1 / 23

MI/MIS PDU April 2013

MI/MIS PDU April 2013 . Agenda: 7:00 – 7:10 Deep Dive in LEAP Indicator I.8 7:10-7:15 Center Institute 7:15-7:45 Stage 2 and 3 of UbD. LEAP Indicator I.8 deep dive. Rethink Autism . Elementary MI and MIS should all have access to Rethink Autism

dom
Download Presentation

MI/MIS PDU April 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MI/MIS PDU April 2013 Agenda: 7:00 – 7:10Deep Dive in LEAP Indicator I.8 7:10-7:15 Center Institute 7:15-7:45 Stage 2 and 3 of UbD

  2. LEAP Indicator I.8 deep dive

  3. Rethink Autism • Elementary MI and MIS should all have access to Rethink Autism • If you would like to add students, pleaser email Rob with the list of kiddos • Set up a site visit with a person from Rethink to work with you side by side around April 24 • They will attend the April 24 MI and MIS meeting at Asbury

  4. Boardmaker Studio • Digital download • Right now one per school • Choose a stationary computer in your building that is accessible by your special education team and connected to a computer • Add the pink sticker we will give you so folks know this computer has the software download • Training during the Summer Institute

  5. Summer Institute

  6. Understanding By Design AKA Backwards Design 1. What is your goal? 2. How are you going to assess? 3. What are your instructional tasks?

  7. UBD Template 1. What is your goal? 2. How are you going to assess? 3. What are your instructional tasks?

  8. Stage 2 of the UBD Process What evidence can show that students have achieved the desired results? What assessment tasks and other evidence will anchor our curricular units and thus guide our instruction? What should we look for, to determine the extend of student understanding?

  9. Think like an Assessor Goals Not a teacher What performance evidence signifies they have been met? Essential Questions Understandings What evidence would show the learner has deeply considered them? What would show the learner “got it”

  10. Is this evidence that they can count to 100? Examples Do we even know if the student did this? Is this evidence that they have developed “one hundredness”? Did the student have to explain rows, columns or patterns? Teacher has the students bring from home a poster that indicated they have counted 100 objects as a way of demonstrating their understanding of 100. Teacher refers to the state standards that references the “idea” of number and place value.

  11. Rigor Does the 100 day activity meet the criteria of rigor?

  12. Assessor vs Activity Designer

  13. Continuum of Assessments observations and dialogues informal checks for understanding tests and quizzes academic prompts performance tasks

  14. Authentic Assessment requires judgment and innovation is realistically contextualized asks the students to “do” the subject allows for rehearse, practice, consul and feedback to refine replicates “adult” challenges challenges students to use a repertoire of knowledge and skill

  15. Authentic Assessment based upon these criteria which assessments from the brainstorm list would meet the criteria of authentic? How could they be changed to be an authentic assessment?

  16. Small Group Discussion • Discuss as a group the types of assessment tasks you are thinking about doing for your unit. • Provide feedback to your fellow teachers

  17. UBD Stage Three Instructional Tasks

  18. The learning activities need to… Group A When are students most fully engaged? Group B When is student learning most effective?

  19. The learning activities need to… Group A When are students most fully engaged? -hands-on -involves mystery or problems -provides variety -personalize the challenge -cooperation and competition -real-world -provocative interaction (case study, mock trial) -authentic learning Group B When is student learning most effective -focused work ;clear goals -understanding of the purpose/rational -models and exemplars are provided -clear criteria that allows for monitoring progress -limited fear and maximal incentive to try harder, take risks and learn from mistakes -Ideas are concrete and real -students self assess reflect and adjust

  20. WHERETO W- Where the unit isheaded and why H- Hook and Hold attention E- Equip with necessary tools and experience R- numerous opportunities to Rethink, Reflect and Revise their work E- Evaluate progress and self access T- Tailored to reflect individual needs O- Organized

  21. Before and After • read textbook section life on the prairie • Read Sara Plain and Tall • Pioneer- life truck artifact • Prairie Day Activities – churn butter, 19th century game, seal letter with wax, etc • KWL • Sub Oregon Trail 2 with Journal entry for Prairie Day Activities • Other Fiction and non-fiction text • time line maps of a journey west • Scoring rubric for memory box task

  22. Transfer of Knowledge

  23. PDU Review May 7 • Bring your two page UBD design of a unit of study to share with a triad of peers • 2 page reflection essay to turn into the PDU office.

More Related