UNDERSTANDING BACKWARD DESIGN Indy ELA Quick Survey 3

UNDERSTANDING BACKWARD DESIGN Indy ELA

Quick Survey 3 -4 minutes Discuss

Intro Names � UBD � Units by Design � Backward Design � Understanding Units by Design I am not an expert � Go slow � Make mistakes

Outline Technical Understanding � Key Elements � 6 Facets of Understanding � 3 Rings � Assessments � Learning Activities (WHERETO) Process Practice

Activity 7 minutes | Write in your notes Answer the following questions: � What was the most impactful project you completed in school? � Why do you remember it? � What “standards” did you cover? | versus | What did you learn? � Who was your teacher? How did they make the project effective?

Activity Share with your table � What was the most impactful project you completed in school? � Why do you remember it? � What “standards” did you cover? | versus | What did you learn? � Who was your teacher? How did they make the project effective?

Activity Share out. What stood out? � What was the most impactful project you completed in school? � Why do you remember it? � What “standards” did you cover? | versus | What did you learn? � Who was your teacher? How did they make the project effective?

BACKWARD DESIGN MAY BE THOUGHT OF AS PURPOSEFUL TASK ANALYSIS: GIVEN A TASK TO BE ACCOMPLISHED, HOW DO WE GET THERE? OR ONE MIGHT CALL IT PLANNED COACHING: WHAT KINDS OF LESSONS AND PRACTICES ARE NEEDED TO MASTER KEY PERFORMANCES? - Grant Wiggins and Jay Mc. Tighe, Understanding by Design

Think with the end in mind, start with assessment Differs from traditional approaches to designing curriculum. Instead of planning activities or tasks first, you begin with how and what will be assessed.

Backward Design Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Activities

STAGE ONE: IDENTIFY DESIRED RESULTS Elements of the Design: Goals, Knowledge and Skills, Essential Questions, Enduring Understandings

Key Elements Goals Knowledge and Skills Enduring Understanding Essential Questions Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Goals The Goals for each unit are typically the national, state, and/or local standards. � Often represent specific content objectives that must be met for a particular grade level or subject. Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Knowledge and Skills Objectives that students should be able to know and do. Specific content knowledge and skills. Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Essential Questions Open-ended questions that are thoughtprovoking and interpretive. Essential Questions are at the core of your content and often leads to, or requires further investigation. Essential Questions: � Have no obvious right answer � Raise more questions � Address concepts that are key to the discipline Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Enduring Understandings Enduring Understandings: are Big Ideas that be transferred and made into statements. � Uncover abstract or misunderstood ideas � Reveals ideas � Grant Wiggins and Jay Mc. Tighe advance that there are Six Facets of Understanding. When the facets are a part of the curriculum, students are able to obtain true understanding. Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

SIX FACETS OF UNDERSTANDING

Six Facets of Understanding Explanation Sophisticated explanation and theories Interpretation Narratives, translations, metaphors, etc. that provide meaning Application Ability to effectively apply knowledge in a variety of contexts Perspective Critical and insightful points of view. Recognize the significance of ideas Empathy Ability to see things from other points of view Self-Knowledge Deeply aware of own boundaries and ability to recognize the limits of others Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Examples of Performance Tasks: Explanation Write letters home describing what the pioneer life is really like compared to you expected. Interpretation Compare English and Spanish versions of Cinderella to determine if language influences meaning. Application Adapt events from history that contributed to societal reaction to the Civil Rights Movement by recreating a scene and presenting to a group. Perspective Debate whether the First Amendment could negatively impact a group by participating in a roundtable discussion with classmates. Empathy Create a diary that reflects the day in the life of an electron. Self-Knowledge Write a self-assessment reflecting on your writing process.

Three-ring Audit Process What concepts should be students be familiar with Worth Being Familiar With Important to Know and Do Anchors the unit; Why is this topic worth studying What important knowledge and skills must students have for mastery Enduring Understanding Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Three-ring Audit Process Assessments Traditional quizzes or tests Worth Being Familiar With Important to Know and Do Constructed or selected responses Enduring Authentic performance tasks Understanding and projects Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

STAGE TWO: DETERMINE ACCEPTABLE EVIDENCE G. R. A. S. P. S.

Stage 2: Determine Acceptable Evidence This stage identifies specific assessments that will be used. Identify the summative assessment What is the culminating activity that will represent the Understandings students have gained from the unit. Use G. R. A. S. P. S. to plan performance tasks. Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Examples of Assessment Types Tests/Quizzes Academic Prompts Observations /Dialogues Acceptable Evidence Performance Tasks Informal Checks for Understanding

G. R. A. S. P. S Performance Task Scenario G= R= A= S= P= S= Goal Role Audience Situation Product/Performance and Purpose Standards for Criteria and Success Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

STAGE THREE: PLAN LEARNING ACTIVITIES W. H. E. R. E. T. O.

