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Understanding backward design

Understanding backward design. Indy ELA. Quick Survey. 3-4 minutes Discuss. Intro. Names UBD Units by Design Backward Design Understanding Units by Design I am not an expert Go slow Make mistakes. Outline. Technical Understanding Key Elements 6 Facets of Understanding 3 Rings

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Understanding backward design

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  1. Understanding backward design Indy ELA

  2. Quick Survey • 3-4 minutes • Discuss

  3. Intro • Names • UBD • Units by Design • Backward Design • Understanding Units by Design • I am not an expert • Go slow • Make mistakes

  4. Outline • Technical Understanding • Key Elements • 6 Facets of Understanding • 3 Rings • Assessments • Learning Activities (WHERETO) • Process • Practice

  5. Activity • 7 minutes | Write in your notes • Answer the following questions: • What was the most impactful project you completed in school? • Why do you remember it? • What “standards” did you cover? | versus | What did you learn? • Who was your teacher? How did they make the project effective?

  6. Activity • Share with your table • What was the most impactful project you completed in school? • Why do you remember it? • What “standards” did you cover? | versus | What did you learn? • Who was your teacher? How did they make the project effective?

  7. Activity • Share out. What stood out? • What was the most impactful project you completed in school? • Why do you remember it? • What “standards” did you cover? | versus | What did you learn? • Who was your teacher? How did they make the project effective?

  8. Backward design may be thought of as purposeful task analysis: Given a task to be accomplished, how do we get there? Or one might call it planned coaching: What kinds of lessons and practices are needed to master key performances? - Grant Wiggins and Jay McTighe, Understanding by Design

  9. Think with the end in mind, start with assessment Differs from traditional approaches to designing curriculum. Instead of planning activities or tasks first, you begin with how and what will be assessed.

  10. Backward Design • Stage 1: Identify Desired Results • Stage 2: Determine Acceptable Evidence • Stage 3: Plan Learning Activities

  11. Stage One: Identify Desired Results Elements of the Design: Goals, Knowledge and Skills, Essential Questions, Enduring Understandings

  12. Key Elements Goals Enduring Understanding Knowledge and Skills Essential Questions Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  13. Goals • The Goals for each unit are typically the national, state, and/or local standards. • Often represent specific content objectives that must be met for a particular grade level or subject. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  14. Knowledge and Skills • Objectives that students should be able to know and do. • Specific content knowledge and skills. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  15. Essential Questions • Open-ended questions that are thought-provoking and interpretive. • Essential Questions are at the core of your content and often leads to, or requires further investigation. • Essential Questions: • Have no obvious right answer • Raise more questions • Address concepts that are key to the discipline Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  16. Enduring Understandings: are Big Ideas that be transferred and made into statements. Uncover abstract or misunderstood ideas Reveals ideas Grant Wiggins and Jay McTighe advance that there are Six Facets of Understanding. When the facets are a part of the curriculum, students are able to obtain true understanding. Enduring Understandings Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  17. Six Facets of Understanding

  18. Six Facets of Understanding Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  19. Examples of Performance Tasks:

  20. Worth Being Familiar With Important to Know and Do Enduring Understanding Three-ring Audit Process What concepts should be students be familiar with What important knowledge and skills must students have for mastery Anchors the unit; Why is this topic worth studying Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  21. Worth Being Familiar With Important to Know and Do Enduring Understanding Three-ring Audit Process Assessments Traditional quizzes or tests Constructed or selected responses Authentic performance tasks and projects Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  22. Stage Two: Determine Acceptable Evidence G.R.A.S.P.S.

  23. Stage 2: Determine Acceptable Evidence • This stage identifies specific assessments that will be used. • Identify the summative assessment • What is the culminating activity that will represent the Understandings students have gained from the unit. • Use G.R.A.S.P.S. to plan performance tasks. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  24. Examples of Assessment Types Tests/Quizzes Academic Prompts Observations /Dialogues Acceptable Evidence Informal Checks for Understanding Performance Tasks

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

  26. Stage Three: Plan Learning Activities W.H.E.R.E.T.O.

  27. Stage Three: Plan Learning Activities • This is the Stage where specific learning activities (lessons) are planned to accompany each unit. • The lessons designed in this stage are should be based on the desired results from Stage 1 and 2. • W.H.E.R.E.T.O. is an acronym for planning steps to help meet the requirements of the unit. • The acronym does not represent the order to be followed Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  28. W.H.E.R.E.T.O. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  29. Next Steps… • Begin with what you want your students to understand at the end of the unit. • Identify each of the elements required in each stage. • Identify Desired Results • Determine Acceptable Evidence • Plan Learning Activities

  30. BACKWARD Design • Easy to forget where we started

  31. Key Elements Goals Enduring Understanding Knowledge and Skills Essential Questions Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  32. Six Facets of Understanding Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

  33. Facets of Understanding Activity • You each have your own Facets of Understanding worksheet and answer sheet • Work in groups of 2-4 to distribute each bullet in the answer bank appropriately • Try to sort each item in your envelope into • The appropriate Facet of Understanding • Question, Performance Task, Teaching Activity

  34. ELA CurriculumUnit ExpectationsAtlas2013-2014

  35. Overview At Concept Schools we strongly encourage teachers to work collaboratively to adapt our core units (found in Atlas) based on their understanding of the students. We believe in the importance of backward design which means our core units are planned first, with the outcomes in mind, and then working backward to design instruction that will achieve this desired result. Our approach is student-centered, inquiry based teaching and learning. Our unit contents* are menus, not meant to be taught in their entirety, but include the components and elements we believe, as an organization, are essential to mastery of the Common Core ELA standards. In addition, we encourage collaborative teams working on the school level to vertically and horizontally align planning to ensure student mastery of the standards. * Many units are modified from Common Core Maps

  36. Core Unit Components: Unit Calendar /Templates – Includes weekly lessons added, as part of Concept Schools 6 week suggested units, in a new format/template Standards - Includes Common Core (CCSS) in addition to any necessary state standards for the unit and targeted standards for each lesson Essential Questions– Each unit has one overarching question to help focus and guide the unit composition Content– Units include a short explanation and overview ; weekly lessons should do the same I-Can Statements (Skills/Objectives) – These statements in student friendly language say what a student will be able to do as the result of the unit/lesson Lessons– Each day’s lesson is explained; should include 7 items outlined in the Atlas template Assessments – Includes types of assessments preferably attached Unit Reflections – Includes thoughts about what worked and what can be changed next time

  37. Unit Essential Elements • Unit (core or teacher designed)non-negotiable elements: • Two structured discussions such as Socratic Seminar, Reciprocal Teaching (or grade level appropriate activity) with rubric (Speaking and Listening) • Five short writing assignments focused on skill development with rubric (Language) • One extended writing assignment with rubric (Writing, Language) • Two oral presentations with rubric (Speaking and Listening) • One 21st Century skills/literacy activity • Three lessons that incorporate on-traditional texts (non-print) • On-going progress monitoring/running records of reading (Reading) • On-going writer’s workshop (writing)

  38. Process Some personal thoughts

  39. Backward Design • Stage 1: Identify Desired Results • Partially done for you in Concept units • Stage 2: Determine Acceptable Evidence • Ideas for where to start in Concept units • Stage 3: Plan Learning Activities • Some specific and some general ideas • A collection of mere suggestions

  40. Stage 1: Identify Desired Results • If you are passionate about the unit, spend a lot of time on this • If not, use what’s there already

  41. Stage 2: Determine Acceptable Evidence • Use standardized tests and college and career readiness as guiding principles • In addition to 3 Tiers and 6 Facets • Remember Unit requirements • But don’t stress if you can’t get them all in

  42. Stage 3: Plan Learning Activities • Text selection will be the most time consuming part • But… It kinda doesn’t matter • The essential questions are BIG, so lots of texts work • I tend to find themes • Common Core’s new focuses • Shorter chunks • More nonfiction • Great way to hit weird standards • Use what you know • Play to your strengths

  43. Practice You try.

  44. Blank UBD Unit Plan • You have your last planned Concept unit • You have a blank UBD Unit Plan • Use the Concept Unit to help you fill in your UBD Unit Plan • Stage 1: mostly done • Stage 2: partially done • Stage 3: all you

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