Lesson Design – Part 1

1. Lesson Design – Part 1 Adat Shalom CSI² PDT Facilitator: Rebecca Starr rivkastarr@yahoo.com * 248-327-6662 December 22, 2010

2. AGENDA 4:30-4:45 – Updates and Homework Review 4:45-5:15 – Curriculum Mapping continued 5:15-5:25 – Text Study: Genesis and the story of Creation 5:25-6:20 – Backwards Design – Part 1 of Lesson Design 6:20-6:30 – Ticket Out the Door and Conclusions Next Session: Part 2 of Lesson Design- January 16 – 9:00 a.m. – 12:30 p.m.

3. OUR NORMS • Make Yourself Comfortable • No Outside Distractions • Bring Your Boarding Passes • Show Kavod/Respect for Others • One Person Talks at a Time

4. CSI² REPORT/UPDATE • Elissa • Others?

5. CURRICULUM MAPPING CONTINUED Get together in grade level groups again and fill out the information for November/December as you did for September/October. What actually happened in the following areas: • Content • Skills • Assessment • Activities • Learning Styles/Intelligences Addressed

6. The creation story: backwards design? Essential Questions: In what order did God create the world? Could the order be backwards in some way? How so? How does God as architect of the world instruct us as architects of our lessons?

7. UNDERSTANDING BY DESIGN: What is Backward Lesson Design? “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” – Stephen R. Covey • Starts at the end with the desired results and then derives curriculum from desired performances • Can be seen as planned coaching. What types of lessons and practices are needed to master desired performances? • Assessment is not simply done at the end of a lesson, but is part of the whole design process

8. KEY COMPONENTS: Understanding By Design by Wiggins and McTighe 1. Identify Desired Results What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired? 2. Determine Acceptable Evidence How will we know if the students have met the desired standards? What will we accept as evidence of student understanding and proficiency? 3. Plan Learning Experiences and Instruction What activities will equip students with the needed knowledge and skills? What materials and resources are best suited to accomplish these goals?

9. ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS – PART 1 Enduring Understandings: • Understanding is gained by questions that arise from reflection, discussion, and shared ideas • Backwards design enables educators to create meaningful curricula that targets specific understandings • Units should be created based on essential and topical questions that focus on targeted enduring understandings Essential Questions: • What is understanding? • What is the backwards design process? • What are essential questions? • How is backwards design helpful to me as a classroom teacher?

10. IDENTIFYING ENDURING UNDERSTANDINGS What knowledge is worth understanding? - Enduring - At the heart of a discipline - Needs uncovering of abstract or misunderstood ideas - Potentially engaging

11. CREATING ESSENTIAL QUESTIONS Essential Questions Should: • Go to the heart of a discipline • Recur naturally throughout one’s learning and in the history of a field • Raise other important questions Tips for Creating Essential Questions: • Organize programs, courses, units, and lessons around the questions. • Make the content the answers to the questions • Use a reasonable number of questions per unit (between 2 and 5). Make less be more. • Make engaging and provocative questions • Make sure the students understand the questions • Post overarching questions in the classroom • Help students personalize the questions

12. LET’S PRACTICE Classroom Curriculum Content: PURIM Working in grade-level groups, create enduring understandings AND essential questions for a unit about Purim. Then, create them for a single lesson. Use the worksheets provided to help you.

13. TICKET OUT THE DOOR AND HOMEWORK • Ticket out the Door: How do you currently design your lessons? What process do you go through? • Homework: In your journal, write two or three enduring understandings and essential questions for one of the curricular topics you will be teaching in January.

14. LESSON DESIGN – PART 2Sunday, January 16, 2011 AGENDA 8:45-9:30 – Study with Reb Mimi Fiegelson 9:30-9:45 – Update on CSI POD progress 9:45-10:30 – Discuss UBD Essential Questions and Enduring Understandings related to Purim unit as well as next steps in UBD lesson design 10:30-11:30 – Break and continue lesson creation in grade level groups 11:30-12:15 – Other forms of lesson design 12:15-12:30 – Ticket out the door and homework

15. What is an Enduring Understanding? What is interesting and something worth being familiar with? What is important to know about or to know how to do? Enduring Understandings: What do you want your students to remember 10 years from now?

