1. Understanding by Design: Next steps 1 Professional Development – January 2010

2. Think of a successful learning experience. Identify three characteristics that made it successful: 1. 2. 3.

4. Identify desired results for unit of study and draft a complete unit to include an assessment and learning plan;

5. Review unit of study applying design standards

6. Strategize about how to collaboratively develop multiple units, courses, and programs as you move forwardASCD Allen Parish 2010; Rye and Herold 3

7. Tasks: Design a unit for a period of instruction between 1-6 weeks. Review units by applying design standards and offering feedback to improve design. Explore what an Understanding by Design classroom looks like. ASCD Allen Parish 2010; Rye and Herold 4

8. Essential Questions: Why Understanding by Design? Why 21st Century Skills? What strategies are there for evaluating and revising existing UbD units? What is a performance task? To what extent can we truly implement a performance task into every unit of instruction? How can we assess/grade performance tasks reliably and practically? What does a UbD classroom actually look like? How do we continue to move forward professionally?

9. Why are we here? What do you want your students to remember about your class ten, twenty years from now? ASCD Allen Parish 2010; Rye and Herold 6

10. What is Understanding? Understanding Understanding Big ideas make meaning of the learning and permit transfer Transfer is the key evidence of understanding (or lack of it) Good design best done “backward” from the desired understanding Given the understanding we seek, we ask: what follows for assessment and for student learning? ASCD Allen Parish 2010; Rye and Herold 7

11. Designing for understanding: “Understanding is never a passive possession of information or mere automaticity of skill, but the capacity to act wisely, decisively and effectively.” -- Schooling by Design (2007) ASCD Allen Parish 2010; Rye and Herold 8

12. What is ‘understanding’? - really ‘getting it’? 9 What does understanding as a goal require of - ‘Designs’ - our planning? Learning and teaching activities? Assessment and feedback to learners? How do we achieve understanding by design vs. ‘good fortune’? ASCD Allen Parish 2010; Rye and Herold

13. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 10 Three stages of backward design ASCD Allen Parish 2010; Rye and Herold

14. 11 Three stages of backward design What should students be able to DO with their learning? 2. What IS valid evidence of ability to meet the long-term transfer goal? 3. What learning experiences & instruction do students need to get there? ASCD Allen Parish 2010; Rye and Herold

15. Without checking for alignment Without checking for alignment 12 Typically: Identify content to be acquired 2. Brainstorm lessons to teach the content 3. Create an assessment to judge if students learned the content ASCD Allen Parish 2010; Rye and Herold

16. ASCD Allen Parish 2010; Rye and Herold 13 Unit Template Overarching understandings Essential Questions Knowledge and skill to be acquired UbD design template

17. ASCD Allen Parish 2010; Rye and Herold 14 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction Three stages of backward design

21. Students will be accountable to demonstrate in their work

23. From the Agriculture Age to the Conceptual Age Affluence, Technology, Globalization Conceptual Age (creators and empathizers) Information Age (knowledge worker) Industrial Age (factory workers) Agricultural Age (farmers) 21st century 18th century 19th century 20th century ASCD Allen Parish 2010; Rye and Herold

24. Are we developing. . . communicators . . . leaders . . . creators . . . critical thinkers . . . self-directed workers? ASCD Allen Parish 2010; Rye and Herold

25. Really Ready to Work? ASCD Allen Parish 2010; Rye and Herold

26. Partnership for 21st Century Core Themes and skills THEMES: Global Awareness Financial, economic, business, and entrepreneurial literacy Civic literacy, Health and environmental literacy SKILLS: Creativity and Innovation Information, Media, and Technology Skills Life and Career Skills ASCD Allen Parish 2010; Rye and Herold

27. 21st Century skills / themes checklist

29. Requires “uncoverage”

30. Lasting value beyond the classroom

31. MeasurableASCD Allen Parish 2010; Rye and Herold 22

32. Nice to know Worth being familiar with Foundational knowledge & skill Important to know & do “Big ideas” worth exploring and understanding in depth Big ideas & Enduring Understandings Establishing Priorities: From “Big Ideas” to Enduring Understandings ASCD Allen Parish 2010; Rye and Herold

33. 40-40-40 A timeline detailing the early history of the Internet Nice to know Foundational knowledge & skill How to evaluate the credibility of Internet sources “Big ideas” worth exploring and understanding in depth Emerging technologies have the power to change the way we understand our world ASCD Allen Parish 2010; Rye and Herold

