Understanding by Design ( UbD ) (according to Wiggins and McTighe )

1. Understanding by Design (UbD)(according to Wiggins and McTighe) Backward Planning Part 2 November 2012

2. INSPIRATION… for this season of Thanks • http://play.simpletruths.com/movie/dance-in-the-rain/store

3. Let’s Review Stage 1 • Concepts • Enduring Understandings • Essential Questions • Learning Targets • Know • Reason • Skill • Product

4. Enduring Understandings… Social Studies: ... all cultures have beliefs, roles, traditions, economies, and technologies … people change and are changed by their culture* Mathematics: … at times the right answer is not the best solution … shapes, and patterns are found all around us Science: … all living things have characteristics in common … an ecosystem is comprised of interdependent parts* … change to one part of an ecosystem results in change in its other parts* Language Arts: … each of a story’s elements exist in an interdependent relationship with the other elements … changing even one element will alter the story’s organization and outcome in some way* * Generalizations: Understandings that show the relationship between two or more concepts

5. Essential Questions Social Studies: How should government balance the rights of individual with the common good? Whose story is it? Whose voice aren’t we hearing? Mathematics: How does what we measure influence how we measure? How does how we measure influence what we measure? Science: How should we evaluate a scientific claim? How are structure and function related in living things? Language Arts: Can fiction reveal truth?, How do you read between the lines? What if we didn’t have punctuation marks? Related Arts: What is art and how is it different from crafts? In what ways can motion evoke emotion? Is pain necessary for progress? Who is a winner? How are sounds and silence organized in various musical forms?

6. Learning Targets - “I can” statements Know: • Facts (label, name, list) • Vocabulary (state the definition) Reasoning: -- Examine/Interpret (data, evaluate text, write arguments Skills/Products: • Basic Skills (Read non-fiction text, draw graphs) • Thinking Skills (analyze, solve, compare/contrast, discriminate hypothesis/conclusion) • Skills of the Discipline (dribble basketball, personal health plan, play music scales) • Social (cooperation, sharing/communication)

7. Social Studies Concept: Survival Topic: Civilization Essential Questions: What are key factors that affect the survival of a civilization? What can we learn from other civilizations? Learning Target: As a result of this lesson, students will: Know: facts about “ancient river valley civilization, focusing on Egypt and Mesopotamia, terms/definitions pertaining to civilization Reason that: Survival of a civilization depends upon effective utilization of resources, communication and trade, and organizational systems Do:(“I can” statements) locate the civilizations in time and place, describe the development of social, political, economic structures, explain the development of religious traditions

8. Science Concept: Systems Topic: Energy Essential Questions: Why are we faced with so many complex questions about energy use in the future? Learning Target: As a result of this lesson, students will: Know: vocabulary related to the topic, sources of energy, difference between potential and kinetic energy, law of conservation of energy, different forms of energy, efficiency of energy transformation Reason that: the amount of energy from human use on Earth is limited, technology creates the need more energy while providing solutions for some energy needs, many factors have created the need for humans to make complex decisions about energy use. Do:(“I can” statements)Classify energy as renewable and non-renewable, Calculate the amount, type, and cost of energy used to make certain common objects, Weigh the pros and cons of different energy sources, Make an energy usage plan for 2020

9. Math Concept: Relationships Topic: Ratios Essential Question: How and when do we compare quantities ? Learning Target: As a result of this lesson, students will: Know: vocabulary associated with fractions and proportions, all the ways ratios can be written/read Reason:there are a variety of contexts for using ratios and comparing them Do:(“I can” statements) convert decimals/percents to fractions, identify when ratios are needed/used, demonstrate how to use ratios in contexts

10. Language Arts Concept: Perspective Topic: Advertising Essential Question: Why is the media so important in our lives today? How does perspective shape our opinions? Learning Target: As a result of this lesson, students will: Know: Definition of media, perspective, point of view, advertising techniques (bandwagon, testimonial, etc.) Reason: Perspective influences decision making, the power of advertising lies in the ability to manipulate the audience’s perspective Do: (“I can” statements)Explain and analyze advertising, Use point of view strategically in creating an ad, Critique other ads; use of point of view to achieve purpose/influence decision making.

11. Today’s Essential Question: How do we get students to apply what they have learned?

12. Escalator

13. Today’s Learning Targets: • I can create opportunities for students to transfer learning. • I can write a performance task that aligns to my essential question, standard/s, and unit goal. • I can create and use formative assessments that check for student understanding.

15. Do you think like an Assessor? • What evidence can show that students have achieved the desired results you identified in Stage 1? • What assessment tasks and other evidence will anchor our curricular units and thus guide our instruction? • What should we look for, to determine the extent of student understanding?

17. So, how do we measure understanding?

19. Self – Assessment Activity Sources of Assessment Evidence Rate your use of these type assessments on a scale of 0 to 5

20. The Six Facets of UnderstandingTo be used when generating ideas for performance tasks

21. What should a performance task ask students to do?

22. Performance Tasks What it is: • Test of performance • Non-routine • Unpredictable problems or challenges • Learner must innovate and use their judgment as well as their knowledge • Transfer of knowledge • Real-world What it ain’t: • Conventional short answer • Multiple choice • Drill and kill • Craft project(s) • Recall, recognize, or “plug-in” isolated, discrete bits of knowledge

24. Are you truly assessing your standards? Are students truly performing the needed skills?

25. Wisdom Table ActivityNow create your own performance task based on the Enduring Understanding, Essential Question, Standards and Learning Targets you brought today.

26. Formative Assessments • How will you know that students are moving in the right direction to be able to complete a performance task at the end of the unit? • Are you checking students’ understanding daily? • Do you collect data about student understanding and use it to decide how your instruction will proceed for the next day, rest of the week/unit, etc…?

27. Formative assessment is when the cook tastes the soup; summative assessment is when the guests taste the soup. What types of formative assessment do you use? How truly effective are they?

28. Test the appropriateness of a formative assessment.THINK ABOUT… • Am I assessing the specific learning target for the given day? • Am I hearing from every child? • Are my students answers influenced by what their peers might think or what their peers are choosing for answers? • How feasible is it for me to collect information from this assessment and use it to adjust my instruction for the next day?

29. Stoplight… • https://www.teachingchannel.org/videos/daily-lesson-assessment

30. Wisdom Table ActivityNow create your own formative assessment based on your Enduring Understanding, Essential Question, Standards, Learning Targets, and Performance Task.

31. Consider this:Any assessment design should… • Have clearly articulated criteria • Be valid and reliable • Provide sufficient measure of the desired results • Encourage students to self assess their own learning RUBRICS aligned to your performance tasks will help to accomplish all of these things. We will look at rubrics in more detail at our next training.

32. Transfer to the “GAME”

33. OMS FUTURE DATES… • Thursday, Dec. 13– Grade Level/Related Arts Meetings. (Will continue this Part 2 training if needed.) • Friday, Dec. 14 – CC Pilot Writing Assessment Practice #2. • Thursday, Feb. 21, 2013 – District-wide Training “UbD” part 3. *Bring information from both Part 1(Sept) & Part 2(Nov). Fill out Bradley County Schools TEACHER TRAINING UbD part 2 Evaluation Form. Thanks! Have a great rest of the day! “Alone we can do so little; together we can do so much.” Helen Keller