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Summer Focus

Summer Focus. Learning Map for each unit Common Mid-term and Final Exam for each course Identify pre-requisites for each course (to be used for pre-tests). Traditional design is like setting out on a trip and not knowing where you are going And not knowing

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Summer Focus

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  1. Summer Focus • Learning Map for each unit • Common Mid-term and Final Exam for each course • Identify pre-requisites for each course (to be used for pre-tests)

  2. Traditional design is like setting out on a trip and not knowing where you are going And not knowing how you will know when you get there Textbook Teacher’s favorite topic/book Time-honored activities

  3. Backward Design “To begin with the end in mind means to start with a clear understanding of your destination. It means you know where you’re going…so the steps you take are always in the right direction”

  4. What is backward design? It’s thinking about assessment before Deciding how you teach BEFORE Planning instruction How will the student prove he/she understands..?

  5. The performance taskor culminatingprojectprovides evidence that students are able to use their knowledge in context

  6. Tests, quizzesjournals, writing samples, etcare used to assess knowledge & skills that contribute to the culminating performances

  7. Is it teaching to the test?

  8. It’s determining/identifying exactly what skills & knowledge students will need to know and be able to do as prerequisites to completing the culminating project

  9. It seems backward because rather than creating assessments near the end of a unit of study (or relying on textbook tests) we determine assessment evidence as we begin to plan a unit Not in the shower the day before the test!

  10. Determine and prioritize desired results • Create the assessment before planning instruction!

  11. Curriculum Planning Key Concept: The textbook or novel is not the course of study The textbook or novel is only a resource that supports the desired results They are tools – not the syllabus Coverage is like marching through the textbook

  12. Identify desired results #1 Determine acceptable evidence #2 Culminating Project or Performance task Plan learning experiences & instruction #3

  13. Why plan for assessment before planning instruction?

  14. Standards help teachers Percentage of teachers who said their instruction has been helped by having clearly specified learning goals for students 82% Source: The Chronicle of Higher Education,SCHOOL & COLLEGE,http://schoolandcollege.com/articles/2006/03/01a00901/index.html#views.

  15. Stage #1 Desired Results Establish Goals Identify big ideas/concepts/understanding Determine essential questions Identify what students will be able to… Standards EOC blueprints HSAP blueprints Course objectives We are not teaching a book We are teaching concepts/skills/processes/strategies What provocative questions will foster inquiry, understanding, and transfer learning? Identify key skills and knowledge students will acquire. What should students be to as a result? We do not teach Animal Farm We teach how to identify a fable, understand satire, allegories, and symbolism, the meaning of eulogy, etc.

  16. Big Ideas Are rarely obvious!

  17. Clarify Content Prioritiesand Identify the Big Ideas • Worth being familiar with • Important to know & do • Big ideas & core tasks Look at the standards and EOC Blueprints

  18. ELA Blueprint R1 The student will integrate various cues and strategies to comprehend what he or she reads. 23.6% R2 The student will use a knowledge of purposes, structures, and elements of writing to analyze and interpret various types of text. 27.3% R3 The student will apply knowledge of word analysis strategies to determine the meaning of new words encountered in reading material and use them correctly 15.5% W1 The student will apply a process approach to writing.20% C1 The student will use speaking skills to participate in large and small groups in both formal and informal situations.10.9% RS1 The student will select a topic for exploration.>1% RS2 The student will gather information from a variety of sources.>1%

  19. Big ideas examples Concepts adaptation, perspective Themes good triumphs over evil, coming of age Paradoxes freedom must have limits, leave home to find oneself Theory manifest destiny, evolution Underlying assumptions markets are rational, texts have meaning Understanding/Principle correlation does not ensure causality, form follows function

  20. To what extent does the idea, topic, or process represent a “big idea” having enduring value beyond the classroom? Enduring understandings go beyond discrete facts or skills to focus on larger concepts, principles, or processes. As such, they are applicable to new situations within or beyond the subject. For example, we study the enactment of the Magna Carta as a specific historical event because of its significance to a larger idea. That idea is the rule of law, whereby written laws specify the limits of a government's power and the rights of individuals—concepts such as due process. This big idea transcends its roots in 13th century England to become a cornerstone of modern democratic societies. Does a student need to know this in adult life?

  21. Standards Use Bloom’s Taxonomy to help understand what each standard is requiring and help ensure that standards, lessons, and assessments are aligned.

  22. Standards Rather than stating that students will learn.. the taxonomy helps clarify specifically

  23. Apply Remember Understand Evaluate Analyze Create

  24. Essential Questions How does fear threaten freedom? Sets the focus of the lesson No single right answer Raise other questions Id’s what student will able to do/know at the end of the lesson

  25. Which is the best LEQ in each example • What is foreshadowing? OR • How does foreshadowing help you understand a story? • What are the nine planets? OR • What makes up our solar system? • What is a linear equation? OR • How do you solve real world problems using linear equations?