34. Key protests of Civil Rights Movement Nice to know Foundational knowledge & skill Analyze effects of landmark U.S. Supreme Court decisions such as Brown v. Board of Education “Big ideas” worth exploring and understanding in depth Conflict creates change ASCD Allen Parish 2010; Rye and Herold

35. Enduring Understandings for 21st Century Skills In pairs, write an enduring understanding derived from the 21st century skills/themes

36. Sample enduring understandings Social Studies A union is only as strong as its citizens belief in it and each other. The government structure reflects the amount of faith the leaders have in its people. We have become more democratic over time. English Youth cannot always know what is right because of inexperience. You are judged by the rules you follow and the rules you break. ASCD Allen Parish 2010; Rye and Herold 27

37. Sample enduring understandings Physical Education/Health Knowing the rules can create opportunities. A team is more than a collection of individuals. Risk-taking has both expected and unexpected consequences. ASCD Allen Parish 2010; Rye and Herold 28

38. Sample enduring understandings Art The context in which a piece is created impacts the audience’s perception of the piece. Experience and opportunities provide inspiration for further pursuits. FACS Pursuing a career path requires structured long-term planning and willingness to deviate from those plans to take risks. You are judged by the rules you follow and the rules you break. ASCD Allen Parish 2010; Rye and Herold 29

39. Sample enduring understandings Computers/Business Education A good planner knows why and when to make adjustments. Success and failures are measured in every area of business. Audience and purpose influence the choice, use and presentation of language. Satisfying a customer at any cost is not always good for business. ASCD Allen Parish 2010; Rye and Herold 30

40. 31 Sample enduring understandings Environmental Science: Citizens have a responsibility to voice their opinions about important issues in articulate and educated ways. Environmental awareness and stewardship are crucial toward developing civic responsibility. Letter writing can be a powerful way to bring about change in the community. Mathematics: is a useful language for symbolically modeling and thus simplifying and analyzing our world. Math can give visualization to what cannot be seen. Probability models are useful tools for making decisions and predictions. ASCD Allen Parish 2010; Rye and Herold

41. Writing involves many elements. In a free-market economy, price is a function of supply and demand. DNA Students will understand how to compare and order fractions, decimals, percents, and numbers written in scientific notation. Students will understand that there are numbers, ways of representing numbers, relationships among numbers, and number systems. Which of the following are enduring understandings? ASCD O Fallon SD 90-- 2010; Donna Herold

42. Task: Choose a unit for your work today Create two or three Enduring Understandings for your unit. Remember to incorporate 21st Century Skills and/or Themes Be ready to share your understandings at 10:10

43. Enduring Understanding:Conflict creates change Essential Question: To what extent did the conflicts of the Civil Rights movement create a platform for political change? ASCD Allen Parish 2010; Rye and Herold

44. Designing with Essential Questions 35 More question-based, problem-based, and challenge-based design: as opposed to content-based design Moving away from the textbook as syllabus: to the textbook as resource, in support of understanding-focused goals More like athletics, art: complex performances of transfer that require the inferences and the content ASCD Allen Parish 2010; Rye and Herold

46. Provoke genuine inquiry

47. Encourage transferASCD Allen Parish 2010; Rye and Herold

48. Is this an Essential Question? What are the elements of writing? How do you find the mean? To what extent can you lie with statistics? What are the causes of the Civil War? Why read old books? To what extent can we predict the future?

49. 38 Sample essential questions Math How can you represent the same number in different ways? How can that help you? To what extent can you lie with statistics? What are the limits of this mathematical model? Physical Education What makes this technique work? When (and who) is it best for? What’s our strategy? How is it working? What adjustments do we need to make? How does the way I talk affect the other players? How do I get better at this? ASCD Allen Parish 2010; Rye and Herold

50. 39 Sample essential questions Business and Applied Arts What’s the best tool/materials for the job? Is failure necessary for personal growth? What do existing models help me see? How does that influence my work? When should I follow an example? When do I go out on my own? ASCD Allen Parish 2010; Rye and Herold

51. 40 Sample essential questions Language Arts What does a good listener do? What does a reader bring to a text? How do you write so other people can understand what you are trying to say? What makes a story work? What is the speaker trying to communicate? How does the delivery influence my response? How do I figure out meaning when I don’t understand all of the words? Science How do you know something is alive? Are we destined to become our parents? How is this system designed to handle change? ASCD Allen Parish 2010; Rye and Herold

