Parkway School District

Parkway School District

Day 2Day 2

Evidence of UnderstandingEvidence of UnderstandingAnd And

Teaching for UnderstandingTeaching for Understanding

Authentic EducationAuthentic EducationPresenters: Presenters:

J. Maranucci, J. Maranucci, S. Levy, S. Levy,

F. ChampineF. Champine

Stages - 2 & 3

Stages - 2 & 3

What constitutes What constitutes solid evidence of solid evidence of

student student understanding?understanding?

How do we How do we know the kids know the kids

‘Got it?’‘Got it?’

We need to We need to teach less and teach less and assess more.assess more.

What went wrong in Mr. Thompson’s What went wrong in Mr. Thompson’s Class Today?Class Today?

• View this video of a classroom experience.View this video of a classroom experience.• It is Monday morning. Mr. Thompson gave It is Monday morning. Mr. Thompson gave

the unit test on Friday dealing with the early the unit test on Friday dealing with the early days of World War II.days of World War II.

• Observe his class and “meet” with him after Observe his class and “meet” with him after the class period to discuss Assessment and the class period to discuss Assessment and how its use might have made a difference in how its use might have made a difference in his class today.his class today.

Assessment ArrayAssessment Array

Assessment of Desired ResultsAssessment of Desired Results

• To what extent do the assessments provide valid, To what extent do the assessments provide valid, reliable and sufficient measures of the desired reliable and sufficient measures of the desired results (from Stage 1)?results (from Stage 1)?

• Go to Go to PP.136-137 PP.136-137 – Carefully read the focus – Carefully read the focus questions for thinking about Evidence for questions for thinking about Evidence for Understanding.Understanding.

• Preview the work of this stage of thinking and Preview the work of this stage of thinking and action action

What does it mean to approach your What does it mean to approach your teaching like an assessor?teaching like an assessor?

– Look at PP. Look at PP. 138 – 140. 138 – 140. These pages provide you These pages provide you with a thinking model as you approach your with a thinking model as you approach your teaching.teaching.

– IF - THEN - SO IF - THEN - SO Reviewing these pages will put Reviewing these pages will put you in touch with a model for shaping the you in touch with a model for shaping the thinking and preparation for your teaching.thinking and preparation for your teaching.

Thinking Like an AssessorThinking Like an Assessor

Assessor vs Lesson DesignerAssessor vs Lesson Designer

• AssessorsAssessors ask themselves how will I know my ask themselves how will I know my students have learned what I intended and students have learned what I intended and what they will need to TRANSFER their what they will need to TRANSFER their learning to new situations; how will my learning to new situations; how will my teaching be effective?teaching be effective?

• Lesson Designers Lesson Designers ask themselves what ask themselves what should I do today that will make my lessons should I do today that will make my lessons interesting and fun for the kids, how will I interesting and fun for the kids, how will I keep them engaged?keep them engaged?

What is your Assessment Profile?What is your Assessment Profile?

– Go to Go to page 143 page 143 and take the Self-Assessment of and take the Self-Assessment of your assessment choices.your assessment choices.

– Look at Look at Page 142 Page 142 to help you with terminology.to help you with terminology.– Dialogue: Dialogue: What have you discovered about What have you discovered about

yourself as an assessor?yourself as an assessor?– Look at Look at page 146 page 146 and consider the possible and consider the possible

assessments one might use to determine assessments one might use to determine understanding. understanding. Page 148 Page 148 is a blank you can use is a blank you can use as you think your way through this process next as you think your way through this process next year.year.

What can people do who What can people do who UNDERSTAND?UNDERSTAND?

– Collaboration: Collaboration: Work with the people at your table and Work with the people at your table and develop a list of all the things students or the average develop a list of all the things students or the average person can do to demonstrate their understanding.person can do to demonstrate their understanding.

– Lets collect your data and generalize about the ability of Lets collect your data and generalize about the ability of people who understand.people who understand.

