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Jacque Melin, Facilitator 1

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Examine the three big ideas behind Understanding by Design Identify key challenges in teaching and learning in your classroom Student Achievement Coherence Preparation for post-graduation 2

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What is understanding as a goal and what does it demand of assessment and instruction? How can we more likely achieve understanding by design rather than by good fortune? 3

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4 Teach Assess Plan Adjust

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A framework to Stay focused on the long-term goals Get the blend of content and performance right Engage learners by using questions and tasks that focus on understanding. 5

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If too many students do not apply their learning unless you hold their hand do not know why they are learning what they are asked to see their job as passive learners 6

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I learn like a ______________________ because __________________________ Sample response: I learn like a car because when I hop into gear, I accelerate quickly when I get into the swing of things. 7

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I learn like a turtle because it takes awhile for me to get something but in the end I understand. I learn like a lamp; when Im on I do my job well and when Im off I dont do much. I learn like a dog because it takes me a while to completely understand things but once I get it, I wont forget it. I learn like a digestive system because I take in what I want and take out the rest. 8

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I learn like a clock because every second changes. One second Im listening, the next second Im not. I learn like a little kid because everything they see and hear they want to touch and talk about it. I learn like a CD because in some subjects I just flow freely and in others I skip like a scratched one and in others I need things repeated like the way a favorite song is repeated over and over again. 9

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I learn like a tabletop. Things just get piled on top of me and after a while everything gets cluttered. Eventually I discard everything and the process starts all over again. I learn like meatloaf because my brain is fat in the beginning and then it shrinks up when it is overheated. I learn like a camera because I am capable of doing great things, but I need motivation. I need to know why. Just like a camera, I need the perfect light and a perfect moment, then everything is in focus. Without these things, the camera has no use. Without inspiration I am like a camera without film. 10

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I learn like a dead body because all I do is lay there. I learn like a ball of clay because teachers can mold my mind into whatever they teach. I learn like a parrot because after seeing something I can mimic it. I learn like a sponge because I absorb all of the information that is thrown at me. I learn like a tunnel because things go in one side and out the other. 11

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Your thoughts 12

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How did learners come to see themselves that way? Too much stuff Too much teacher talk Not enough student questioning Not enough student application Not enough connections 13

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15 BackwardDesign: from engaging work and competent understanding, not coverage BackwardDesign: from engaging work and competent understanding, not coverage The point of school is effective understanding, not prompted recall of content & compliance The point of school is effective understanding, not prompted recall of content & compliance Understanding = using content effectively for transfer & meaning

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16 BackwardDesign: from engaging work and effective understanding, not coverage BackwardDesign: from engaging work and effective understanding, not coverage The point of school is effective understanding, not prompted recall of content & compliance The point of school is effective understanding, not prompted recall of content & compliance Understanding = using content effectively for transfer & meaning

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By the end of the year, learners should be (better) able, on their own, to effectively use all the content learned this year, to... 17

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By the end of their formal schooling, learners should be able, on their own, to use all thecontentlearned, to... 18

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Learning is an active process. We learn by doing. Only knowledge that is used sticks in your mind. 21

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22 BackwardDesign: from engaging work and effective understanding, not coverage BackwardDesign: from engaging work and effective understanding, not coverage The point of school is effective understanding, not prompted recall of content & compliance The point of school is effective understanding, not prompted recall of content & compliance Understanding = using content effectively for transfer & meaning

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If you really understand you can... If you know a lot, but dont really understand, you can only... 23

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If you really understand you can... 24 Apply Teach Create Not just Plug in Figure Out Interpret SupportUse Say whyConnect

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If you really understand you can... 25 Apply Figure Out

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"Application is different from simple comprehension: the student is not prompted to give specific knowledge, nor is the problem old-hat. The tests must involve situations new to the student... Ideally we are seeking a problem which will test the extent to which the individual has learned to apply an abstraction in a practical way." 26

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Efficiently and effectively retrieve and adapt the most appropriate content, in context, to make sense of things and perform effectively 27

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Work must require students to Learn how to use content in novel situations Confront endless problems with no obvious answer and various plausible alternatives Face challenges that require figuring out which prior learning applies here Handling varied situations: different demands/audiences/purposes/options/ constraints 28

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What is fair? How can math help (or not)? When we say something is fair or unfair what do we mean? How mathematical should our evidence be? Students generate, categorize examples of Thats fair! and Thats not fair! 29

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30 Problem - Four 7th-grade classes had a race of all the students. IN GROUPS: Devise at least 2 different ways to determine a fair ranking of the classes, given the results. Agree on the most fair way, and be prepared to defend your answers Individual ranking of runners in a race by all 7 th -grade classes