52. 41 Sample essential questions Social Studies What story do maps tell? What makes a community work? How do the stories we tell shape who we are? To what extent can one person change the world? Photograph How does a camera record a moment? How do I use technique to create a vision? What makes an image memorable? Dance Why does my mind need to know what my body is doing? ASCD Allen Parish 2010; Rye and Herold

53. 42 Sample essential questions How do my words/actions impact myself/others? When does opportunity become innovation? When does innovation become a way of life? What is the pattern here? What does it help me see? How does a reader work to make meaning from a text? What am I focusing on as I’m working? How does that affect the quality of my work? ASCD Allen Parish 2010; Rye and Herold

54. How the big ideas hang togetherSample from a teacher’s draft ASCD Allen Parish 2010; Rye and Herold 43

55. Moving from an enduring understanding to an essential question Enduring Understanding: Draft Essential Question: 44 ASCD Allen Parish 2010; Rye and Herold

56. ASCD Allen Parish 2010; Rye and Herold 45

57. Essential Questions vs. Good Questions ASCD Allen Parish 2010; Rye and Herold 46

58. knowledge and skills . . .assist students in gaining understanding AND in illustratingtheir understanding ASCD Allen Parish 2010; Rye and Herold

59. Content—Knowledge--Skills ASCD Allen Parish 2010; Rye and Herold

60. ASCD Allen Parish 2010; Rye and Herold

63. Choice of verb indicates performance expectationDesigner’s choice whether to separate knowledge and skills ASCD Allen Parish 2010; Rye and Herold 50

64. Identifying key knowledge and skills Given the targeted content standards and understandings, what will students need to know and be able to do? Knowledge: • __________________ • __________________ • __________________ • __________________ • __________________ • __________________ • __________________ Skills: • __________________ • __________________ • __________________ • __________________ • __________________ • __________________ • __________________ ASCD Allen Parish 2010; Rye and Herold 51

65. Factual knowledge ASCD Allen Parish 2010; Rye and Herold 52 includes... - vocabulary/ terminology - definitions - key factual information - critical details - important events and people - sequence/timeline

68. LUNCH! If a student ‘got it’--what could they do with it?

69. The understandings are declarative statements that demand exploration. The essential questions engage students and guide them to understanding. Stage 1 truly centers on understanding. Knowledge and skills align with and are appropriate for the understandings. Self-assessment of Stage One: 4-3-2-1 ASCD Allen Parish 2010; Rye and Herold

70. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction Three stages of backward design ASCD Allen Parish 2010; Rye and Herold 57

71. Desired results for Stage 2 The purpose of assessment is to provide reliable and authentic evidence of understanding and transfer. Assessment not only measures student performance, it motivates it. If you value the desired result, learners deserve accessible opportunities to demonstrate learning. ASCD Allen Parish 2010; Rye and Herold 58

72. How would you measure for transfer? Models impact and improve student understanding Society impacts the natural world in positive and negative ways What you want to communicate influences the way your present information How can I model and demonstrate remainders? Combinations are an essential tools for finding the number of possible ways events can occur. ASCD Allen Parish 2010; Rye and Herold 59

73. The photo album versus the snapshot. How to Assess Targets

74. How to Assess Targets The photo album versus the snapshot.

75. 62 Recognizing the limits of testing “Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development. -- from CTB/McGraw-Hill Terra Nova Test Manual ASCD Allen Parish 2010; Rye and Herold

76. Stage 2: Assessment Plan 63 Stage 2 - Assessment Evidence Transfer Task(s): Other Evidence: -All other forms of assessment Quizzes, tests, prompts, work samples Observations Student self-assessment Performance task Products / Performances Academic Prompts ASCD Allen Parish 2010; Rye and Herold

77. Stage 2: Assessment Plan 64 Stage 2 - Assessment Evidence Transfer Task(s): Other Evidence: Determine types of assessment Diagnostic Formative Summative Determine types of assessment (Formative) Summative ASCD Allen Parish 2010; Rye and Herold

78. Nice to know Worth being familiar with Foundational knowledge & skill Important to know & do “Big ideas” worth exploring and understanding in depth Big ideas & Enduring Understandings Traditional quizzes & tests Paper/pencil Selected-response Constructed response Performance tasks & projects Complex Open ended Authentic ASCD Allen Parish 2010; Rye and Herold

