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Uploaded byJacob Martens
UbD Sept 2016
This document discusses backward design and student engagement. It begins with Jacob Martens introducing himself and the topic of backward design. It then discusses hopes and fears around the topic. The learning goals are to distinguish types of engagement, summarize questions to check intellectual engagement, summarize the three stages of backward design, and clarify learning intentions. Various activities are described like a "Give and Go" where participants share impacts on learning. John Hattie's work on effect size and visible learning is summarized. Key questions for learner engagement are provided. Examples of sharing learning intentions are given. The document concludes by thanking participants and requesting feedback.
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UbD Sept 2016
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- 2. Backward Design A Frameworkfor Student Success
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- 4. Hopes & Fears Hopes Whatis shared and discussed today grows your teaching You make a meaningful change next week Fears That someone will be missed out That what is said isn’t modeled by what is done
- 5. Learning Goals That todayyou leave you can say: I can distinguish between social engagement, academic engagement, and intellectual engagement. I can summarize the four key questions that allow me to check for intellectual engagement. I can summarize the three stages of Backward Design I can clarify and share learning intentions for my a topic that my students are currently studying
- 6. Give & Go Onyour card respond to the following stem: One thing that has a big impact on learning is … Find a someone at a different table than you. Read your cards to each other. Swap cards. Find someone new and read your “new” cards to each other. Swap cards again
- 7. What Did YouDo In School Today (2009)
- 8. What Did YouDo In School Today
- 9. What Did YouDo In School Today (2009)
- 10. What Did YouDo In School Today (2009)
- 12. Effect Size a scaleused to evaluate the effect of various influences/interventions measures the amount of change effect size of 0.3 is barely noticeable effect size of 0.7 is clearly noticeable
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- 15. Short List ofInfluences © 2011 Halbert & Kaser
- 16. Visible Learning forTeachers Synthesis of the results of 15 years of evidence-based research. Involved millions of students. Focused on what works in schools to improve learning AND links them to practical classroom implementation.
- 17. Key Questions ForLearner Engagement & Connection How well do your students answer these questions? Who are two adults in this school who believe you will be a success in life? Where are you going with your learning? How is it (your learning) going? Where to next?
- 18. Can you nametwo adults in this building who believe you will be a success in life? https://youtu.be/aw29ecpDpoM
- 19. Need a framework ©2011 by Halbert & Kaser
- 20. Specific Strategies for Implementing Formative Assessment •Clarifying & Sharing Learning Intentions & Success Criteria • Eliciting Evidence of Learning • Providing Feedback That Moves Learning Forward • Peers as Instructional Resources for One Another • Students as Owners of Their Own Learning
- 21. Backward Design Text © 2011by Wiggins & McTighe
- 22. Learning Intentions © 2011by Mark Sample
- 25. Clear Learning Intentions Aprocess I have used: 1. Photocopy “Suggested Achievement Indicators” 2. Re-write/Revise to make “student friendly” 3. Separate into Know’s & Do’s 4. Articulate the “Big Ideas” using KUD 5. Make a “flashy” newsletter
- 26. Science 9 Examplesof the Process https://goo.gl/GL9db3 https://goo.gl/SZpGna
- 27. Examples of Know& Do See https://goo.gl/3g3Zu3
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- 31. More Examples Sample EnduringUnderstandings & Essential Questions Sample UbD Units English PE Teacher’s story
- 32. Working Time Do oneof the following: Build a unit overview based on Knows & Dos Identify the Enduring Understandings & Essential Questions for a topic you teach Build a KUD for a topic you teach Other? http://renomyclass.com/ubd/
- 33. Learning Goals That todayyou leave you can say: I can distinguish between social engagement, academic engagement, and intellectual engagement. I can summarize the four key questions that allow me to check for intellectual engagement. I can summarize the three stages of Backward Design I can clarify and share learning intentions for my a topic that my students are currently studying
- 34. Thank You To helpme grow, I would appreciate your feedback on this morning’s session. Please complete the evaluation form before you go. Thank you
Editor's Notes
- #5 Motivated by love or by fear What do you need for this to be successful? How will I know that we been successful? My job is NOT to tell My job is to facilitate your conversation (with various prompts)
- #6 Positive Deviance
- #8 32000 students 10 districts 100 schools Across Canada Grade 6 -12 Canadian Education Institute
- #9 Adolescent learners experience high levels of intellectual engagement when they encounter school work that is challenging, has practical and intellectual value, and engages them in authentic tasks similar to those that mathematicians, artists, or other professionals would pursue. School work of this nature is “worthwhile of students’ time and attention” and can bring about deep personal commitment and enthusiasm on the part of both teachers and students to investigate ideas, problems or questions for sustained periods (Friesen, 2009, p. 5). 2012 image Not sure about data below 32000 students Across Canada Grade 6 -12 Canadian Education Institute
- #11 You know your kids better than me “Do they do the work if you don’t count it for marks?”
- #12 The school, a small junior high school in Dartmouth, Nova Scotia, offers Grades 7–9 to a relatively low socio-economic group of approximately 270 students. It follows the provincial curriculum and is required to follow a regional school-improvement framework. Beginning in the 2007–08 school year, the school established learning goals and developed innovations aimed at increasing students’ experiences of intellectual engagement in learning. The change process at the school was led by the principal, whose desire to improve patterns of engagement and achievement at the school led her to become an enthusiastic early adopter of What did you do in school today? She quickly recognized that teaching for intellectual engagement required practices and ways of thinking that were new to most teachers at the school, and that it would take time to replace old norms with new approaches to teaching for engaged learning.
- #13 teacher/student relations classroom disciplinary climate, expectations for success were all correlated with annual gains in intellectual engagement Canada 10 districts 100 schools ~30,00 students What about international larger scale studies? High expectations for success positive teacher/student relations had strong relationships to gains in levels of intellectual engagement. • Classroom disciplinary climate had a still-significant but weaker relationship to gains.
- #14 Remember – we want to be strategic about our change. Positive Deviance
- #15 Anaylsis of 800 Meta-analysis’ of 180,000 individual studies
- #18 Formative Evaluation es 0.9 (teacher receiving and acting on feedback) Class size es=0.20 Expectations WITH SUPPORT? With informed evidence based practices?
- #21 Handout Judy & Linda “Key Questions Document” Use visibly random grouping to form 10 groups. Read through & discuss
- #22 Rita youtube video?
- #24 Going further and more systematically/intentionally
- #39 Positive Deviance