledge & skill Engages and “hooks” students into inquiry-focused knowledge & skill

acquisitionacquisition

Develop 1-3 overarching goals and outcomes Develop goals that link content areas and student needsDevelop goals that link content areas and student needs Review goals, outcomes, and questions to ensure match and linkage Review goals, outcomes, and questions to ensure match and linkage

Use unit theme to expand content and unit cohesiveness List possible activities that fully develop core components of the List possible activities that fully develop core components of the

standardsstandards Address key student needs and interestsAddress key student needs and interests


Implementation:Implementation: Stage Two Stage Two

Develop assessment activities for the Six Facets across each unit goal/outcome List unit goals that can be addressed in each facetList unit goals that can be addressed in each facet

Combine into culminating projects or activitiesCombine into culminating projects or activities Review the unit’s web outline of content areas to ensure coverage of each Review the unit’s web outline of content areas to ensure coverage of each

standard and student needstandard and student need

Utilize Facets to develop a rubric with scoring Note specific standards and needs addressed by each facetNote specific standards and needs addressed by each facet Plan a variety of assessments that demonstrate achievement Plan a variety of assessments that demonstrate achievement Select assessments that result in measurable outcomesSelect assessments that result in measurable outcomes

Support clear unit criteria for each facetSupport clear unit criteria for each facet Develop into outcomes measures to document standards and IEP/ITP goalsDevelop into outcomes measures to document standards and IEP/ITP goals

Review for sufficient evidence of overarching and enduring understandings


Implementation:Implementation: Stage Three Stage Three

Plan lessons and activities Ensure breadth and depth of learningEnsure breadth and depth of learning Prepare for assessment activity requirementsPrepare for assessment activity requirements Use inquiry-based questions to focus activitiesUse inquiry-based questions to focus activities Use unit theme to reinforce and link key learnings Use unit theme to reinforce and link key learnings

into broad understandingsinto broad understandings


A growing number of university programs utilize this process Teachers College at Columbia University, Teachers College at Columbia University, Penn State Univ., Penn State Univ., Old Dominion Univ., Old Dominion Univ., Vanderbilt Univ., and the Univ. of Maryland, Vanderbilt Univ., and the Univ. of Maryland,

Understanding by Understanding by Design : UtilizationDesign : Utilization


Summary of StepsSummary of Steps1.1. Use comprehensive unit design focusing on inquiry-based questions; this Use comprehensive unit design focusing on inquiry-based questions; this

addresses addresses breadthbreadth of the standards as well as necessary of the standards as well as necessary depthdepth for retention of for retention of learning.learning.

2.2. Begin with a web outline of different content standards with potential relevance to Begin with a web outline of different content standards with potential relevance to student-based transition needs.student-based transition needs.

3.3. ““Unpack” the standards into key components, and evaluate each component for Unpack” the standards into key components, and evaluate each component for “core” content and relevance to transition needs.“core” content and relevance to transition needs.

4.4. List possible activities that comprise segments of these core components within List possible activities that comprise segments of these core components within the web.the web.

5.5. Develop 1-3 overarching unit goals/outcomes for students to achieve that reflect Develop 1-3 overarching unit goals/outcomes for students to achieve that reflect the integration of standards across content areas and transition.the integration of standards across content areas and transition.

6.6. Develop assessment activities for the six facets across each of the unit Develop assessment activities for the six facets across each of the unit goals/outcomes; ensure that each unit goal is adequately represented (but also goals/outcomes; ensure that each unit goal is adequately represented (but also utilize culminating activities that can incorporate multiple goals and facets when utilize culminating activities that can incorporate multiple goals and facets when possible).possible).

7.7. Review the web outline with activities for each standard; ensure that activities are Review the web outline with activities for each standard; ensure that activities are of sufficient quantity and quality such that students will have the skills to be of sufficient quantity and quality such that students will have the skills to be successful across all six facets; add activities as needed and if unsure:successful across all six facets; add activities as needed and if unsure:

a.a. Brainstorm all possible standard components and identified transition needs, then revise Brainstorm all possible standard components and identified transition needs, then revise or prioritize into their key components;or prioritize into their key components;

b.b. Contact content area and transition specialists for assistance with standards and Contact content area and transition specialists for assistance with standards and transition components, and for facet and activity ideas;transition components, and for facet and activity ideas;

c.c. Use internet teaching resources and lists to initially expand and integrate activities Use internet teaching resources and lists to initially expand and integrate activities


Summary of StepsSummary of Steps

8.8. Use the integrated components to review inquiry-based Use the integrated components to review inquiry-based overarching question; develop 1-3 key unit outcomes.overarching question; develop 1-3 key unit outcomes.

9.9. Utilize facets to develop a rubric with scoring for the unit Utilize facets to develop a rubric with scoring for the unit outcomes; develop specific standards for each facet.outcomes; develop specific standards for each facet.

10.10. Utilize facets to develop a listing of needed lessons and Utilize facets to develop a listing of needed lessons and instructional activitiesinstructional activities

11.11. Review unit web of content standards to check for coverage Review unit web of content standards to check for coverage across facets and lesson activities.across facets and lesson activities.

12.12. Ensure that activities are of sufficient quantity and quality Ensure that activities are of sufficient quantity and quality a.a. Students must be able to develop the skills that will lead to success Students must be able to develop the skills that will lead to success

across all six facetsacross all six facets

13.13. Review activities for relevance and link to overall unit goals and Review activities for relevance and link to overall unit goals and overarching unit questions.overarching unit questions.

14.14. Use the activities listing to begin lesson plan development.Use the activities listing to begin lesson plan development.


Instructional OutcomesInstructional Outcomes

Teachers use state standards to raise Teachers use state standards to raise expectations.expectations.

Transition needs and issues ensure life-Transition needs and issues ensure life-long, authentic, and relevant instructionlong, authentic, and relevant instruction

Exemplary unit design process that Exemplary unit design process that ensures breadth and dept of learning.ensures breadth and dept of learning.

Teachers document standards-based and Teachers document standards-based and IEP/ITP outcomes through assessment IEP/ITP outcomes through assessment facets.facets.


Need AreasNeed Areas

Continued interest in transition as an authentic avenue for exemplary instruction

Continued emphasis on exemplary teaching practices

References National Center for Educational Statistics (2003). Trends in international National Center for Educational Statistics (2003). Trends in international mathematics and science study (TIMSS). Washington, DC: Author. Available mathematics and science study (TIMSS). Washington, DC: Author. Available online: online: http://nces.ed.gov/timss/. . Popham, W. J. (2001). Popham, W. J. (2001). The truth about testing: An educator’s call to actionThe truth about testing: An educator’s call to action. . Alexandria, VA: Association for Supervision and Curriculum Development.Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (1998). Wiggins, G., & McTighe, J. (1998). Understanding by designUnderstanding by design. Alexandria, VA: . Alexandria, VA: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.

exemplary instructional units: incorporating transition goals with statewide standards and...

Documents

state standards

focused standards

content standards

external standards

statewide standards

achievement of standards

standards task analyses

unit themes broad themes