Understanding by Design 2012Allen Parish

March 12 & 13, 2012

Website for fileshttp://21stcenturyschoolteacher.com

Welcome

Agenda

Tuesday Levels of Thinking and Questioning Incorporating Questioning into Lesson Design Writing Units and Lessons Lunch Writing Units and Lessons Peer Review of Lessons

Common core standards are not a curriculum. Common core standards align well with Understanding

by Design. The process of unpacking standards is critical to

understanding their implications for design, instruction and assessment.

Quality questioning leads to understanding and transfer.

Understandings

To what extent are the ideas of acquisition, meaning making and transfer embedded in the Common Core Standards?

If the state is going to hand us a curriculum, why unpack standards?

What makes a good question? A good teacher question? A good student question?

How might our assessments be affected by Common Core Standards?

Questions

Before the lesson Study lesson to identify CCSS-aligned content and instruction. Read and analyze identified text; identify standards, questions to

ask, potential areas of difficulty for students, possible scaffolds During the lesson

Observe/monitor and provide written or oral feedback After the lesson

Engage teachers individually in formal reflection on the lesson (i.e., Examine the CCSS-aligned practices (What did the lesson do? What did the lesson not do?) What went well? What could be improved?)

Engage entire faculty in reflection/discussion; ask individual teachers to demonstrate understandings for colleagues

Gather examples of CCSS-aligned student assignments and student work

Model Lesson Pilot Suggested Steps

Questioning in the Classroom

Three-Minute Pause

What role does questioning play in your classroom?

Higher-level questions are essential to facilitating conceptual understanding. The inquiry process is facilitated by skillful questioning and provides students with the opportunity to become independent thinkers who master their own learning.

Steps to the Inquiry Process

Level One: The answer can be found in the text (either directly or indirectly) Very concrete and pertains only to the text. Asks for facts about what has been heard or read Information is recalled in the exact manner/form it was heard

COSTA’S LEVELS OF QUESTIONING

Level Two: The answer can be inferred from the text. Although more abstract than a Level One question, deals

only with the text Information can be broken down into parts Involves examining in detail, analyzing motives or causes,

making inferences, finding information to support generalizations or decision making

Questions combine information in a new way

COSTA’S LEVELS OF QUESTIONING

Level Three: The answer goes beyond the text. Is abstract and does not pertain to the text Ask that judgments be made from information Gives opinions about issues, judges the validity of ideas

or other products, justifies opinions and ideas

COSTA’S LEVELS OF QUESTIONING

LEVEL ONE:Define Describe Identify List Name Observe Recite Scan

COSTA’S LEVELS OF QUESTIONINGLEVEL TWO: Analyze Compare Contrast Group Infer Sequence Synthesize

LEVEL THREE:Apply Evaluate Hypothesize Imagine Judge Predict Speculate

Gather and Recall Information (Gathering/Input) Ask Level 1 questions to identify what students know about the problem or question and connect to prior knowledge. •What do you know about your problem? •What does __________mean? •What did you record from your class notes about ____? •What does it say in the text about this topic? •What is the formula or mnemonic device (ex. P-E-M-D-A-S) that will help you identify the steps necessary to solve the problem?

Sample Questions Level 1:

Make Sense Out of Information Gathered (Processing) Ask Level 2 questions to begin processing the information gathered, make connections and create relationships. •Can you break down the problem into smaller parts? What would the parts be? •How can you organize the information? •What can you infer from what you read? •Can you find a problem/question similar to this in the textbook to use as an example? •What is the relationship between ______and ______?

Sample Questions Level 2:

Apply and Evaluate Actions/ Solutions (Applying/Output) Ask Level 3 questions to apply knowledge acquired and connections made to predict, judge, hypothesize or evaluate. •How do you know the solution is correct? How could you check your answer? •Is there more than one way to solve the problem? Could there be other correct answers? •Can you make a model of a new or different way to share the information? •How do you interpret the message of the text? •Is there a real life situation where this can be applied or used? •Can you explain it in a new and different way? •Could the method of solving this problem work for other problems? •How would you teach this to a friend?

Sample Questions Level 3:

Three-Minute Pause

How can Costa’s levels of questions be used in conjunction with A, M, T goals and the Common Core Standards?

Create level one, two, and three questions for your lesson

Share—Triple Whip!

Writing Questions

Work Time—Model Lesson Design

Math Design Collaborative http://www.mygroupgenius.org/mathematics

Formative Lessons http://map.mathshell.org/materials/lessons.php

Sample Questions http://www.gips.org/learning/Curricular-Areas/mathemati

cs/K-12-Curriculum-Framework

Math Resources

Socratic Seminars http://www.nwabr.org/education/pdfs/PRIMER/PrimerPieces/SocSem.pdf http://www.greece.k12.ny.us/academics.cfm?subpage=1260 Unpacking Examples http://www.ncpublicschools.org/acre/standards/common-core-

tools/ Writing Continuum http://www.epsilen.com/CCSSO/continuum/?system_name=ejoCFRujtMA=&select

ed_system_name=ejoCFRujtMA= Questioning and close reading model (Hunt Institute) http://www.youtube.com/watchv=Ho_ntaYbL7o&feature=related

English Resources

Lunch

Continued . . .

Work Time—Model Lesson Design

Groups of threeTwo talk—author listens

Peer Review Protocol

What evidence is there of student acquisition, meaning making, and transfer

To what extent is there alignment with the unpacked standard(s) and AMT?

Is there an appropriate balance of level one, two, and three questions?

Peer Review