Do Now

1
Do Now

• Find people in your group.
• Group 1 VaLonda, Paul, Maryellen
• Group 2 Kay, Kate, Cris
• With your group, write down at least 12 different
  planning tasks that teachers need to do.
• When youre done, place your groups cards in one
  stack and set them aside. Well come back to them
  in a bit.

2
Examining the Chronology of Planning

• Now, with your group, arrange your cards in order
  according to when, in the planning process,
  teachers complete the tasks that you named.
• Once youve agreed on a chronology, put the cards
  on the board in the agreed-upon order.

3
Comparing your Chronology to Understanding by
Design

• Understanding by Design

• Your Chronology

• How did you begin the planning process?
• What is in the middle of your planning process?
• How did you end your planning process?
• What were the intended outcomes of your planning?

4
Comparing your Chronology to Understanding by
Design

• Understanding by Design

• Your Chronology

• What are your goals?
• What will be the evidence that students have met
  those goals?
• What do students need to learn and be able to do
  to meet those goals?

• How did you begin the planning process?
• What is in the middle of your planning process?
• How did you end your planning process?
• What were the intended outcomes of your planning?

5
Backwards Planning (UbD)Theoretical Framework

• Select learning goals
• What do you want students to learn by the end of
  the lesson or unit?
• (today)
• Design assessment tasks
• How will students demonstrate their developing
  mastery of those goals? (Early October Session)
• Develop lesson activities
• How will you prepare students to master the goals
  andsucceed on the assessment task?
• (Late October Session)

6
Summative vs. Formative Assessment

• Summative

• Formative

• Happens at the end
• Emphasis on evaluating understanding
• Typically higher stakes
• Demonstrates understanding of goals
• Drives unit and lesson design
• JR- often involves creative arrangement of
  typical assessment

• Happens throughout
• Emphasis on fostering understanding
• Typically lower stakes
• Evaluates intermediate understandings
• Drives unit and lesson adjustment in real time
• JR- best space for typical, assessments, like
  vocab tests, etc

7
Aims vs. Goals

• AIMS
• broad principles that frame education, but give
  little guidance for daily activities
• may structure whole curriculum school
  district teachers career
• student-, society-, or discipline-centered
• overarching, often across disciplines
• often aspirational

• GOALS
• always clearly articulated and observable guide
  daily lessons
• tend to structure lessons, units, sometimes whole
  courses
• almost always student-centered
• sometimes interdisciplinary
• should be achievable

8
Aims (or Purposes) of Education

• Student-centered
• autonomous and independent
• able to think critically
• creative and/or happy
• enabled to fulfill potential

9
Aims (or Purposes) of Education

• Student-centered
• autonomous and independent
• able to think critically
• creative and/or happy
• enabled to fulfill potential
• Society-centered
• productive workers
• responsible and/or patriotic citizens
• advocates for social justice

10
Aims (or Purposes) of Education

• Student-centered
• autonomous and independent
• able to think critically
• creative and/or happy
• enabled to fulfill potential
• Society-centered
• productive workers
• responsible and/or patriotic citizens
• advocates for social justice
• Discipline/Content-centered
• able to think like historians/scientists
• take multiple perspectives
• understand self and society in larger historical
  or environmental context

11
TYPES OF GOALS (UbD)

• COVERAGE
• VS.
• ACTIVITY
• VS.
• LEARNING

12
TYPES OF LEARNING GOALS

• Cognitive (knowledge, skills)
• Affective (I want to vote when I grow up, Math
  is cool!, I enjoy learning.)
• Social/Emotional (cooperate with others, listen
  without being judgmental, feel confident speaking
  up even if unsure of right answer)
• Behavioral (raise hand, work independently,
  intervene when confronted with injustice)
• Cultural/Normative (establish supportive
  classroom culture, set expectations)

13
Taxonomy of Aims and Goals
Goals
Aims
Discipline Centered
Society Centered
Student Centered
Activity
Coverage
Learning
Cognitive
Normative
Behavioral
Social/ Emotional
Affective
14
Formative AssessmentIDENTIFYING CLASSIFYING
GOALS

• Aim or Goal?
• If goal Coverage, Activity, or Learning?
• If learning goal

• Cognitive
• Affective
• Social/Emotional

• Behavioral
• Cultural/Normative
• Other

Identifying and Classifying Goals Worksheet
15
Mini-Lesson Characteristics of Good Learning
Goals

• If Goals ? Assessments, then they must be
• Clearly articulated
• Observable/Measurable
• Appropriate

16
Mini-Lesson Characteristics of Good Learning
Goals

• Clearly articulated
• students, parents, educators, and general public
  can understand them without additional
  explanation
• focused and specific

17
Mini-Lesson Characteristics of Good Learning
Goals

• Clearly articulated
• Observable/Measurable
• teacher can measure or assess student mastery of
  the goal
• students and parents can assess student mastery
  of the goal
• short-cut evaluation for cognitive learning
  goals uses a verb from Blooms Taxonomy

18
Mini-Lesson Characteristics of Good Learning
Goals

• Clearly articulated
• Observable/Measurable
• Appropriate
• goal meets students and/or societys needs
• as defined by
• goal is achievable given context
• timeframe, class size, students ages and
  backgrounds, available resources,
  externally-imposed constraints
• goal is worthwhile
• aligned/consonant with teaching aims

19
Guided Practice Writing/Revising Cognitive
Learning Goals

• Original Goal Students will understand Hinduism
  in India.
• Context
• 11th grade World Civilizations class
• 90-minute lesson
• part of 3-week unit on India
• 28 students in class
• untracked (heterogeneous)

Guided Practice Hinduism Goal