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Jigsaw on fairness What do we mean when we say that the rules of a game of chance are not fair? What role does math play in our judgment? What is a fair way to rank many teams when they do not play each other? When is straight majority voting fair and when is it not fair? When is it fair to consider an average in ranking performance (e.g. salaries, home prices, batting average) and when is it unfair? 31

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You know what? Mathematicians have a few tools that might help us Lessons on measures of central tendency: o Mean o Median o Mode Quizzes to check for skill 32

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Propose and defend a fair grading system for use in this class. How should everyones grade be calculated? Why is your system more fair than the current system (or: why is the current system most fair?) A final reflection on the question: What is fair and what isnt fair? When should you and shouldnt you use mean, median, mode? 33

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THIS UNIT....TYPICAL UNITS... The start: The assessment: The textbook: The EQ: Building efficacy: 34

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35 AuthenticLearningAuthenticLearning MakeMeaning Transfer Acquire

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Adapt your knowledge, skill, and understanding to specific and realistic situations and contexts AIM: efficient, effective solutions for real- world challenges, audiences, purposes, settings 36 Transfer

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Make connections & generalizations, using the facts and skills e.g. interpret, gist, main idea, thesis, empathize, critique, etc. AIM: independent and defensible student inferences about situations, texts helpful and insightful understandings 37 MakeMeaning

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Learn, with accurate and timely recall, important facts and discrete skills Aim: automaticity of recall when needed in performance 38 Acquire

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T: Make a map of your school; see if people can read your map and use it to get somewhere M: Make sense of the spatial relations, so as to interpret three dimensions into two; make sense of other peoples maps A: Acquire skills of making and reading maps 39

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T: Solve a non-routine and unfamiliar problem in context in which there may or may not be a linear relationship. M: Correctly interpret the meaning of data patterns or line of best fit of data points A: Acquire skills of plotting point pairs, accurately drawing the graph of a line from a linear equation, etc. 40

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41 BackwardDesign: from engaging work and competent understanding, not coverage BackwardDesign: from engaging work and competent understanding, not coverage The point of school is effective understanding, not prompted recall of content & compliance The point of school is effective understanding, not prompted recall of content & compliance Understanding = using content for transfer & meaning

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42 Stage 1: Identify the long-term desired results Stage 2: Determine appropriate assessment evidence to achieve those results Stage 3: Design learning activities and instruction, given the goals of Stage 1 and evidence in Stage 2

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43 Stage 1: GOALS Stage 2: ASSESSMENT Stage 3: LEARNING EVENTS

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44 Identify the topics and content to be covered Determine instruction for teaching the content When grades are due, assess the learning of the content

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I want students to understand The Constitution The 3 branches of government 45 No - not a goal - this just says what the content is

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I want students to leave having inferred/realized that, now & in the future The Constitution is a solution, based on compromise, to real problems of balance and limit of powers The compromise has a long, sometimes bitter history with many fights that are with us and will always be with us. 46

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I want students to leave able to transfer their understanding on their own to concretely address current and future situations: Design a school government Design a government for Syria Support candidates who understand our core principles 47

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There has to be a deliberate plan for developing independent and pro-active meaning & transfer 48

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Content Standards = building code The Curriculum = the architects blueprint 49

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The UbD Template by design addresses the issues we have identified T-M-A live at each stage of the template 50 Stage 1 - Desired Results Performance Tasks Other Evidence: Stage 2 - Assessment Evidence Other Evidence: Stage 3 - Learning Plan Other Evidence

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51 WHAT HOW we assess HOW we teach

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52 STAGE 1 Standards Long term goals of schooling Enduring Understandings Insight, wisdom, inference, gist, generalization that the learner develops over time Essential Questions Kid friendly question that activates prior knowledge and focuses learning events Meaning Primary knowledge and skills embedded in this topic, chapter or theme as a basis for transfer Acquisition Transfer

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Addition of 21 st century skills Addition of student friendly goals Addition of critical vocabulary Separation of knowledge and skill Elimination of Transfer 57

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58 STAGE 2 ASSESSMENT EVIDENCE Evaluative Criteria Elements of Success Aligned with Transfer Meaning Acquisition Novel problems or challenges that requires explanation and application of learning Aligned with meaning and transfer in Stage 1 Straightforward, efficient forms of assessment Aligned with acquisition in Stage 1 Other Evidence Transfer Tasks

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59 Worth being familiar with familiar with Important to know & do Big ideas & Enduring Understandings Big ideas worth exploring and understanding in depth Foundational knowledge & skill Nice to know Traditional quizzes & tests Paper/pencil Selected-response Constructed response Performance tasks & projects Complex Open ended Authentic ASCD SF 2011; Zmuda and Herold

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60Transfer Meaning Making Acquisition AuthenticCritical analysis Immediate recall Application Judgment or conclusion Procedural steps