Stage Three: Plan Learning Activities This is the Stage where specific learning activities (lessons) are planned to accompany each unit. The lessons designed in this stage are should be based on the desired results from Stage 1 and 2. W. H. E. R. E. T. O. is an acronym for planning steps to help meet the requirements of the unit. � The acronym does not represent the order to be followed Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

W. H. E. R. E. T. O. W Where are we going? What is expected? H How will we hook the students? E How will we equip students for expected performances? R How will we rethink or revise? E How will students self-evaluate and reflect their learning? T How will we tailor learning to varied needs, interests, and learning styles O How will we organize the sequence of learning? Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Next Steps… Begin with what you want your students to understand at the end of the unit. Identify each of the elements required in each stage. � Identify Desired Results � Determine Acceptable Evidence � Plan Learning Activities

BACKWARD Design Easy to forget where we started

Key Elements Goals Knowledge and Skills Enduring Understanding Essential Questions Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Six Facets of Understanding Explanation Sophisticated explanation and theories Interpretation Narratives, translations, metaphors, etc. that provide meaning Application Ability to effectively apply knowledge in a variety of contexts Perspective Critical and insightful points of view. Recognize the significance of ideas Empathy Ability to see things from other points of view Self-Knowledge Deeply aware of own boundaries and ability to recognize the limits of others Wiggins, G. and Mc. Tighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Facets of Understanding Activity You each have your own Facets of Understanding worksheet and answer sheet Work in groups of 2 -4 to distribute each bullet in the answer bank appropriately Try to sort each item in your envelope into � The appropriate Facet of Understanding � Question, Performance Task, Teaching Activity

ELA Curriculum Unit Expectations Atlas 2013 -2014

Overview At Concept Schools we strongly encourage teachers to work collaboratively to adapt our core units (found in Atlas) based on their understanding of the students. We believe in the importance of backward design which means our core units are planned first, with the outcomes in mind, and then working backward to design instruction that will achieve this desired result. Our approach is student-centered, inquiry based teaching and learning. Our unit contents* are menus, not meant to be taught in their entirety, but include the components and elements we believe, as an organization, are essential to mastery of the Common Core ELA standards. In addition, we encourage collaborative teams working on the school level to vertically and horizontally align planning to ensure student mastery of the standards. * Many units are modified from Common Core Maps

Core Unit Components: Unit Calendar /Templates – Includes weekly lessons added, as part of Concept Schools 6 week suggested units, in a new format/template Standards - Includes Common Core (CCSS) in addition to any necessary state standards for the unit and targeted standards for each lesson Essential Questions – Each unit has one overarching question to help focus and guide the unit composition Content – Units include a short explanation and overview ; weekly lessons should do the same I-Can Statements (Skills/Objectives) – These statements in student friendly language say what a student will be able to do as the result of the unit/lesson Lessons – Each day’s lesson is explained; should include 7 items outlined in the Atlas template Assessments – Includes types of assessments preferably attached Unit Reflections – Includes thoughts about what worked and what can be changed next time

Unit Essential Elements Unit (core or teacher designed)non-negotiable elements: � Two structured discussions such as Socratic Seminar, Reciprocal Teaching (or grade level appropriate activity) with rubric (Speaking and Listening) � Five short writing assignments focused on skill development with rubric (Language) � One extended writing assignment with rubric (Writing, Language) � Two oral presentations with rubric (Speaking and Listening) � One 21 st Century skills/literacy activity � Three lessons that incorporate on-traditional texts (non-print) � On-going progress monitoring/running records of reading (Reading) � On-going writer’s workshop (writing)

PROCESS Some personal thoughts

Backward Design Stage 1: Identify Desired Results � Partially Stage 2: Determine Acceptable Evidence � Ideas done for you in Concept units for where to start in Concept units Stage 3: Plan Learning Activities � Some specific and some general ideas � A collection of mere suggestions

Stage 1: Identify Desired Results If you are passionate about the unit, spend a lot of time on this If not, use what’s there already

Stage 2: Determine Acceptable Evidence Use standardized tests and college and career readiness as guiding principles � In addition to 3 Tiers and 6 Facets Remember Unit requirements � But don’t stress if you can’t get them all in

Stage 3: Plan Learning Activities Text selection will be the most time consuming part � But… It kinda doesn’t matter The essential questions are BIG, so lots of texts work I tend to find themes � Common Core’s new focuses Shorter chunks More nonfiction Great way to hit weird standards Use what you know Play to your strengths

PRACTICE You try.

Blank UBD Unit Plan You have your last planned Concept unit You have a blank UBD Unit Plan Use the Concept Unit to help you fill in your UBD Unit Plan � Stage 1: mostly done � Stage 2: partially done � Stage 3: all you