16. PEER Review: Essential and Topical questions - Purim Group 1 What is Purim? How do we celebrate Purim? -How is Purim celebrated at home, the synagogue, or in other places (i.e. walled cities, Israel) -What special foods relate to Purim? -What are the four mitzvoth related to Purim? -Who are the characters in the story? Group 2 What is the role of God in the Purim story? How does Purim teach us to stand up for what we believe? -What is the role of Mordechai? -What is the role of Esther? -How do we know that God was involved?

17. Continued. . . • Group 3 • What does Judaism teach is about bullying and standing up for ourselves? • What do you think the Jewish scholars we studied would think about the friendship between the characters in the Purim narrative? • -How are Esther, Mordechai, and Vashti role models? • -What do these ancient lessons have to do with us and Jews and as pre-teens today? • -What are the morals of the story? • Group 4 • How in the story of Purim do we see courage and self sacrifice? • -How did Mordechai relate to Haman? • -How did Esther relate to Mordechai? • -How did Haman relate to Mordechai • -How did Esther feel about her Jewish identity throughout the Purim narrative? • Group 5 • How were the Jews were victorious in the Purim story? • What do I need to know now about Purim in order, as an adult, to decide what I want to do?

18. 5 Steps in Backward Design • Indentify Learner Outcomes: What will the students know and do? • Determine Acceptable Evidence: What will you accept as evidence that the student learned? • Plan Learning Experiences: What learning experiences will enable students to achieve outcomes? • Plan Assessment and Evaluation Strategies: How will students demonstrate what they understand, know, and can do? • Reflection: What will you do to decide what the next step in teaching should be?

19. Next Steps…Two Complementary Approaches to Teaching

20. Working in Groups 1. Determine Essential and Topical Questions 2. What will you accept as evidence that the students learned the subject? 3. What learning experiences will allow the student to achieve your desired outcome (remember active learning and classroom management techniques)

21. The Backwards Design Process

22. Multiple Intelligences Active Learning Reminders • Learning Centers: • Inquiry Based Learning: • Creating Norms: • Ticket Out the Door: • Think – Pair- Share: • Surprise: • Visualizations: • Physical Response: •  Catch Ball Drills:. • Music:. • Interview: • Graphic Organizers: • Thought Feel Cards: • Verbal-Linguistic • Logical Mathematical • Spatial • Bodily-Kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist

23. Madeline Hunter Lesson Design

24. Dorothy Herman Model Objectives Objectives are specific and are written in terms of what students can be expected to accomplish. Objectives are achievable, measurable, and sequential. Example: At the end of this lesson, students will be able to: 1. Describe a shtetl. 2. be able to state reasons why Jews left Eastern Europe to settle in America 3. Be able to compare and contrast class members’ family immigration experiences. Set Induction How will you set the stage for the students and get their attention? Example: Explain how Shabbat is set apart and made special in the home (i.e. best dishes, tablecloths flowers, foods, prayer, songs, clothes, ways we act, etc.). Show them a Shabbat table set up in the classroom. Activities What activities/procedure will you follow to accomplish your objectives? Closure How will you end your lesson? What activity will you use to assess student learning?

25. He who dares to teach must never cease to learn.” – John Cotton Dana WORD SPLASH: Lesson Design

26. Ticket Out The Door/Homework Ticket Out the Door: How do you currently assess student learning? What techniques do you use? How do you measure what they have learned? How do you know if they have met your objectives? Homework: Use one of the templates we discussed and design a lesson using it. Turn it in at our next session. February 9: 6:30 p.m. – 8:30 p.m. - Assessment

27. RESOURCES • From Text to Curriculum: Understanding by Design for Jewish Educators by Dr. Carol Zinn Congedo – Jewish Education Institute of Pittsburgh • Understanding By Design and Handbook by Grant Wiggins and Jay McTighe • Enhancing Teaching by Madeline Hunter • Teaching for Success by Dorothy C. Herman