Understanding by Design 2012Allen Parish

March 12 & 13, 2012

Agenda

Monday

Welcome Reflection and Needs Unpacking Common Core Methods and tools

Lunch

Moving the standards into Lesson Design Levels of Thinking and Questioning Incorporating Questioning into Lesson

Design

Tuesday

Writing Units and Lessons

Lunch

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

Website for fileshttp://21stcenturyschoolteacher.com

Reflection questions: Google Forms Google form results

Welcome

“These Standards do not dictate curriculum or teaching methods.” -- The Common Core Standards

Standards are not curriculum.

Reading – Greater balance of literature and informational texts

Writing – Emphasis on informative/explanatory writing; argument and support; narrative

Speaking and Listening

E/LA Standards

Ten Anchor Standards and grade-level expectations organized by strand

College and Career Readiness Standards

Sample grade-level maps, units, assessment tasks and samples of student work

E/LA Standards

Emphasis on independent transfer:

”Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions…”

E/LA Standards

The E/LA Standards are intended to apply in history/social studies, science, and technical subjects.

They complement rather than replace content standards in those subjects.

E/LA Standards

Appendix A – contains supplementary material on reading, writing, speaking and listening; glossary of key terms.

Appendix B – consists of text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels; sample performance tasks.

Appendix C – annotated writing samples

E/LA Standards

Three-Minute Pause

Meet in groups of 3 - 4 to... summarize key points. pose clarifying questions post comments online.

Mathematics Standards 

Focus on transferable ‘big ideas’“…not only by stressing conceptualunderstanding of key ideas, but also by continually returning to organizingprinciples such as place value or the properties of operations to structure those ideas.” CC Mathematics Standards, p. 4

Mathematics Standards 

Include eight Standards of Mathematical Practice along with content standards.

Examples:4.Model with mathematics6. Attend to precision

“…the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement .... To deliver on the promise of common standards, the standards must address the problem of a curriculum that is a mile wide and an inch deep.”

Mathematics Standards 

Mathematics Standards  “…That is, what and how students

are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies that ‘to be coherent,’ a set of content standards must evolve from particulars … to deeper structures inherent in the discipline.” CC Mathematics Standards, p. 2

Three-Minute Pause

Meet in groups of 3 - 4 to... summarize key points. pose clarifying questions post comments online.

“These Standards do not dictate curriculum or teaching methods.” -- The Common Core Standards

Standards are not curriculum.

A Model Curriculum Blueprint

Need to “Unpack” Standards

Distinguish goal types: A, M, T

Determine appropriate assessments

Three Types of Goals

Acquisition

of knowledge and skills

Transfer of learning to new situations

Meaning Making

of understandings

Long-Term Transfer Goal

“Students will be able to independently use their learning to…”

An effective curriculum equips learners for autonomous performance…by design.

Transfer Goal – E/LA

Students who are College and Career ready:

Demonstrate independence.“Students can, without scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.”

Transfer Goal – Writing

Effectively write in various genres for various audiences and purposes (inform, explain, entertain, persuade, guide, or challenge/change things).

Transfer Goal – History/SS

Use knowledge of patterns of history to better understand the present and prepare for the future.

Critically appraise historical claims and analyze contemporary issues.

Participate as an active and civil citizen in a democratic society.

Transfer Goal – World Languages

Effectively communicate with varied audiences and for varied purposes while displaying appropriate cultural understanding.

Transfer Goals – Mathematics

Mathematically proficient students:

•Construct viable arguments and critique the reasoning of others.

•Model with mathematics.

Three-Minute Pause

Meet in groups of 3 - 4 to... summarize key points. pose clarifying questions post comments online.

The “Inside Out” Method

nouns andadjectives

verbs

standards

Understandings andEssential Questions

Assessments

Apply the “unpacking” method to one of the Anchor standards for Reading or Writing or one of the Mathematical Practices.

Unpacking Standards

Especially useful for mathematics

What is the overlap between the process (mathematical practices) and content standards

The “Matrix” Method

Apply the “unpacking” method to one of the Anchor standards for Reading or Writing or one of the Mathematical Practices.

Unpacking Standards

The “Top Down” Method

Understanding(s)

Standards

Essential Question(s)

In order to meet the standard, students will need to understand that -

In order to understand, students will need to consider such questions as -

Apply the “unpacking” method to one of the Anchor standards for Reading or Writing or one of the Mathematical Practices.

Unpacking Standards

Common Core Standards  Mathematics Model with mathematics.

• Mathematicians create models to interpret and predict the behavior of real world phenomena.

Mathematical modeling

• Mathematical models have limits and sometimes they distort or misrepresent.

‘Big Idea’ Understandings:

How can we best model this (real world phenomena)?

Mathematical modeling

How reliable are its predictions?

Essential Questions:

What are the limits of this model?

Unpacking More Standards

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

Recess

Questioning in the 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:

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