Designs 2010 Session 3 Secondary


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Designs 2010 Session 3 Secondary

  1. 1. Designing Instruction for Deep Learning and Diversity Session 3 February 9, 2010 LMCC
  2. 2. Backward Design Model – Stage 2 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
  3. 3. Mid – 1990s Today Topic or Theme Outcomes or Expectations • chosen based on curriculum, personal • determined by curriculum preference, or a favourite resource • unit is often organized by big ideas Assessment Strategies Teaching Strategies • chosen based on their ability to • chosen and implemented accurately measure achievement of outcomes Assessment Strategies Teaching Strategies • chosen and implemented • chosen based on their ability to achieve assessment criteria Outcomes or Expectations Resources • become apparent as the teacher • are chosen according to applicability analyzes what was learned to unit goals
  4. 4. Backward Design Model – Stage 2 BIG IDEA: Valid Evidence ENDURING UNDERSTANDING: What we assess and how we assess must align with the learning goals.
  5. 5. Backward Design Model – Stage 2 ESSENTIAL QUESTIONS: 1. What is “valid” evidence of student learning? 2. How can we assess ‘deep understanding’ of learning? 3. How do we design “authentic” assessments?
  6. 6. Learning Intentions for Today 1. Understand what is meant by Valid Evidence and how to align assessment with Goals. 2. Review Assessment For/As/Of Learning 3. Determine how to best “assess for understanding” using the 6 Facets of Understanding. 4. Develop Performance Tasks using the “GRASPS” model.
  7. 7. Three Principles of Assessment 1. Multiple Sources of Evidence 2. Align Assessment with the Learning Goals 3. Form Follows Function • What are we assessing? • Why are we assessing? • For whom are the results intended? • How will the results be used?
  8. 8. Types of Assessment Assessment Assessment AS Assessment OF FOR Learning Learning Learning Guiding instruction Students monitoring Reporting out Improving learning their own progress Measuring learning Descriptive feedback Goal Setting Letter grades, %s, performance scales, Continuous Continuous At the end Formative Formative Summative
  9. 9. VALID EVIDENCE • Ensure that what we assess and how we assess aligns with Stage 1 Goals • Assess only what has been taught, modeled and practiced • Allow students to use their strengths • Assess students’ in-depth understanding of key concepts, knowledge, and skills (Stage 1) (Hume 2010)
  10. 10. A Quick ‘Concept Attainment’ What would be sufficient and What would be fun and revealing evidence of learning? interesting activities on this topic? What performance tasks must What project might students anchor the unit and focus the wish to do on this topic? instruction? What are the different types of What tests should I give, based evidence required by Stage 1 on the content I taught? desired results? Against what criteria will we How will I give students a appropriately consider work and grade and justify it to their assess levels of quality? parents? Understanding by Design (Wiggins and McTighe) p. 151
  11. 11. “Testers” 1. How well did the activities go? Were students engaged? 2. Did the assessments reveal and distinguish between those who understood from those who only seemed to? 3. How did students do on the test? 4. Am I clear on the reasons behind learner mistakes? 5. Do my group assessments reveal individual students’ understanding of key concepts, skills and processes?
  12. 12. Testing for Validity Group Activity In your group, sort the assessment tasks into columns of “valid” or “invalid” • Could a student do well in this assessment task without a real understanding of the goals? • Could a student perform poorly on this assessment task but still have a good understanding if allowed to show understanding in other ways?
  13. 13. The Six Facets of Understanding “…Understanding shows its face when people can think and act flexibly around what they know.”
  14. 14. We want students to be able to: • Explain why they did something • Discuss their evidence and support for their answer/ approach/ design • Reflect on the results they achieved and possible alternative ways to achieve it
  15. 15. Explanation • Demonstrate insight • Explain the big idea / significant concept in their own words • Make connections • Justify an argument with evidence • Avoid common misunderstandings Why are the characteristics of … What accounts for … How did … come about
  16. 16. Interpretation • Requires students to make sense of something • Read between the lines and offer plausible accounts for discrepancies • Offer a meaningful account of a complex situation What does it mean when… How does this relate to… Predict what might happen if…
  17. 17. Application • Using knowledge or skills in a new way How is … usable in a larger context When can we use… How might … help…
  18. 18. Perspective • See something from different points of view • Critique and justify a position • Test a theory • Understand the biases and assumptions in an argument Defend the … What are the limits of… Was it justified to… Is this evidence reliable?
  19. 19. Empathy • Understand how others think and the rationale behind the thinking • Develop an appreciation of those who think and act differently than us What would it be like to…. What was the author thinking when… How can we understand…
  20. 20. Self-Knowledge • Gain insight into our performance • Helps us to question our convictions What are the limits of my understanding? What strategies work for me? How do I learn best?
  21. 21. Six Key Facets • Help us find authentic assessment that is suitable for our significant concept/big idea • Guide us to an measurement that we deem quintessential for understanding and comprehension • Help us find a balance between factual recall and deep understanding
  22. 22. on Explanation Ap ti ta pl re ica p • Explain to the class how er tio a battery causes a light I nt bulb to glow. n • Interpret a schematic • Design an electrical circuit diagram and predict the to accomplish a specific task outcome. • Troubleshoot a faulty electrical circuit Electricity • Describe an electron’s • Why does Canada use AC experience as is passes instead of DC current? through a simple current. (historical perspective) • Give a pre-test • What are the strengths of and a post-test each type? Em to assess common misconceptions tive ec (e.g., force-concept pa inventory) and have t students reflect on their sp hy er deepening understanding. Self-Knowledge P
  23. 23. Why Performance Tasks? • Higher-order thinking skills • Acquisition of content and procedural knowledge • Differentiate content, process and product according to students’ readiness, interests, and learning profiles Tomlinson 1999
  24. 24. Criteria for A Performance Task: • Realistically contextualized • Judgments and innovation • Asks the student to “do” the subject
  25. 25. Criteria for A Performance Task: • Knowledge and skill to negotiate a complex and multistage task • Opportunities to rehearse, practice, consult resources, get feedback and refine performances and products Understanding by Design (Wiggins and McTighe) p. 154
  27. 27. From Learning Goals to Performance Task • Use the verbs from the PLOs to determine what students will do to reveal understanding • Consider the verbs within the 6 Facets of understanding when designing Performance Tasks
  28. 28. Curricular Priorities Worth being Worth Being Familiar With • Different conditions requiring dietary familiar with restrictions, such as high blood pressure, diabetes, and stomach ulcers Important to know and do Important to know and do • Canada’s Food Guide recommendations • Nutritional information on food labels and how to interpret them Big Ideas and Core Tasks Big Ideas • Balanced diet Understandings • “You are what you eat.” Your diet affects your health, appearance, and performance.
  29. 29. Curricular Priorities and Assessment Methods Worth being familiar with Traditional quizzes and tests • Paper-and-pencil Important to • Selected-response know and do • Constructed response Performance tasks and projects Big Ideas and • Complex Core Tasks • Open-ended • Authentic
  30. 30. Where to Differentiate? Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
  31. 31. School Teams: Your Task • Use the concept of Validity, the 6 Facets of Understanding and the GRASPS template, design a performance task for your planned unit of instruction.
  32. 32. Next Steps… • Complete Stage 1 and 2 of your UbD unit • Check the Wiki page for articles and updates Next session: March 29th at the LUCAS Gym