Week 2: Designing CurriculumBaker University 5103

What Do You Remember?3 Facts and a Fib

Write down 4 statements that reflect what you know about Common Core and/or the discussion of Chapter 1 of UbD.

3 statements should be true 1 statement should be false.

What is the difference?Knowing

Facts Facts in relation to

other facts Verifiable claims Right or wrong Truth (or not) Respond to cues

Understanding Meaning of facts Theory behind the facts Fallible, In process

theories Degree or sophistication Why it is Judge when to and not

to use the knowledge

P. 38 UbD Textbook

Understanding: The successful result in trying to understand Knowledge and skill are necessary

elements but not the end all Requires

The ability to “do” Self-assessment Justify Critique

Figuring out which knowledge to use and/or adapt

Misunderstanding Students don’t always get out of the

lesson what we intended Not knowing and misunderstanding are

different You have to have knowledge to have

misunderstanding Applying what they know in an improper

manner: Literal? See p. 51 examples

Transferability: Does it Matter? Expectation: to take what we learned in

one lesson and apply it to other related, but different situations.

Teachers can only help students learn a limited number of ideas, facts, skills, examples

We must help students use that knowledge when confronted by different scenarios or problems.

Evidence of Understanding We need to see that a student can

extract understanding (meaning) and apply that understanding to problems or performance

Quite different than just recall of facts Assessments must reflect our goal of

understanding not just knowing.

Changing our thinking: How does Common Core change or

extend “Understandings”?

Purposeful Survey: UbD Template Stage 1

Goals: standards (CC); connections to real world Understandings – long after the unit is over Essential Questions: Big ideas Key knowledge and skills students will acquire

Stage 2 Determining acceptable evidence

Stage 3 Planning Learning Experiences

P. 34 UbD Textbook

Chapter Reviews: Stage 1

Chapter 3 – Clarity of Goals Chapter 4 – 6 Facets of Understanding Chapter 5 – Essential Questions Chapter 6 – Crafting Understandings

Student Led Discussions

NOTE: At the end of each Chapter: Write 1 minute essay to summarize your understanding of the lesson.

Chapter 3: Clarity of Goals Backward design is goal directed

(specific results) Avoids the twin sins of aimless coverage and

isolated activities Goals: Formal, long term exit outcomes,

state or district/program goals or standards Justifies what to teach, leave out, emphasize,

etc. Provides perspective

Chapter 3: Clarity of Goals Distinguishing between Knowledge & Skills Ensuring application of knowledge and skills Helping Students Learn How to Learn:

inferring the underlying enabling skills required to complete the performance aspect of application.

Standards: Unpacking Big Ideas: Core vs. basic (see p. 67, 69-71, 77) Transfer

Chapter 4: 6 Facets of Understanding Understanding is multi-dimensional and

complicated 6 sided view of understanding (p. 84)

Can explain Can interpret Can apply Have perspective Can empathize Have self-knowledge

Chapter 4: 6 Facets of Understanding Explain

why, how, supporting opinions, show their work

Support, justify, generalize, predict, prove, verify, substantiate

Interpretation Meaning, matter, who cares? Connections to real world, human

experience, and me

Chapter 4: 6 Facets of Understanding Application:

Using knowledge effectively in new situations and diverse realistic contexts

How and when to use a particular knowledge or skill

Matching knowledge content to context Perspective

Critical and insightful points of view Confront alternative theories & ideas What of it? What is assumed? What follows?

Chapter 4: 6 Facets of Understanding Empathy

The ability to get inside another person’s feelings and view

Insight: Helps with understanding their point of view Helps to understand the author to improve one’s own

understanding Self-Knowledge

To know one’s own ignorance, thought process, and bias

Questioning our beliefs and assumptions

Chapter 5: Essential Questions Framing goals with Essential

Questions: A doorway through which to explore the content more deeply Not answerable in a brief sentence Aim is to stimulate thought, provoke

inquiry, and spark more questions Broad and full of transfer possibilities Enrich the learning experience

Chapter 5: Essential QuestionsWhat makes a questions essential? Broad in scope and timeless by nature: recur

throughout our lives Core ideas and inquiries within a particular

discipline What is needed to effectively learn the core

content: inquire & make sense of important, complicated ideas

Will engage a specific and diverse set of learners

See p. 110

Chapter 5: Essential Questions What about skill-based content?

Key concepts Purpose and value Strategy and tactics Context of use

See p. 112-113

Chapter 5: Essential Questions Topical

Specific essential questions Overarching

More general essential questions Use both!

To both broaden understanding and focus learning.

See p. 115 -117

TIPS for writing Essential Questions: p. 118-121

Develop Essential Questions That:

Focus instruction and organize student learning

Push students to higher levels of thinking.

