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Understanding by Design, Stage 3<br />“If you don’t know exactly where you are headed, then any road will get you there.”<...
http://vimeo.com/27450265<br />
Engaging<br />&<br />Effective<br />
Engaging<br />&<br />Effective<br />-- bit.ly/WTengaging<br />-- bit.ly/WTeffective<br />
“ There is no ideology to it: Do what works in Stage 3 to meet the objectives of Stage 1.”-- Wiggins and McTighe, 2005<br />
W<br />H<br />E<br />R<br />E<br />T<br />O<br />
W<br />here from, where to, why <br />H<br />E<br />R<br />E<br />T<br />O<br />
W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />R<br />E<br />T<br />O<br />
W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br /...
W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br /...
W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br /...
W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br /...
W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br /...
Examine the “House”.  Where does this course fit?  Why do you think so?<br />
How does this course support the mission/vision/ commitments/ learning principles?<br />
The goal of teaching should be to provide students the ability to use the stuff of the subject, not just learning the stuf...
What should educators and learners be doing inside and the outside the classroom to best accomplish Mission?<br />Why teac...
An Overview of the Three Stages of  Understanding by Design Connected to PLCs<br />Stage 1 – Desired Results (What do we w...
Stage 1:  Goals, established content standards (national, state, district), enduring understandings, essential questions, ...
UbD Template – Stage 1 (Parkway’s Guaranteed Curriculum)What do we want our students to learn?<br />
Stage 2:  Decide upfront (before designing specific lessons) how student attainment of a desired understanding will be det...
UbD Template:  Stage 2How will we know they learned it?<br />
Stage 3:  Determine the most appropriate instructional activities for the identified results and evidence of understanding...
UbD Template:  Stage 3 (Teacher as Lesson Designer)<br />
Vocabulary of the Backward Planning Model<br />Stage 1 (Enduring Understandings and Essential Questions)<br />Stage 2 (Ass...
Stage 1 – What to do we want our students to learn?<br />Stage 2 – How will we know that they have learned it?<br />Stage ...
Professional Learning Community Questions<br />What do students need to know, be able to do, and understand?  (Stage 1)<br...
Planning and Preparation for Learning<br />Learning Environment<br />Instructional Process<br />Monitoring, Assessment, an...
Most Important Point (MIP)<br />On the note card jot down the MIP (Most Important Point) of the overview presentation.<br ...
‘W’<br />
?<br />
?<br />Why am I going there<br />(St. 1, Big Ideas)<br />Where have I been?<br />Where am  I going?<br />(St. 2, OE)<br />...
?<br />What opportunities exist for your students to answer these questions in a way that is visible throughout your unit?...
?<br />What elements will change, based on student answers?  <br />
?<br />Where can technology support the work?<br /><ul><li>gathering feedback
displaying a model performance
revealing an authentic audience</li></li></ul><li>?<br />What opportunities exist for your students to answer these questi...
‘H’<br />
“ Education should be an itch, not a scratch.”-- Frank Lyman, 1992<br />
“ The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usa...
role play<br />real-world problems<br />puzzles<br />oddities and weird facts<br />mysteries<br />provoking questions<br /...
Not just a hook, but a hold.  Not just entertaining, but essential.<br />
How might we use the resources currently around usto create compelling, relevant hooks that pull our students in?<br />
One method<br />Show how this new, difficult problem arises from an old, easy problem.<br />Make an appeal to student intu...
How might technology support the work?<br /><ul><li>animating a static problem
inviting real problems into the classroom
allowing collaborative creation/problem solving to happen digitally</li></li></ul><li>‘H’<br />What itch from Stage 1 is a...
bit.ly/LbDday1<br />
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Whereto with technology Day 1

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A presentation outlining the place and purpose of WHERETO in lesson design

Published in: Education, Technology
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  • Pair and Share
  • Divide the group in four groups. Mission/Vision/Commitments/Learning Principles. Team has three minutes to review assigned portion and then to share with group. (Great opportunity to incorporate the CRT Strategy “Roll the Dice” – group members number off one – six. Have to hold up finger and own the number – the person whose number is rolled is the person from the group who will “stand and deliver” share their response (this is designed to engage all students as it makes everyone responsible for the learning).
  • UbD is not a formula but a way of thinking about lesson design and teaching for transfer – UbD in a Nutshell provides a simple overview of Understanding by Design. -
  • The Parkway School District adopted the backward plan model (Understanding by Design) for curriculum design in 2005. UbD was selected because it addressed several concerns of staff members regarding too much content and not enough time. Understanding by Design provides a curriculum design framework that “starts with the end in mind” with the goal for students to transfer their learning from the classroom to the world outside of the classroom. Three essential questions for the participants to consider for the course are included – you may want to have the participants jot down their first thoughts regarding these Essential Questions OR have the participants write down questions they have about the essential questions - to model a strategy for the application of Understanding by Design in the classroom.