79. Key research findingsPreparing Teachers for a Changing World “Authentic tasks increase student motivation to learn.” — Stipek (2002) “Student’s beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class.” — Mitchell (1993) “Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning.” — Newmann (1992) ASCD Allen Parish 2010; Rye and Herold 66

81. Role

82. Audience

83. Situation

84. Product/Performance

85. StandardsASCD Allen Parish 2010; Rye and Herold 67 GRASPS

86. Performance tasks v. Academic prompt FAT-P Format Audience Topic Purpose RAFT Role Audience Format Topic

87. How do you assess understanding? 21st Century skills Add two here Communication Successful communication is measured by the degree by which it is understood by the audience Ecosystems The change one organism makes in order to adapt/survive has significant ripple effects. ASCD Allen Parish 2010; Rye and Herold 69

88. Is the task relevant? Connected to the classroom — demonstration / extension of what was learned Connected to the real world — work that professionals in the field would do Connected to student’s life — Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful ASCD Allen Parish 2010; Rye and Herold 70

89. Do students have the ability to be successful? Assess before teaching Offer appropriate choices Provide feedback early and often Encourage self-assessment and goal setting Allow new evidence of achievement to replace old evidence ASCD Allen Parish 2010; Rye and Herold 71

90. Sample performance tasks Academic Prompts Performance Tasks http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

91. Task: Design a transfer task (performance or academic prompt) for your unit. Create the ACTUAL student instructions for the task. 73 ASCD Allen Parish 2010; Rye and Herold

92. Gallery Walk—Peer Review Post enduring understandings, essential questions, transfer task, and student handout Feedback including I wonder . . . I notice . . .

93. Day Two

94. Day one feedback Write down one or two questions that you would like to have resolved by the end of the day. Take 15 minutes to examine peer feedback from day one

95. Definitions Analytic Holistic Gradual Release of Responsibility Most importantly: Tied to Stage one Rubrics: ASCD Allen Parish 2010; Rye and Herold

96. Rubrics vs. Partial Credit The purpose of the rubric is to reliably and efficiently assess a student’s progress towards standard. Rubrics:

97. …elements have a range of variation between what is considered introduced and what is demonstrated or applied. …the instructional process is being monitored. …the rubric will guide the learning process. …many educators will be using the rubric. …a product with specific attributes is being evaluated. Rubric Indicators are important when:

98. Strategies and Tools Gradual Release of Responsibility Acquisition, Meaning, Transfer Depth of Knowledge Bloom Writing Rubric Indicators:

99. Rubrics designed for tasks Rubrics designed for understandings Rubrics

100. Begin by delineating the 2 and 3. Then progress to the 4 and the 1. Writing Rubrics

101. In your small groups, try writing rubrics for your transfer task/understandings. Writing Rubrics ASCD Allen Parish 2010; Rye and Herold

102. Rubrics

103. In your small group, assign one person to construct: A ‘2’ response A ‘3’ response A ‘4’ response How might these be used in the classroom? How might teachers use this process? Exemplars: ASCD Allen Parish 2010; Rye and Herold

104. Other Evidence Begin brainstorming other elements of your assessment package

105. Alignment of Assessments: To what extent do your assessments… assess the enduring understandings? assess the knowledge and skills? Check for gaps and points of emphasis. ASCD Allen Parish 2010; Rye and Herold

106. Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)? Could a student be successful on the assessment package without truly understanding? Could the student understand and not be successful on the assessment package? Review Standards—Stage Two: ASCD Allen Parish 2010; Rye and Herold

107. Lunch

108. ASCD Allen Parish 2010; Rye and Herold 90 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction Three stages of backward design

110. Finish2x3 3x5 2x5 5x7 4x10 3x8 6x2 15x4 10x4 35x6 40x9 24x7

111. Acquire Information Constructing Meaning Transfer A M T ASCD Allen Parish 2010; Rye and Herold

112. ‘Enduring Understanding’ Learners mustAcquireand Make Meaningout of information in the service of understanding andTransferringit. ASCD Allen Parish 2010; Rye and Herold

113. A fact is a fact; a skill is a skill. We acquire each in turn. Acquisition does not yield understanding; it is necessary but not sufficient. If I have skills and facts, it does not mean that I understand. I cannot, however, understand without those skills and facts. Acquire information ASCD Allen Parish 2010; Rye and Herold

114. What do these facts imply? When would I use this skill (or not)? What is their sense, import, value? Constructing meaning ASCD Allen Parish 2010; Rye and Herold