Help students make connections beyond the content being studied.

Why Essential Questions?

FACT FACT FACT FACT FACT FACT

Olympics

How have the Olympic GamesInfluenced both society and

The individual?

How have both society and the Individual influenced the

Olympic Games?

Without Essential Questions…

FACT FACT FACT FACT FACT FACT

Olympics

Teaching the Essential Question Teach students the essential questions

before you begin the unit Essential Questions are like “Mental Velcro”

Students should focus on any & all information that “sticks” to the essential question

Always POST your Essential Questions

Sample Essential Questions

Athletics/Sports How can I improve my eye/hand

coordination? What skills and techniques are used in

basketball? How can I be a successful team player? How can I control my body during

games?

Sample Essential Questions

FABLES What is the meaning of Folktale? What is the difference between folktales and

fables? How do we learn lessons in life through

understanding fables? How do we learn lessons in life through fables? What qualities of yourself would you like to share

with others?

Sample Essential Questions

Quadratics What are the 3 most common methods of

solving quadratics? How can we relate quadratic solutions to

their function’s graphical representation? What does it mean if an algebraic root is an

imaginary number? How can we decipher which conic section is

described by a quadratic equation?

Sample Essential QuestionsSOCIAL STUDIES / HISTORY

What are the characteristics of a rural, suburban, and urban community?

Why did the American Revolution occur? How can we look at the Revolution from alternate

points of view? How were Native Americans Involved in the American

Revolution? Why is Paul Revere more famous than Sybil

Ludington? How do we use directionality, map keys, and symbols

to identify information on a map or globe?

Sample Essential Questions

WEATHER / NATURE What are the different kinds of weather? What is the water cycle? What methods are used to study the

weather? What are the different classes of animals? What are the characteristics of each class? How does nature change and adapt to the

fall season? How do people adapt to the fall season?

Sample Essential Questions

ECONOMICS

What is a consumer culture? How does our economic system

contribute to our consumer culture? What are some of the messages in our

consumer culture? How am I affected by consumer culture?

Sample Essential QuestionsRelated Arts/Technology How has Henri Matisse influenced the world

of art? What types of safety precautions are

necessary when working with ______? How is the technology taught in the

classroom applicable to everyday life? Why is rhythm a vital feature of

choreography?

Chapter 6: Crafting Understandings Crafting = creating/stating Characteristics of examples vs. non-

examples (p. 127-128) Enduring understandings:

Focus on larger concepts, principles or processes.

Enable transfer Applicable to new situations within or beyond

the subject. Generalizations

Chapter 6: Crafting Understandings

Topical Specific

understandings about a particular topic

Helps delineate the overarching understandings

Overarching More general Point toward

transferable knowledge

Provide a link to the big ideas

Use both! To both broaden understanding and focus learning.

Chapter 6: Crafting Understandings

UNDERSTANDINGS

FACTUAL KNOWLEDGE: Significance; Application;

Connect to other facts

SKILLS: Underlying concepts; Why;

Strategies; When to use or not to use

Chapter 6: Crafting UnderstandingsTIPS for Crafting Understandings Specify what the learner should understand about

the topic (avoid restating the topic) The understanding is an inference not a fact Statement must reflect that learner must use lots

of facts and reasoning to draw a conclusion Finish this statement: “Students should understand

that…” Thought-provoking proposition

Over time and across cultures Helps student make sense of content and transfers of

key ideas

Chapter 6: Crafting UnderstandingsDevelopmental Issues To novice or young learners, a difficult

inference can over time become an obvious fact.

Keep in mind the context of the Understanding (statement)

Avoid assumptions (about student knowledge and/or understandings)

Chapter 6: Crafting Understandings Understandings as Goals

Stage 1 is for the designer not the learner These understandings as goals are not for

the learner to recite back at the end of the unit, but rather to USE

Written by the designer to the contractor Blueprint for developing the desired

understandings

Chapter 6: Crafting Understandings Predictable misunderstandings:

Identifying potential misconceptions, misinformation, potential rough spots when teaching this content.

May be no single understanding (disagreements may occur)

Fallibility & Plurality of Understandings: May be more than one right answer; May change as new knowledge is revealed

Chapter 7: Thinking Like an Assessor Goals ---- Assessment ---- Instruction

What do we typically do? Why might this order be more effective?

Questions to ask (over and over) What evidence can show that students have

achieved the desired results (as noted in Stage 1)? What assessment tasks and other evidences

will anchor our units and guide instruction? What should we look for to determine the

extent of student understanding?

See p. 147, 149

Chapter 7: Thinking Like an Assessor How do we do we change from thinking like

an activity designer to thinking like an assessor?