  • Parkway’s guaranteed curriculum is on the OCG and lives in Stage 1 – it is the job of educators in Parkway to ensure all students have equal access to Parkway’s guaranteed curriculum. The curriculum is only viable when it is actually being taught. Why a guaranteed curriculum?Robert Marzano (2003) identifies a guaranteed and viable curriculum as the factor with a proven track record of increasing student achievement. Marzano (2003) defines a guaranteed and viable curriculum as one in which Clear guidance is given to teachers regarding the content to be addressed in specific courses, at specific grade levels. Individual teachers do not have the option to disregard or replace content that has been assigned to a specific course or grade level. The content articulated in the curriculum for a given course or grade level can be adequately addressed in the time available. (pp. 25–30) Misconception Alert:Clarifying learning goals through a guaranteed and viable curriculum does not need to lead to &quot;scripted&quot; teaching. Robert Marzano (2007) devotes several paragraphs in The Art and Science of Teaching to establish the position that teaching is both an art and a science. He emphatically states, &quot;I strongly believe that there is not (nor will there ever be) a formula for effective teaching&quot; (p. 4). A guaranteed and viable curriculum identifies the &quot;what&quot; of teaching, not the &quot;how.&quot; How a particular learning goal will be taught will always require considerable judgment on the part of teachers (the art of teaching), within the guidelines provided by the research on best practices (the science of teaching).
  • Refer to UbD in a Nutshell – Pair and Share “What is included in Stage I (Parkway’s guaranteed curriculum)?” and “What is NOT included in Stage I (Parkway’s guaranteed curriculum)?”
  • Some courses have guaranteed district level common assessments. Examples - Elementary Math and Communication Arts, Middle School Social Studies, Modern and Classic Languages, Middle School Science
  • Lesson plan ideas can be found in Stage 3 of the OCG – these are ideas or suggested lessons NOT part of the guaranteed curriculum.
  • Instructor – select the stage in which your course focuses – make it BIG (remind the participants that everything aligns with Stage 1 (and Stage 3 aligns with Stage 1 and Stage 2)
  • Note: Participating in an LbD session is part of staff member’s “Professional Responsibility”
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  • Include an inclusion activity to create a community of learners focused on the work.
  • Transcript of "Whereto with technology Day 1"

    1. 1. Understanding by Design, Stage 3<br />“If you don’t know exactly where you are headed, then any road will get you there.”<br />Learning by Design <br />Parkway School District<br />2011 - 2012<br />WHERETO with Technology<br />
    2. 2. http://vimeo.com/27450265<br />
    3. 3. Engaging<br />&<br />Effective<br />
    4. 4. Engaging<br />&<br />Effective<br />-- bit.ly/WTengaging<br />-- bit.ly/WTeffective<br />
    5. 5. “ There is no ideology to it: Do what works in Stage 3 to meet the objectives of Stage 1.”-- Wiggins and McTighe, 2005<br />
    6. 6.
    7. 7. W<br />H<br />E<br />R<br />E<br />T<br />O<br />
    8. 8. W<br />here from, where to, why <br />H<br />E<br />R<br />E<br />T<br />O<br />
    9. 9. W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />R<br />E<br />T<br />O<br />
    10. 10. W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br />E<br />T<br />O<br />
    11. 11. W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br />eflect, rethink, revise<br />E<br />T<br />O<br />
    12. 12. W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br />eflect, rethink, revise<br />E<br />valuate work and progress<br />T<br />O<br />
    13. 13. W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br />eflect, rethink, revise<br />E<br />valuate work and progress<br />T<br />ailor and personalize the work<br />O<br />
    14. 14. W<br />here from, where to, why <br />H<br />ook and hold<br />E<br />xplore and experience, explain and equip<br />R<br />eflect, rethink, revise<br />E<br />valuate work and progress<br />T<br />ailor and personalize the work<br />O<br />rganize for optimal effectiveness<br />
    15. 15. Examine the “House”. Where does this course fit? Why do you think so?<br />
    16. 16. How does this course support the mission/vision/ commitments/ learning principles?<br />
    17. 17. The goal of teaching should be to provide students the ability to use the stuff of the subject, not just learning the stuff.<br /> Grant Wiggins<br />Handout: UbD in a Nutshell<br />
    18. 18. What should educators and learners be doing inside and the outside the classroom to best accomplish Mission?<br />Why teach for understanding and transfer?<br />To what extent can teaching for understanding impact student learning?<br />To what extent is the work of Professional Learning Communities aligned to the stages of the backward planning model?<br />Essential Questions<br />
    19. 19. An Overview of the Three Stages of Understanding by Design Connected to PLCs<br />Stage 1 – Desired Results (What do we want our students to learn?)<br />Stage 2 – Assessment Evidence (How will we know that they have learned it?)<br />Stage 3 – Learning Plan (Designing lessons to ensure Stage 1 and to address the work of Professional Learning Communities when students don’t learn it or already know it.)<br />