115. How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers? 32 ASCD Allen Parish 2010; Rye and Herold

116. How should I apply my prior facts, skills, and ideas effectively in this particular situation? The situation must be new and uncharted. The goal is independent transfer. Transfer ASCD Allen Parish 2010; Rye and Herold

119. Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Pre-assessment (Finding Out) Stage two planning is revealed in Stage three instructional design Feedback and Goal Setting Readiness, Interests, and Learning Preferences of students Essential Questions [reading/writing] Performance Task Academic Prompt Portfolio Exit Cards Peer evaluation 3-minute pauses Vocabulary - quiz/notebooks Observations Creating Rubrics Self-evaluation Journals - Essential Questions+ ASCD Allen Parish 2010; Rye and Herold

120. Where are we headed? How will the student be ‘hooked’? What opportunities will there be to be equipped, experienced, and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will work be tailored to individual needs, interests, styles? How will work be organized for maximal engagement and effectiveness? ASCD Allen Parish 2010; Rye and Herold 102 W H E R E T O

121. Teaching with misunderstandings in mind A study of how plants make food was conducted with students from elementary school through college [to] probe understanding of the role of soil and photosynthesis in plant growth and of the primary source of food in green plants (Wandersee, 1983). . . Students from all levels displayed several misconceptions: Soil is the plants’ food. Plants get their food from the roots and store it in the leaves Chlorophyll is the plant’s blood” -- Bransford, How People Learn ASCD Allen Parish 2010; Rye and Herold 103

122. Example of a misunderstanding in Science “Some students think that ‘cold’ is being transferred from a colder to warmer object…students often think that objects cool down or release heat spontaneously… Even after instruction, students don’t always give up their naive notion that some substances (e.g. flour) cannot heat up or that metals get hot because they “attract heat” etc.” (pp. 337-8) -- From 2061 Benchmarks (AAAS) ASCD Allen Parish 2010; Rye and Herold 104

123. Implications for instruction ASCD Allen Parish 2010; Rye and Herold 105 Address predictable misunderstandings by design. -Provide real or simulated experiences related to the desired understandings. -Build in checks for understanding and misunderstanding along the way. -Require students to revisit/rethink what they thought they understood. -Final assessments should check to see if common misunderstandings have been overcome.

124. Task: Design a Stage Three learning plan for your unit. Indicate order, code with A-M-T ASCD Allen Parish 2010; Rye and Herold 106

125. 3 units per group (max of 6 people) Author shares overview of unit (5 minutes) Reviewers discuss unit (5 minutes) Author listens, takes notes, does not engage Conversation (5 minutes) Clarifications, suggestions, next steps Peer Review Protocol: ASCD Allen Parish 2010; Rye and Herold

126. Program Area Overarching Essential Question(s) Overarching Understanding(s) Content Standards Course 3 Course 1 Course 4 Course 2 unit 1 unit 1 unit 1 unit 1 unit 2 unit 2 unit 2 unit 2 unit 3 unit 3 unit 3 unit 3 unit 4 unit 4 unit 4 unit 4 unit 5 unit 5 unit 5 unit 5 Cornerstone Assessment Task(s) unit 5 ASCD Allen Parish 2010; Rye and Herold 108

127. Continuing the Implementation ASCD Allen Parish 2010; Rye and Herold

128. For more information: Understanding by Design (Wiggins and McTighe) Understanding by Design Professional Development Workbook (Wiggins and McTighe) Assessment for 21st Century Learning—DVD 1,2 &3 Moving Forward with Understanding by Design—DVD Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe) Schooling by Design (Wiggins and McTighe) Classroom Assessment and Grading That Work (Marzano) All available at ascd.org ASCD Allen Parish 2010; Rye and Herold

129. For more information: Partnership for 21st Century skills: http://www.21stcenturyskills.org/route21/ International Society for Technology in Education (ISTE) http://www.iste.org/AM/Template.cfm?Section=NETS Thomas Rye ThomasRye@Q.com Donna Herold toddndonnaherold@comcast.net http://www.21stcenturyschoolteacher.com ASCD Allen Parish 2010; Rye and Herold

130. ©2010 by Thomas Rye and Donna Herold. All rights reserved. This handout is intended for your personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited herein. ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of ASCD.

131. Evaluating your Experience

132. Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD. http://surveys.ascd.org/wsb.dll/4/capacity_building_2010.htm Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive