Where is My Understanding of Understanding by Design?

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Where is My Understanding of Understanding by
Design?
Sally Creel, K-5 Science Supervisor www.cicobb.typ
epad.com/es Sandra Millsaps, K-5 Language Arts
TSA
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What it takes to be successful

• Teaching neednt be exceptional to have a
  profound effect continuous common sense efforts
  to even roughly conform to effective practice and
  essential standards will make a life changing
  difference for students across all socio
  economic levels. -Schmoker

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Word Sort

• Work with your elbow partner to sort this group
  of words into categories of your choice.
• There is no right answer.
• Volunteers will share their
• work in 5 minutes.

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So what is UbD?

• Understanding by Design is a way of thinking
  purposefully about planning,
• not a program.

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Understanding by Design is

• Curriculum template and design standards are a
  means to better promote local goals.
• The template provides an easy mechanism for
  exchange of ideas
• Focus is on collective efforts on quality
  teaching and learning but still embrace
  individual style, innovation, and creativity.

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Backward planning is as easy as 1 - 2 - 3!

• 1 Identify Desired Results
• 2 Determine Acceptable
  Evidence
• 3 Plan Learning Experiences

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Step 1

• Desired Results

Backward Planning First, decide what students
must know and be able to do
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Sample GPS Standard

• S4L2 Students will identify factors that affect
  the survival or extinction of organisms such as
  adaptation, variation of behaviors (hibernation)
  and external features (camouflage and
  protection).
• b. Identify factors that may lead to the
• extinction of some organisms.

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Youve got to go below the surface
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to uncover the really big ideas!
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Understandings
Enduring Understanding Students will
understand that there are certain conditions
that lead organisms to become endangered and or
extinct.
Unit Questions Lesson Questions
How do changes in the environment affect an organism? How do external features of organisms help them to survive and reproduce? (e.g. camouflage, use of hibernation, protection, etc.). How do organisms become extinct? What would happen to a population if some of the plants or animals in the community became scarce, or if there were too many?
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Know Do
Knowledge Students will know Skills Students will be able to
Changes in the environment have an effect on the organism in that environment. The conditions that lead to extinction of some organisms. Survival / Extinction Adaptation External Features (i.e. Camouflage) Behaviors (i.e. Hibernation) Identify factors (behavioral and or external features) which have caused specific organisms to become endangered or extinct. Determine the impact of changes in habitat, adaptation, and or behavior of an organism.
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Performance-Based Instruction Rubric
From To
Plan Plan Plan
Planning based on selection of a topic, design of activities, administration of an assessment, offering a grade and feedback, then moving to the next topic 1 2 3 4 5 6 Planning that begins with selection of needed standards, identification of desired results, design of acceptable evidence of learning, planning learning experiences, and using data to differentiate instruction
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Step 2

• Evidence

Backward Planning Second, decide how you will
know that your students know
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Assessment as Learning

• Develop and support metacognition
• Learning is not just a matter of transferring
  ideas from someone who is knowledgeable to
  someone who is not, but is an active process of
  cognitive restructuring that occurs when
  individuals interact with new ideas.
• - Rethinking
  Classroom Assessment

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Partner Talk

• What evidence is there of student interaction
  with new ideas in your building?
• How do you know that teachers in your building
  know their students understand?
• What are the ways teachers assess students?

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Old vs. New

• Standards-based Assessment Process
• Select Standard(s)
• Determine Acceptable Evidence (ongoing
  assessments performance tasks)
• Determine instructional practices
• Use data from assessment to re-teach or move on

• Traditional Assessment Process
• Choose a topic
• Instruction
• Test/Essay/Project
• Grade/Feedback
• Next Topic!

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Balanced Assessment?

• Are unit assessments with the following formats
  balanced?
• Multiple Choice
• True / False
• Matching
• Fill in the blank

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Types of Assessment
Selected Response Constructed Response Performance Assessment Informal Assessment
Multiple Choice True-False Matching Fill-in-the-blank (words, phrases) Essay Illustration Matrix Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Peer review Thinking aloud a process Student self-assessment
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Possible Assessments for S4L2b
Selected Response Constructed Response Performance Assessment Informal Assessment
Which of the following Georgia organisms are endangered? Circle all that apply. a. longleaf pine b. eastern indigo snake c. gopher tortoise d. brown thrasher Frayer Model graphic organizer of an organism, with description, characteristics, example, drawing. Students will select one plant and one animal, illustrate each, and identify factors that affect the survival or extinction of the organisms such as adaptation, variation of behaviors (hibernation) and external features (camouflage and protection). Class discussion Devise a plan to protect or publicize the protection of endangered organism in your area.
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Why do we assess?

• Designed to produce defensible and accurate
  descriptions of student competence in relation to
  defined goals
• Measure current level of what they know, do, and
  understand
• Typically come at or near the end of a learning
  cycle (Dont forget formative!)
• -A. Zmuda

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Performance-Based Instruction Rubric
From To
Communicate Communicate Communicate
Student work evaluated solely by the teacher 1 2 3 4 5 6 Accountability for student performance extends beyond the classroom and is intended to promote/further the students learning
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Step 3

• Learning Experiences

In Backward Planning Third, the teacher decides
on the differentiated learning opportunities for
the students based on steps 1 2.
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Performance-Based Instruction Rubric
From To
Do Use Do Use Do Use
Whole-class, teacher directed (e.g., lecturing) 1 2 3 4 5 6 Experiential, standards-based, hands-on/minds-on learning
Student passivity sitting, listening, receiving, and absorbing information 1 2 3 4 5 6 Active learning students doing, talking and collaborating
Presentational, one-way transmission of information from teacher to student 1 2 3 4 5 6 Diverse roles for teachers, including coaching, demonstrating, and modeling
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So why are we doing this?
We are focusing on the learning and not the
teaching.
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Learning Principles

• 1. The goal of all learning is fluent and
  flexible transfer effective use of knowledge
  and skill.
• 2. Transfer depends upon understanding the big
  ideas that connect otherwise isolated facts,
  skills, and experiences.
• 3. An understanding is a learner realization
  about the power of an idea. Formal learning at
  its best engineers such understandings by design
  rather than by good fortune.

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Learning Principles

• 4. Learners need clear priorities, an
  understanding of how goals are best achieved, and
  helpful feedback in order to produce quality
  work.
• 5. Persistent learning requires seeing he value
  of what we are asked to learn, and being provided
  with the right blend of challenge and support in
  learning it.
• - A. Zmuda

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Logic Behind Backward Design

• The stages are logical but they go against habits
• Were used to jumping to lesson and activity
  ideas before clarifying our performance goals
  for students.
• By thinking through the assessments upfront, we
  ensure greater alignment of our goals and means,
  and that teaching is focused on desired results.

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Learning Communities

• We are at a point in time where teams are
  recognized as a critical component of every
  enterprise the predominant unit for decision
  making and getting things done. Working in teams
  is the norm in a learning organization.
• - Senge, et. Al. The
  Fifth Discipline Fieldbook

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Learning Communities

• The best way to achieve challenging goals is
  through teamwork. Where single individuals may
  despair of accomplishing a monumental task, teams
  nurture, support, and inspire each other.
• - Noel Tichy, The
  Leadership Engine

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EQ Where is My Understanding of Understanding by
Design?
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Assessment for Learning
Assessment for Learning
Assessment for Learning