  26. Stage #2 Assessment Evidence Performance Task or Culminating Activity provides evidence that students are able to use their knowledge in context This is the time to create the task.

  27. It’s authentic if: Task set in a scenario that replicates or simulates real-world situations

  28. The Swimming SchoolTune: “On Top of Old Smoky” Last year I decided To be fit and trim So I took a class called, “Let’s Learn How to Swim” The classroom was tidy, the textbook was cool It had colored pictures of folks in a pool. Written by Jean Spanko

  29. I read every chapter, I read every line I did all the worksheets- success would be mine. The teacher said, “First thing, We’ll learn not to drown. I’d suggest you take notes now, ‘Cause this is profound. The test will be Friday, it’s fill-in-the-blank I grade on the bell curve To see where you rank.” Swimming School, pg. 2 Written by Jean Spanko

  30. Well, wonder of wonders, I got the best score So now I was ready to swim shore to shore. I rushed to the pool Which was right down the block I jumped in the water and sank like a rock. The lifeguard who saved me Was not too impressed When I showed my grade card That proved I was best. Swimming School, pg. 3 Written by Jean Spanko

  31. He said, “Swimming’s a pattern of kicking and strokes But you have no program, your class was a hoax.” So now I’m enrolled in “Let’s Learn How to Knit,” I’m making a muu-muu~ Forget being fit! Swimming School, pg. 4 Written by Jean Spanko

  32. It’s authentic if: It requires judgment and innovation Has to use skills wisely/effectively to address challenges or solve problems. The realistic challenges require the learner to figure out the nature of the problem Not reciting, restating, regurgitating How would an adult truly use this in real life?

  33. Performance Tasks and Projects • As complex challenges that mirror the issues and problems faced by adults, they are authentic. Ranging in length from short-term tasks to long-term, multi-staged projects, they require a production or performance. They differ from prompts because they • Feature a setting that is real or simulated: one that involves the kind of constraints, background noise, incentives, and opportunities an adult would find in a similar situation. • Typically require the student to address an identified audience. • Are based on a specific purpose that relates to the audience. • Allow the student greater opportunity to personalize the task. • Are not secure. Task, criteria, and standards are known in advance and guide the student's work.

  34. Alignment Big idea Performance task/Major project – Cause & Effect of the Civil War create a diorama of a great battle of the war with exhibit materials Rules of War analyze and debate in what ways (Does the ends justify the means?) General Washington’s surprise attack violates rules of war?

  35. Criteria for evaluation Culminating Activity/Project Rubric

  36. Rubrics are given to the student when the task is assigned Determine the criteria by: • Establish the BEST, the EXEMPLARY • Define the lowest level of performance • Identify what is between the top & bottom

  37. To find rubrics to use or modify • http://rubistar.4teachers.org • http://uen.org/rubric • http://www.uwstout.edu/soe/profdev/rubrics/shtml

  38. Score: Exemplary: 100-95 Needs Improvement 81-87 Good: 94-88 Re-teach 80 or less

  39. Authentic assessments • Example #1. Consider the difference between asking students to answer multiple choice questions about geared systems and mechanical advantages and asking them to construct a transmission that will displace a required load with a pre determined power input. In the latter case, students must put their knowledge and skills to work just as they might do naturally in or out of school. • Example #2. Students are given some polluted water and some materials to help them with cleaning up the water. They are not given any advice, but are encouraged to work in teams to get the water as clean as possible. Later, they are asked to reflect on which methods were most effective. Also, they reflect on which types of pollutants were most difficult to remove. Then results are compared to water treatment techniques. • Example #3. Students are asked to design a company called Pythagorean Industries. They are asked to explain their strategies and make all computations. They must control a budget while ordering necessary supplies. They must list and graph monthly expenses.

  40. Pythagorean Industries Memo To: Accounting Dept. From: Mrs. Haney Date: 02/26/01 Re: Company Expenses Monthly Expenses The following is a list of our monthly expenses. Please create a circle graph which shows what percent of our total expenses each expense represents. Attach a description of how the graph was created. Include any conclusions or thoughts you have regarding our monthly expenses. Amount of Expense Rent for Office Space $6,500 Company cars $2,550 Electricity $6,400 Salaries $68,550 Advertising $136,000 Production $30,000 

  41. Authentic assessments • http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htm

  42. With your department.. • ID desired results & prioritize • Determine & create culminating activities/performance tasks (major common assessments) • Establish criteria - rubrics • Determine how you & dept plan to use MAP data

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