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(TRANSFER) By what evidence can we convince ourselves that they understand well enough to transfer what they have learned? (MEANING MAKING) How will we determine if they grasp subtle understandings or can make new meaning of the content? (ACQUISITION) Where do we look and what do we look for to see if students genuinely understand what they also recall? 61

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EXPLAIN in their own words the meaning making APPLY to new, complex situations SELECT (without being cued) what is relevant based on an existing repertoire of knowledge and skills 62

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Students will work in groups to identify the main offerings in the lunch line. Using their knowledge of My Platehttp://www.choosemyplate.gov/ students will determine the most healthful and least healthful options offered in the cafeteria (rank ordering). Students will explain the rationale for their order. (Critical thinking, Communication)http://www.choosemyplate.gov/ 63

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Students will design and draw their plate for their favorite cafeteria lunch. Write a persuasive letter to the cafeteria manager to ask for additional healthy items to be offered to supplement that favorite lunch. (Problem Solving, Communication) 64

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You are a researcher hired by a group of expert mountain climbers. Hypoxia is the set of symptoms (headache, fatigue, nausea) that comes from a lack of oxygen in body tissues. It is often felt by mountain climbers as they ascend altitude quickly. Sherpas, long-time residents of high altitudes, seem to feel no hypoxic discomfort. Why might that be? Your group wants to know, and to benefit from the knowledge. Design a series of experiments that would test the difference in hypoxic symptoms between mountain climbers and Sherpas. Explain, using chemical equilibrium, why high altitude causes hypoxia in the climbers. How can Sherpas avoid these symptoms? How can you test for these possibilities? What would a positive test look like? What inherent errors would you have to be aware of?

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BIGMART is a chain of very large department stores. The owners of BIGMART have asked you, a geographer, for advice. They want to know if Rockford, Michigan will eventually be large enough to support a BIGMART store. Currently, there arent enough people living in Rockford and the surrounding area to make the investment in building a BIGMART store worth while. But, if the population of Rockford is likely to grow by as much as 10 percent in the next 5 to 10 years, then the owner will go ahead with plans to build a store. Your task is to obtain enough geographical information about Rockford to predict whether the population of Rockford is going to increase by 10 percent in the next 5 to 10 years. In the space below, identify the geographical information you would need to obtain in order to formulate a reasonable prediction. 66

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The design of a tour of the worlds most holy sites The writing of a Bill of Rights for use in Afghanistan, Iraq, and other new democracies Report on Latin America to the Secretary of State: Policy analysis and background report on a Latin American country. What should be our current policy, and how effective has recent policy with that country been? Collect and analyze media reports from the Internet on other countries views of US policies in the Middle East. Do we understand the issues? Provide a briefing on the AIDS crisis in Africa and how American policy has helped as well as hurt the situation Take part in a model UN on the issue of terrorism: you will be part of a group of 2-3, representing a country, and you will try to pass a Security Council resolution on terrorism Russia: friend or foe? Provide the Foreign Relations Committee with a briefing on the current state of Russia, the last century of American- Russian relations, and future worries and possibilities India and outsourcing: to what extent is the global economy a good thing for America? India? India s neighbors? 67

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G = R = A = S = P = S = Goal Role Audience Situation Product/Performance and Purpose Standards for Criteria and Success Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

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How likely is it that a student could do well on the assessment by... Making clever guesses, parroting back, or plugging in what was learned, perhaps with accurate recall but limited or no understanding? Making a good-faith effort, with lots of hard work and enthusiasm but with limited understanding? Producing a lovely product or an engaging and articulate performance but with limited understanding? 69

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How likely is it that a student could do poorly on the assessment by... Failing to meet the requirements of this particular task while nonetheless revealing a good understanding of the ideas? Not being skilled at certain aspects of the task but those skills are not central to the goal or involve outside learning or natural talent (e.g. require acting or computer ability unrelated to Stage 1 goals)? 70

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Efficiently measures acquisition goals Goal is a balanced assessment plan Performance tasks are necessary to measure transfer and meaning making Other evidence is necessary to measure the full complement of knowledge and skills 73

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Renamed performance tasks or performance assessments Add G.R.A.S.P.S prompt Elimination of established criteria and added link for rubrics Separation of Summative Tasks and Formative Tasks 74

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75 STAGE 3 LEARNING EVENTS Code Identify learning events as Transfer Meaning Acquisition Goal is to maximize engagement and effectiveness of instruction through Robust use of formative assessment Gradual release of responsibility Encourage learning from failure Key Learning Events & Instruction

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If you have determined the goals (STAGE 1), and If you have determined the evidence of learning (STAGE 2), THEN what kinds of learning activities are most appropriate? (STAGE 3) 76

