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Understanding by Design 2012

Understanding by Design 2012. Allen Parish March 12 & 13, 2012. Welcome. Website for files http://21stcenturyschoolteacher.com. Agenda. Tuesday Levels of Thinking and Questioning Incorporating Questioning into Lesson Design Writing Units and Lessons Lunch Writing Units and Lessons

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Understanding by Design 2012

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  1. Understanding by Design 2012 Allen Parish March 12 & 13, 2012

  2. Welcome • Website for files http://21stcenturyschoolteacher.com

  3. Agenda Tuesday • Levels of Thinking and Questioning • Incorporating Questioning into Lesson Design • Writing Units and Lessons • Lunch • Writing Units and Lessons • Peer Review of Lessons

  4. Understandings Common core standards are not a curriculum. Common core standards align well with Understanding by Design. The process of unpacking standards is critical to understanding their implications for design, instruction and assessment. Quality questioning leads to understanding and transfer.

  5. Questions To what extent are the ideas of acquisition, meaning making and transfer embedded in the Common Core Standards? If the state is going to hand us a curriculum, why unpack standards? What makes a good question? A good teacher question? A good student question? How might our assessments be affected by Common Core Standards?

  6. Model Lesson Pilot Suggested Steps • Before the lesson • Study lesson to identify CCSS-aligned content and instruction. • Read and analyze identified text; identify standards, questions to ask, potential areas of difficulty for students, possible scaffolds • During the lesson • Observe/monitor and provide written or oral feedback • After the lesson • Engage teachers individually in formal reflection on the lesson (i.e., Examine the CCSS-aligned practices (What did the lesson do? What did the lesson not do?) What went well? What could be improved?) • Engage entire faculty in reflection/discussion; ask individual teachers to demonstrate understandings for colleagues • Gather examples of CCSS-aligned student assignments and student work

  7. Questioning in the Classroom

  8. Three-Minute Pause What role does questioning play in your classroom?

  9. Steps to the Inquiry Process Higher-level questions are essential to facilitating conceptual understanding. The inquiry process is facilitated by skillful questioning and provides students with the opportunity to become independent thinkers who master their own learning.

  10. COSTA’S LEVELS OF QUESTIONING Level One: The answer can be found in the text (either directly or indirectly) Very concrete and pertains only to the text. Asks for facts about what has been heard or read Information is recalled in the exact manner/form it was heard

  11. COSTA’S LEVELS OF QUESTIONING Level Two: The answer can be inferred from the text. Although more abstract than a Level One question, deals only with the text Information can be broken down into parts Involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision making Questions combine information in a new way

  12. COSTA’S LEVELS OF QUESTIONING Level Three: The answer goes beyond the text. Is abstract and does not pertain to the text Ask that judgments be made from information Gives opinions about issues, judges the validity of ideas or other products, justifies opinions and ideas

  13. COSTA’S LEVELS OF QUESTIONING LEVEL THREE:Apply Evaluate Hypothesize Imagine Judge Predict Speculate LEVEL TWO: Analyze Compare Contrast Group Infer Sequence Synthesize LEVEL ONE:Define Describe Identify List Name Observe Recite Scan

  14. Sample Questions Level 1: Gather and Recall Information (Gathering/Input) Ask Level 1 questions to identify what students know about the problem or question and connect to prior knowledge. •What do you know about your problem? •What does __________mean? •What did you record from your class notes about ____? •What does it say in the text about this topic? •What is the formula or mnemonic device (ex. P-E-M-D-A-S) that will help you identify the steps necessary to solve the problem?

  15. Sample Questions Level 2: Make Sense Out of Information Gathered (Processing) Ask Level 2 questions to begin processing the information gathered, make connections and create relationships. •Can you break down the problem into smaller parts? What would the parts be? •How can you organize the information? •What can you infer from what you read? •Can you find a problem/question similar to this in the textbook to use as an example? •What is the relationship between ______and ______?

  16. Sample Questions Level 3: Apply and Evaluate Actions/ Solutions (Applying/Output) Ask Level 3 questions to apply knowledge acquired and connections made to predict, judge, hypothesize or evaluate. •How do you know the solution is correct? How could you check your answer? •Is there more than one way to solve the problem? Could there be other correct answers? •Can you make a model of a new or different way to share the information? •How do you interpret the message of the text? •Is there a real life situation where this can be applied or used? •Can you explain it in a new and different way? •Could the method of solving this problem work for other problems? •How would you teach this to a friend?

  17. Three-Minute Pause How can Costa’s levels of questions be used in conjunction with A, M, T goals and the Common Core Standards?

  18. Writing Questions Create level one, two, and three questions for your lesson Share—Triple Whip!

  19. Work Time—Model Lesson Design

  20. Math Resources • Math Design Collaborative • http://www.mygroupgenius.org/mathematics • Formative Lessons • http://map.mathshell.org/materials/lessons.php • Sample Questions • http://www.gips.org/learning/Curricular-Areas/mathematics/K-12-Curriculum-Framework

  21. English Resources • Socratic Seminars • http://www.nwabr.org/education/pdfs/PRIMER/PrimerPieces/SocSem.pdf • http://www.greece.k12.ny.us/academics.cfm?subpage=1260 • Unpacking Examples • http://www.ncpublicschools.org/acre/standards/common-core-tools/ • Writing Continuum • http://www.epsilen.com/CCSSO/continuum/?system_name=ejoCFRujtMA=&selected_system_name=ejoCFRujtMA= • Questioning and close reading model (Hunt Institute) • http://www.youtube.com/watchv=Ho_ntaYbL7o&feature=related

  22. Lunch

  23. Work Time—Model Lesson Design Continued . . .

  24. Peer Review Protocol • Groups of three • Two talk—author listens

  25. Peer Review • What evidence is there of student acquisition, meaning making, and transfer • To what extent is there alignment with the unpacked standard(s) and AMT? • Is there an appropriate balance of level one, two, and three questions?

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