    20. 20. Stage 1: Goals, established content standards (national, state, district), enduring understandings, essential questions, knowledge, and skills.<br />What do we want our students to learn?<br />What should students know, understand, and be able to do?<br />What content is worthy of understanding?<br />What enduring understandings are desired?<br />Stage 1: Identify Desired Results<br />
    21. 21. UbD Template – Stage 1 (Parkway’s Guaranteed Curriculum)What do we want our students to learn?<br />
    22. 22. Stage 2: Decide upfront (before designing specific lessons) how student attainment of a desired understanding will be determined<br />How will we know that they have learned it?<br />How will we know if students have achieved the desired results?<br />What will we accept as evidence of student understanding and proficiency?<br />Stage 2: Determine Acceptable Evidence <br />
    23. 23. UbD Template: Stage 2How will we know they learned it?<br />
    24. 24. Stage 3: Determine the most appropriate instructional activities for the identified results and evidence of understanding.<br />What are the knowledge and skills the students will need in order to perform effectively and achieve desired results?<br />What will be need to be taught or coached? <br />How should it be best taught in light of the performance goals?<br />What do we do if they don’t learn it? What do we do if they already know it?<br />Stage 3: Plan learning experiences and instruction<br />
    25. 25. UbD Template: Stage 3 (Teacher as Lesson Designer)<br />
    26. 26. Vocabulary of the Backward Planning Model<br />Stage 1 (Enduring Understandings and Essential Questions)<br />Stage 2 (Assessment)<br />Stage 3 (WHERETO)<br />Performance Event (GRASPS)<br />A – M – T (Acquisition, Meaning Making, Transfer)<br />
    27. 27. Stage 1 – What to do we want our students to learn?<br />Stage 2 – How will we know that they have learned it?<br />Stage 3- What is the best way to teach to impact student learning? What do we do if they don’t learn it? What do we do if they already know it? <br />Focus of the Course is……<br />
    28. 28. Professional Learning Community Questions<br />What do students need to know, be able to do, and understand? (Stage 1)<br />How will we know that they have learned/ understand it? (Stage 2)<br />What will we do when they haven’t learned it? (Stage 3)<br />What will we do when they already know it? (Stage 3)<br />What are best practices to promote knowledge, skills, and understanding? (Stage 3)<br />
    29. 29. Planning and Preparation for Learning<br />Learning Environment<br />Instructional Process<br />Monitoring, Assessment, and Feedback<br />Professional Responsibility <br />Domains of Professional Practice<br />
    30. 30. Most Important Point (MIP)<br />On the note card jot down the MIP (Most Important Point) of the overview presentation.<br />Give One, Get One<br />On my signal, find a partner and share your MIP. Ask clarifying questions because you are going to “get” the MIP from your person and then “give” their idea to another person.<br />Repeat<br />Repeat<br />Most Important Point (MIP)Give One, Get One<br />
    31. 31. ‘W’<br />
    32. 32.
    33. 33.
    34. 34.
    35. 35. ?<br />
    36. 36. ?<br />Why am I going there<br />(St. 1, Big Ideas)<br />Where have I been?<br />Where am I going?<br />(St. 2, OE)<br />(St. 1 K & S)<br />
    37. 37. ?<br />What opportunities exist for your students to answer these questions in a way that is visible throughout your unit?<br />
    38. 38. ?<br />What elements will change, based on student answers? <br />
    39. 39. ?<br />Where can technology support the work?<br /><ul><li>gathering feedback
    40. 40. displaying a model performance
    41. 41. revealing an authentic audience</li></li></ul><li>?<br />What opportunities exist for your students to answer these questions in a way that is visible throughout your unit?<br />What elements will change, based on student answers? <br />Where can technology support the work?<br />
    42. 42. ‘H’<br />
    43. 43. “ Education should be an itch, not a scratch.”-- Frank Lyman, 1992<br />
    44. 44. “ The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usable in one’s thinking beyond the situation in which learning has occurred.”-- Bruner, 1960<br />
    45. 45. role play<br />real-world problems<br />puzzles<br />oddities and weird facts<br />mysteries<br />provoking questions<br />Types of Hooks<br />
    46. 46. Not just a hook, but a hold. Not just entertaining, but essential.<br />
    47. 47.
    48. 48. How might we use the resources currently around usto create compelling, relevant hooks that pull our students in?<br />
    49. 49. One method<br />Show how this new, difficult problem arises from an old, easy problem.<br />Make an appeal to student intuition.<br />Introduce abstraction (labels, notation, etc.) only as a necessary part of solving a problem that interests us.<br />
    50. 50. How might technology support the work?<br /><ul><li>animating a static problem
    51. 51. inviting real problems into the classroom
    52. 52. allowing collaborative creation/problem solving to happen digitally</li></li></ul><li>‘H’<br />What itch from Stage 1 is addressed? <br />How where might your hook be placed on the graph below?<br />entertaining<br />effective<br />How might technology support the work?<br />
    53. 53. bit.ly/LbDday1<br />
    54. 54. “ Teaching may best be defined as the organization of learning … It saves us from arguments about whether the teacher ought to guide or direct – arguments that are somewhat futile since the truth is that he should do both.”-- Mursell, Sucessful Teaching, 1969 <br />

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