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Plan purposeful learning activities and directed teaching to help all students reach the desired achievements W Where the unit is going, What is expected H Hook and hold the students E Equip students, Experience, Explore R Rethink and Revise E Evaluate and reflect T Tailored learning to varied needs, interests, styles O Organize and sequence learning

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Identified technology resources Identified any pedagogical strategies to be used (i.e. think/pair/share; jigsaw; exit card; etc.) 80

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Given the three stages and the variations presented, build your ideal template (15 minutes) Work in groups of 2-4 Use Post-it Notes or index cards Be prepared to explain your thinking to others (5 minutes) Determine similarities and differences through gallery walk of templates (10 minutes) Conference committee of everyone to get consensus on final version 81

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How are these alike? How are they different? What do I learn from the grouping/comparison? How can one person impact the world around them? What are the rules of this relationship? How does the context/situation affect the rules? What am I bringing to the text? What am I getting from it? (text-self connection) What relationship do I see here? How do I apply that? Where do I see evidence of interactions in the world?

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What changes occurred? What stayed the same? How is this story/shape/problem the same? How do people/communities change over time? What are the events/challenges that create change? How do people/environments respond to change?

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What looks familiar here? How do I use that to make sense of this situation? Whats the pattern here? How does that help me make predictions? How do I find/set up a pattern? How do I know if it works? How do I describe/communicate a pattern? What is the pattern in the text? How does that help me be a better reader?

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What does the author / text / the results mean? How do my results compare with what other people have found? What are the relationships that I see in the text? What is the relationship that I see in the equation? How do I read between the lines? How do I use my inferences to draw a conclusion? Is my conclusion supported by my details/evidence?

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What information is this text giving me? Whats missing? What is the intent of the text/author? What does the author/character want me to believe? How do I convince someone that Im right? Why am I so sure that Im right? Why is this person so convinced that he/she is right? What do these groups/people disagree about? Is it possible to resolve it? How do I justify my conclusion/judgment?

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Whats my strategy? How is it working? What do I do if Im stuck? Where do I go for help? How am I learning from how other people see or work on the problem? What is the best strategy for this given problem? What kind of problem/situation is this? Have I seen it before? How do I use that past experience to help me?

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Pursue the Essential Questions in order to establish or create a theory craft an inference develop and test ideas by the learner

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Big ideas at the heart of the discipline Requires uncoverage in order to be earned Assessor-friendly language -- measurable

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Successful teams strategically position themselves to enhance performance. K-12 Collaboration, Knowledge An effective training plan is clearly grounded in the goals of the individual. 9-12 Knowledge Attention to detail has significant effect on overall results. K-12 Preparation, Knowledge Successful individuals constantly monitor and adjust their plan to ensure that they are appropriately challenged. 9-12 Knowledge Understanding rules and the appropriate use of equipment decreases the risk of injury to you and other people. K-12 Collaboration, Knowledge

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(Relations: Functions, Inverses) Recognizing the predictable patterns in mathematics allows the analysis of functional relationships. (Variables) Variables represent the unknown so that we can generalize a pattern rather than being limited to looking at specific values. (Measurement, Formulas) The accurate measurement of space is determined by the ability to visualize the object/problem situation and apply an appropriate algorithm.

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I do, you watch I do, you help You do, I help You do, I watch This is a general schema for the development of transfer ability at any age, in any subject

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GOAL TYPEACTION VERBS ACQUISITION apprehend calculate define discern identify memorize notice paraphrase plug in recall select state Making Meaning analyze compare contrast critique defend evaluate explain generalize interpret justify/support prove summarize synthesize test translate verify Transfer adapt (based on feedback) adjust (based on results) apply create design innovate perform effectively self-assess solve troubleshoot 95

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GOAL TYPE ACTION VERBS Acquisition apprehend calculate define discern identify memorize notice paraphrase plug in recall select state MAKING MEANING analyze compare contrast critique defend evaluate explain generalize interpret justify/support prove summarize synthesize test translate verify Transfer adapt (based on feedback) adjust (based on results) apply create design innovate perform effectively self-assess solve troubleshoot 96

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GOAL TYPEACTION VERBS Acquisition apprehend calculate define discern identify memorize notice paraphrase plug in recall select state Making Meaning analyze compare contrast critique defend evaluate explain generalize interpret justify/support prove summarize synthesize test translate verify TRANSFER adapt (based on feedback) adjust (based on results) apply create design innovate perform effectively self-assess solve troubleshoot 97

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The research is very clear on this point: students who really develop and own an idea are more likely to successfully interpret new situations and tackle new problems than students who possess only drilled knowledge and skill. Wiggins and McTighe 98

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PowerPoint by Allison Zmuda The Understanding by Design Guide to Creating High-Quality Units Jay McTighe and Grant Wiggins - 2011 An Introduction to Understanding by Design Jay McTighe - 2010 99