Picture this! From snapshots to a scrapbook. What does this analogy suggest?

Things to consider: Assessment continuum – p. 152 Types of Evidence (expanding on the

continuum) – p. 153 What do these types of assessments imply?

(p. 168-169)

Chapter 7: Thinking Like an Assessor What is AUTHENTIC assessment?

Task, problem or project

What makes it authentic? Realistically simulates real world situations Student has to USE their knowledge wisely and

effectively Student has to “do” the subject Replicates key real-life contexts Student effectively uses sum of knowledge and

skills (not in isolation) Allows for appropriate rehearsal, feedback, revision

See p. 154

Authentic Assessment Defined A form of assessment in which students are asked

to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

Actively involves students in a process that joins what is taught, how it is taught, and how it is evaluated

How is Authentic Assessment similar to/different from Traditional Assessment?

TRADITIONAL ASSESSEMENT

Example- multiple choice tests

Purpose- to determine whether students have obtained the knowledge and skills necessary

Goal- for students to become productive citizens

AUTHENTIC ASSESSMENT

Example- performing a taskPurpose- to determine

whether a student is capable of performing meaningful tasks in the real world

Goal- for students to become productive citizens

Authentic Assessment: MathTraditional

Assessment Assign the

following problem:

If a US Olympian releases the discus at an angle of 32 degrees with a velocity of 85 ft/sec how far does it travel before it hits the ground?

Authentic Assessment

Assign students the following tasks in groups of three –

1) As if you were competing in the shot put, push a tennis ball off your shoulder at an approximate angle of 30 degrees. One group member times from release of the ball until it hits the ground. Other group member measure this horizontal distance. Determine the ball's velocity.

2) Repeat this process at angles 60 and 45 degrees.  Which angle provides optimal distance and why?

Authentic Assessment: EnglishTraditional Assessment

Write a paper demonstrating the point of view of your selected Olympic athlete

Authentic Assessment

Students conduct interviews of Olympic participants & role play the part of the participant

Authentic Assessment: ScienceTraditional Assessment

True/False test on banned substances code

Write a paper discussing an Olympic doping scandal

Authentic Assessment

Mock Q & A session between IOC official and perspective Olympians to discuss the new code regarding banned substances and performance enhancers

Original educational video/commercial: Dangers and Consequences of Doping

Chapter 7: Thinking Like an Assessor Problems vs. Exercises Interesting vs. valid evidence

Focused Design: GRASPS Goal, Role, Audience, Situation,

Performance, Standards (page 159)

See p. 156-159

Chapter 7: Thinking Like an Assessor How do you know what they know?

Why they did what they did (said what they said, etc.)

Support for their approach or response Reflection on the result

Using the 6 Facets of Understanding (from Ch. 4) to determine what the student knows and can do. (p. 162-4)

See p. 161-167

Chapter 7: Thinking Like an Assessor Tying Essential Questions to

Assessment What could students do fulfill or answer the

Essential Question? Use GRASPS to help develop the assessment

with the Essential Question as a prompt. Consider all types of assessment (including

tests) so that monitoring of understanding and misunderstanding can occur

See p. 161-167

Chapter 7: Thinking Like an Assessor

Balance your assessments!!!

Chapter 8: Criteria & ValidityCriterion-based scoring: Judging

performance with predetermined descriptions of the degrees or levels of quality

Rubrics Holistic (single score emerges) Analytic (scores different traits) –

recommended to improve feedback; helps to separate understanding from other

things that might be assessed in the same piece

Chapter 8: Criteria & Validity Note: Any explicit goal in Stage 1 (ex: State

Standards) may create it’s own requirements which are similar to a rubric and should be used when assessing that standard.

Idea: Use the 6 Facets of Understanding to create rubrics (p. 177-179)

Caution: Grades – averaging early learning vs. later understanding (p. 177)

Design and refine

Chapter 8: Criteria & Validity Validity: the meaning we can and cannot

properly make of specific evidence. It is our understanding of the results. What can we infer? At what events or data should we look to obtain

the most telling evidence?

Challenge for validity: Understanding is a matter of degree

Chapter 8: Criteria & ValiditySelf assess your own proposed

assessments: (p. 187) – works for rubric design too

How likely would it be that…A student could do well and not really

understand?A student could not do well and still

have significant understanding?

Chapter 8: Criteria & Validity Reliability: trustworthy assessment that

will reflect a patter of results. Scrapbook vs. snapshot Judges are reliable? Performance reliability (avoid one shot

wonders – which may not account for atypical results)

REFLECTION – Week 2Reflect on 3 topics from Chapters 2-8 on how they will… Alter your thinking Impact your

teaching Affect student

performanceTyped and due to me by Monday, August 6, 2012