Understanding by Design 2012

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

2. Agenda • Monday • Welcome • Reflection and Needs • Unpacking Common Core • Methods and tools • Lunch • Moving the standards into Lesson Design • Levels of Thinking and Questioning • Incorporating Questioning into Lesson Design • Tuesday • Writing Units and Lessons • Lunch • Peer Review of Lessons

3. 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.

4. 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?

5. Welcome • Website for files http://21stcenturyschoolteacher.com Reflection questions: • Google Forms • Google form results

6. Standards are not curriculum. “These Standards do not dictate curriculum or teaching methods.” -- The Common Core Standards

7. E/LA Standards • Reading – Greater balance of literature and informational texts • Writing – Emphasis on informative/explanatory writing; argument and support; narrative • Speaking and Listening

8. E/LA Standards • Ten Anchor Standards and grade-level expectations organized by strand • College and Career Readiness Standards • Sample grade-level maps, units, assessment tasks and samples of student work

9. E/LA Standards • Emphasis on independent transfer: • ”Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions…”

10. E/LA Standards • The E/LA Standards are intended to apply in history/social studies, science, and technical subjects. • They complement rather than replace content standards in those subjects.

11. E/LA Standards Appendix A – contains supplementary material on reading, writing, speaking and listening; glossary of key terms. Appendix B – consists of text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels; sample performance tasks. Appendix C – annotated writing samples

12. Three-Minute Pause Meet in groups of 3 - 4 to... summarize key points. pose clarifying questions post comments online.

13. MathematicsStandards  • Focus on transferable ‘big ideas’ • “…not only by stressing conceptual • understanding of key ideas, but also by continually returning to organizing • principles such as place value or the properties of operations to structure those ideas.” CC Mathematics Standards, p. 4

14. MathematicsStandards  • Include eight Standards of Mathematical Practice along with content standards. • Examples: • Model with mathematics • 6. Attend to precision

15. MathematicsStandards  “…the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement .... To deliver on the promise of common standards, the standards must address the problem of a curriculum that is a mile wide and an inch deep.”

16. MathematicsStandards  “…That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies that ‘to be coherent,’ a set of content standards must evolve from particulars … to deeper structures inherent in the discipline.”CC Mathematics Standards, p. 2

17. Three-Minute Pause Meet in groups of 3 - 4 to... summarize key points. pose clarifying questions post comments online.

18. Standards are not curriculum. “These Standards do not dictate curriculum or teaching methods.” -- The Common Core Standards

19. A Model Curriculum Blueprint

20. Need to “Unpack” Standards Distinguish goal types: A, M, T Determine appropriate assessments

21. Three Types of Goals Acquisition of knowledge and skills Meaning Making of understandings Transfer of learning to new situations

22. Long-Term Transfer Goal “Students will be able to independently use their learning to…” • An effective curriculum equips learners for autonomous performance • …by design.

23. Transfer Goal – E/LA Students who are College and Career ready: Demonstrate independence. “Students can, without scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.”

24. Transfer Goal – Writing Effectively write in various genres for various audiences and purposes (inform, explain, entertain, persuade, guide, or challenge/change things).

25. Transfer Goal – History/SS Use knowledge of patterns of history to better understand the present and prepare for the future. Critically appraise historical claims and analyze contemporary issues. Participate as an active and civil citizen in a democratic society.

26. Transfer Goal – World Languages Effectively communicate with varied audiences and for varied purposes while displaying appropriate cultural understanding.

27. Transfer Goals – Mathematics Mathematically proficient students: • Construct viable arguments and critique the reasoning of others. • Model with mathematics.

28. Three-Minute Pause Meet in groups of 3 - 4 to... summarize key points. pose clarifying questions post comments online.

29. The “Inside Out” Method nouns and adjectives verbs standards Assessments Understandings and Essential Questions

30. Unpacking Standards Apply the “unpacking” method to one of the Anchor standards for Reading or Writing or one of the Mathematical Practices.

31. The “Matrix” Method Especially useful for mathematics What is the overlap between the process (mathematical practices) and content standards

32. Unpacking Standards Apply the “unpacking” method to one of the Anchor standards for Reading or Writing or one of the Mathematical Practices.

33. The “Top Down” Method Standards In order to meet the standard, students will need to understand that - Understanding(s) In order to understand, students will need to consider such questions as - Essential Question(s)

34. Unpacking Standards Apply the “unpacking” method to one of the Anchor standards for Reading or Writing or one of the Mathematical Practices.

35. Common Core Standards   Mathematics • Model with mathematics.

36. Mathematical modeling • ‘Big Idea’ Understandings: • Mathematicians create models to interpret and predict the behavior of real world phenomena. • Mathematical models have limits and sometimes they distort or misrepresent.

37. Mathematical modeling • Essential Questions: • How can we best model this (real world phenomena)? • What are the limits of this model? • How reliable are its predictions?

38. Unpacking More Standards

39. 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

40. Recess

41. Questioning in the Classroom

42. 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.

43. 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

44. 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

45. 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

46. 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

47. 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?

48. 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 ______?

49. 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?