Twin Sins Of Instructional Design

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Twin Sins Of Instructional Design Activity
Focused Coverage Focused
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First Step in BDIdentify Desired Results

• The standards tell us what students need
• to know be able to do by the end of
• each grade or at the end of an instructional
  unit.

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Second Step in BDDetermine Acceptable Evidence

• Determine Assessment
• How will you know if your
• students learned what you
• taught them?

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Third Step in BD Plan Learning Experiences

• Select activities that will teach
• the standards.

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Understanding by Design by Grant Wiggins Jay
McTighe
Identify desired results.
Only then do you
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Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address? Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address?
Understandings Students will understand that What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable? Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning?
Students will know What key knowledge and skills will students acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skills. Students will be able to
Stage 1 Desired Results
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What big ideas and transfer goals are imbedded in
this standard? What are the key nouns and verbs?
What should students eventually be able to do on
their own if the can meet the standard?

Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address? Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address?
Understandings Students will understand that What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable? Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning?
Students will know What key knowledge and skills will students acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skills. Students will be able to
Stage 1 Desired Results
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Common Problems

• Too many (Marzano Kendal)
• Too big
• Too small
• Too vague

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Established Goals IL 2.A.5.a IL 2.A.5.c IL 2.B.5.b IL 3.C.5.a IL 2.A.5b IL 2.A.5.d IL 3.A.5.a IL 4.B.5.a

Stage 1 Desired Results
Stage 1 Desired Results
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Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address? Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address?
Understandings Students will understand that What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable? Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning?
Students will know What key knowledge and skills will students acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skills. Students will be able to
Stage 1 Desired Results
What will students come to understand if they
really learn the content well?
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Some questions for identifying truly big ideas

• Does it have many layers and nuances, not obvious
  to the naïve or inexperienced person?
• Can it yield great depth and breadth of insight
  into the subject? Can it be used throughout K-12?
  
• Do you have to dig deep to really understand its
  subtle meanings and implications even if anyone
  can have a surface grasp of it?
• Is it (therefore) prone to misunderstanding as
  well as disagreement?
• Are you likely to change your mind about its
  meaning and importance over a lifetime?
• Does it reflect the core ideas as judged by
  experts?

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Big Ideas are typically revealed via

• Core concepts
• Focusing themes
• On-going debates/issues
• Insightful perspectives
• Illuminating paradox/problem
• Organizing theory
• Overarching principle
• Underlying assumption
• (Key questions)
• (Insightful inferences from facts)

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Established Goals IL 2.A.5.a IL 2.A.5.c IL 2.B.5.b IL 3.C.5.a IL 2.A.5b IL 2.A.5.d IL 3.A.5.a IL 4.B.5.a
Understandings Students will understand that Ones culture can influence the literature The heros journey resides in literature and life Embarking on the heros journey can add richness to ones life
Stage 1 Desired Results
Stage 1 Desired Results
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Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address? Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address?
Understandings Students will understand that What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable? Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning?
Students will know What key knowledge and skills will students acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skills. Students will be able to
Stage 1 Desired Results
What important questions are raised by this
content? What essential questions will guide
inquiry into it?
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Established Goals IL 2.A.5.a IL 2.A.5.c IL 2.B.5.b IL 3.C.5.a IL 2.A.5b IL 2.A.5.d IL 3.A.5.a IL 4.B.5.a
Understandings Students will understand that Ones culture can influence the literature The heros journey resides in literature and life Embarking on the heros journey can add richness to ones life Essential Questions What does it mean to be heroic? How does ones culture influence the literature? How does ones literature influence the culture?
Stage 1 Desired Results
Stage 1 Desired Results
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Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address? Established Goals What relevant goals (e.g., content standards, course standards, course or program objectives, learning outcomes) will this design address?
Understandings Students will understand that What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable? Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning?
Students will know What key knowledge and skills will students acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skills. Students will be able to
Stage 1 Desired Results
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Second Step in BDDetermine Acceptable Evidence

• Determine Assessment
• How will you know if your
• students learned what you
• taught them?

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Performance Tasks Through what authentic performance tasks will students demonstrate the desired understandings? By what criteria will performance of understanding be judged? Other Evidence Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement the desired results? How will students reflect upon and self-assess their learning?
Stage 2 Assessment Evidence
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Stage 2 Determine Acceptable Evidence

• What are the key,complex performance tasks
  indicative of understanding?
• What other evidence will be collected to build
  the case for understanding, knowledge, and skill?
• What rubrics will be used to assess complex
  performance?

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Assessments should be credible and helpful.
The assessments should

• be grounded in real-world applications,
  supplemented as needed by more traditional school
  evidence
• provide useful feedback to the learner, be
  transparent, and minimize secrecy
• be valid, reliable aligned with the desired
  results of Stage 1.

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Just because the student knows it. . .

• Evidence of understanding is a greater challenge
  than evidence that the student knows a correct or
  valid answer.
• Understanding is inferred, not seen.
• Understanding can only be inferred if we see
  evidence that the student knows why (it works),
  how (to apply it) not just knowing that
  specific inference.

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Assessing for Understanding

• The only way to assess for understanding is via
  contextualized performance applying in the
  broadest sense our knowledge and skill
• Performance is more than the sum of the drills
  using only conventional quizzes and tests is
  insufficient and as misleading as relying only on
  sideline drills to judge athletic performance
  ability.

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Assessment Types

• Traditional
• quizzes tests
• paper/pencil
• selected-response
• constructed response
• Performance tasks
• projects
• open-ended
• complex
• authentic

Worth being Familiar with
Important to know do
Big Ideas Worth understanding
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Performance Tasks Create a museum display which charts the steps of the heros journey in the life of someone they know. Presentation of museum display. Write an essay comparing the spiritual hero with the physical hero Other Evidence Test on the Anglo-Saxon period and literature. Informal speech as Hrothgar Simpsons graphic organizer A Worn Path banner
Stage 2 Assessment Evidence
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Learning Activities Graffiti Jigsaw Inductive Learning Reciprocal Teaching Think-Pair-Share Boggle Minds Eye Reading for Meaning Socratic Seminar
Stage 3 Learning Plan