July 18 and 19, 2011

www.21stcenturyschoolteacher.com/-ascd-presentations.html

UbD is an evolving framework for writing curriculum

The ideas of AMT live in varying degrees in the common core standards

AMT transcends all three stages The ultimate goal is transfer via a performance

task Technology is one means to the desired end:

transfer (not an end in and of itself) Teacher roles vary based on the purpose of the

lesson

• Monday, July 18th • Morning

– Reflection / Catching up / New Design Guide– Writing a New Unit & the New Template– Stage One– Incorporating the Common Core Standards– AMT in Stage One– Transfer Goals

• Afternoon– Stage Two– Performance Tasks and Other Evidence– Incorporating the 21st Century Skills into Assessment– Coding Activity– Rubrics Again– Sharing Protocol

• Tuesday, July 19th• Morning– Stage 3– Teacher and Student Roles– Web Tools for AMT– Designing Learning Experiences for Meaning

Making and Transfer• Afternoon– Teaching the lessons– Reflecting and Coaching– School Improvement Plans

How would you rate your experience with the new Understanding by Design Guide?

• Read it and have started using it• Read it• Skimmed it• Haven’t looked yet

Go to www.ascd.org/downloads

Enter your unique key code, found on after the table of contents (or the page before page one)

Summarize the 2010-2011 school year.• What about UbD worked really well?• What are our struggles/frustrations?

• Poster paper these—yellow post-its for struggles—blue for worked well

Summarize the 2010-2011 school year.

• To what extent has the work affected student performance ?

• What evidence do we have?

See page 60 for examples

Choose a Topic Write a knowledge goal Write a skill goal Write a meaning making goal Write a transfer goal

Common Core Download available here

–Identifying/writing overarching understandings for math/ELA

–Understandings–Essential questions

–Poster paper and post for sharing

New Lends itself more to a performance task than

an academic prompt

Where are there connections between the common core and the Louisiana state standards for your unit?

Possible questions: Which common core standards are represented? Which are missing, if any? Are there any Louisiana standards that are not reflected in the common core?

Unpacking Common Core Standards handout:

• What is the standard?• What skills must students have to master

the standard? What knowledge must be acquired?

• What must the student understand?• What new situation should a student be able

to manage with this understanding?

• What skills/knowledge/activities must I include to fully teach the standard? (AMT/stage three)

Page 16

Established Goals• Common core• 21st Century Skills• Allen Parish Alignment

“Transfer” refers to the ultimate desired accomplishment: what, in the end, should students be able to do with all this content, on their own, if this and other related units are successful?

Transfer Goals• States the long-term accomplishments that students

should be able to do with knowledge and skill, on their own.

• Answers the questions “Why should I learn this?” “What can I do with this?”

• Design Guide pages 65-66

Meaning Making Goals

• Understandings

• Essential Questions

• Reference figures F3 and F4 (pages 91-92) in your UbD downloads

• Acquisition Goals

–Knowledge

– Skills

Spokane Algebra Course Learning Targets

What feedback might you provide?

Use standards on page 27

Unit 6 Learning Targets Target 6A Understanding Graphs of Radical Functions• I can determine which radical rule best fits a table or graph.• I can sketch the basic shape of a graph of a radical function.• I can determine the domain and range of a radical function.  Target 6B Understanding Radical Expressions• I can simplify basic square and cube roots.• I can approximate values involving square and cube roots.  Target 6C Understanding Radical Functions as Models• I can write and solve problems that can be represented by

radical functions.

Provide: Evidence of Transfer Goal Authenticity 40 year value

• Six facets verbs—page 100

• Facet-based performance task ideas—95

• Pages 106-110 in UbD downloads

For multiple goal types In multiple modes

Transfer should not just be relegated to final performance task—it requires continual focus, as students need to know it is the ultimate goal

Possible resource: sample 21st Century skills district rubric

Rubrics for Stage 1Coding Stage 2 for AMT

Figure G1 – page 91

• Pg. 91–Applying the two-question validity test

• Groups of three• First designer outlines stages one and two • Other two members listen and take notes• Both score independently based on notes• Unit designer listens while scorers discuss• Repeat