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Sharing Out 3-2-1 Think, Pair, Square

Sharing Out 3-2-1 Think, Pair, Square. Please think about your answers to the following questions: What are 3 ideas from UbD that have stuck with you List 2 things that you’d like to share What’s the 1 thing you want to try this time around.

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Sharing Out 3-2-1 Think, Pair, Square

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  1. Sharing Out3-2-1 Think, Pair, Square Please think about your answers to the following questions: • What are 3 ideas from UbD that have stuck with you • List 2 things that you’d like to share • What’s the 1 thing you want to try this time around

  2. Understanding By DesignStage 1: Desired Results Secondary Science Training Day 1

  3. Ground Rules • We facilitate our own learning and the learning of others • Honor time limits • Active participation • Be open to learning, possibilities, and sharing • Respect each other

  4. Desired Outcomes • Revisit the Established Goals, Enduring Understandings, Essential Questions, Knowledge and Skills • The common language of science K-12 • Strategies that incorporate vocabulary words • Develop another unit and/or continue with last years unit

  5. Let’s Back It Up A Bit What’s UbD? • Backwards design model • Follows the research of NAEP report to improve student performance NAEP and other programs all stress (1) teach the concepts and (2) problem solving and critical thinking skills. • Based on teaching for understanding rather then memorization

  6. Stage 1 - Identify Desired Results • Established Goals: Benchmarks and Standards being addressed and assessed in your unit plan. • Enduring Understandings: What specific insights about big ideas do we want students to leave with • What Essential Questions will frame the teaching and learning, pointing towards key issues and ideas? • What should students know and be able to do? What needs to be acquired to understand the big ideas? What core abilities does ‘content” enable? 2003 Grant Wiggins & Jay McTighe UBD 07/2003

  7. Established Goals What is the depth of thinking required to meet the benchmarks? Taxonomic Levels (Marzano) • Level 1: Retrieve recognize, recall, execute • Level 2: Comprehension integrate, symbolize • Level 3: Analysis match, classify, analyze, generalize, specify • Level 4: Knowledge Utilization decision making, problem solving, inquire experimentally, investigate

  8. Marzano’s Taxonomic Levels of Understanding (Cognitive Domain)

  9. Topic and HCPS III Benchmark Level 1- Knowledge Retrieval Level 3 - Analysis Reminder: taxonomy of benchmarks are the assessment levels. So, lessons/instruction should be at or above the matching taxonomic level. Slide was taken from Gentry Hirohata’s Taxonomic Levels and Rubrics Presentation

  10. Enduring Understandings • Refer to the Science Big Ideas handout. • Big Ideas builds consistent understanding of the concepts. • You may recall that you actually created this handout at last years UbD training session. Do we need time to discuss and revise the current document?

  11. Essential Questions • Look at the Big Ideas handout • You will be asked to sit in groups: life science, physical science and earth and space science • Groups: • Life Science – Standards 3, 4, 5 • Physical Science – Standards 6, 7 • Earth/Space Science – Standards 1, 2, 8 • Come up with essential questions that • (1) address the big ideas or (2) come up with questions that you would need to ask in order for students to gain an understanding

  12. Keys to academic success • Discuss the rationale of why common vocab is important. • Keys to academic success are: • Background knowledge • Repetition of information • Collaborative effort • Vertical Alignment • SO: To build background knowledge we have to expose students to new opportunities in science • We also need to use consistent vocabulary in science K-12 • That’s why the need to build a common list is so very important.

  13. Knowledge and SkillsFocus on The Common Language of Science Desired Outcomes • to come up with a vocabulary list of words for certain strands (grades 6-12) Objectives • For each strand (Life Science, Physical, Earth and Space) come up with a list of “common language” used • Share out your lists to the other strands Time Frame • You will be given a total of 20 minutes to complete this task. Time might need to be extended

  14. Language and UbD • Language in the content area is an important part of lesson and unit planning • Scientific language becomes a part of stage 1 content and skills section of the UbD stage 1 framework

  15. Group Task • You will be asked to stay in your groups: life science, physical science and earth and space science • There will be a total of 6 strategies that will be introduced • Your group should have 1 example of each of the 6 strategies.

  16. Vocabulary – Strategy 1Fold Ups Select a single word or 2 opposing terms Single Word • Draw a picture on face of paper • Inside flap will contain a definition and an example Opposing terms • Pictures on the face of the paper • Inside flap has the definition and examples • Bottom half – Venn diagram that compares and contrasts the 2 words Strategy taken from AVID (Advancement Via Individual Determination)

  17. Vocabulary – Strategy 2 Photo Caption • Select a picture from a magazine that exemplifies the meaning of one of the vocabulary word • Provide an explanation of the word and how that particular picture demonstrates the meaning of that word Idea taken from AVID (Advancement Via Individual Determination)

  18. Vocabulary – Strategy 3Frayer Model

  19. Vocabulary – Strategy 4Word Sort • Put the following words in order from most important to the Earth to least. Then explain why you choose that order. • Sun, Moon, Mars, Jupiter, Gravity • MOST LEAST For this strategy any ordering system can be used. Most energy, least energy. Most complex, least complex etc… Main idea is to see what students think about the words.

  20. Vocabulary – Strategy 5Scrap Book • Scrapbook is supposed to be like a scrapbook page you make for trips etc. • Its focus is to have students make personal connections between the picture and their prior knowledge. • In the example below, the students makes a connection between the process and a factory. • Students should feel free to modify the page as needed. As long as they have the three parts, WORD, PICTURE (drawn or photo), and CONNECTION. • They can decorate the page, or have the items in any order. Just like a real scrapbook. Unlike the photo activity, this is meant to make prior connections. So its not a repeat of the definition. But what they think of when they see this picture or word.

  21. Vocabulary – Strategy 6“Your Own Model” • Share something you use to help your students understand science vocabulary. • Another option might be to combine parts of the other 5 strategies to form a “custom” vocabulary strategy for your students.

  22. Desired Outcomes • Revisit the Established Goals, Enduring Understandings, Essential Questions, Knowledge and Skills • The common language of science K-12 • Strategies that incorporate vocabulary words • Develop another unit and/or continue with last years unit

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