– Go to Go to page 155 page 155 and look at the Facets of Understanding. and look at the Facets of Understanding. What do you see as the difference between the Facets of What do you see as the difference between the Facets of Understanding and Bloom’s Taxonomy?Understanding and Bloom’s Taxonomy?

– Look at Look at page 156 page 156 – this can change the dynamic of your – this can change the dynamic of your entire classroom work. entire classroom work. Pages 157- 158 Pages 157- 158 will provide you will provide you with other ideas.with other ideas.

•

TRANSFER work on AssessmentsTRANSFER work on Assessments

• Return to pages 152 – 154 – TRANSFER Return to pages 152 – 154 – TRANSFER what you have what you have learned so far about assessments and Facet questions learned so far about assessments and Facet questions and follow the template.and follow the template.

• First: First: Look at the examples – notice they begin with Look at the examples – notice they begin with the goal in mind/goal or standard.the goal in mind/goal or standard.

• Second: Second: Notice the goal has been Notice the goal has been UNPACKED –UNPACKED – Content to be taught is found in the nouns; process Content to be taught is found in the nouns; process for assessment is found in the verbs.for assessment is found in the verbs.

• Third: Third: The understandings of the unit have been notedThe understandings of the unit have been noted• Fourth: Fourth: The tasks to prove the understanding have The tasks to prove the understanding have

been developed.been developed.

Work Backward from your GoalWork Backward from your GoalConsider the unit you want to teach next Consider the unit you want to teach next year, the one we have worked on year, the one we have worked on yesterday. What is you Goal for your yesterday. What is you Goal for your unit?unit?

Consider the unit you want to teach next Consider the unit you want to teach next year, the one we have worked on year, the one we have worked on yesterday. What is you Goal for your yesterday. What is you Goal for your unit?unit?

The Goal for the unit is to The Goal for the unit is to have students…have students…The Goal for the unit is to The Goal for the unit is to have students…have students…

So that the students So that the students will be able to …will be able to …So that the students So that the students will be able to …will be able to …

Teacher Teacher needsneeds

Teacher Teacher needsneeds

What’s in What’s in it for the it for the student?student?

What’s in What’s in it for the it for the student?student?

How will you know How will you know you both gained what you both gained what

you needed?you needed?

How will you know How will you know you both gained what you both gained what

you needed?you needed?

ONLY QUALITY ASSESSMENTS WILL ONLY QUALITY ASSESSMENTS WILL HELP YOU AND YOUR STUDENT MEET HELP YOU AND YOUR STUDENT MEET THE GOALS OF YOUR PROGRAM.THE GOALS OF YOUR PROGRAM.

Consider your goal and the needs of the student Consider your goal and the needs of the student and develop at least three FACET OF and develop at least three FACET OF UNDERSTANDING QUESTIONS FOR YOUR UNIT.UNDERSTANDING QUESTIONS FOR YOUR UNIT.

TRANSFER TASKSTRANSFER TASKS

• Transfer – use new knowledge in unique Transfer – use new knowledge in unique situations demonstrating a sophistication of situations demonstrating a sophistication of understanding.understanding.

• Here is a good example of TRANSFER – Let’s Here is a good example of TRANSFER – Let’s take a peek at the German Coast Guard.take a peek at the German Coast Guard.

• VideoVideo

How to design Transfer TasksHow to design Transfer Tasks

– Look at the performance tasks Look at the performance tasks on pages 169 – on pages 169 – 168.168.

– Collaborate: Collaborate: Work together to create a list of the Work together to create a list of the commonalities found in the Performance or commonalities found in the Performance or Transfer Task.Transfer Task.

– Gather DataGather Data– Confirm hypothesis: Confirm hypothesis: G.R.A.P.S. – LOOK AT G.R.A.P.S. – LOOK AT

EXAMPLES ON PP 170 AND 171.EXAMPLES ON PP 170 AND 171.• Pages Pages 172 – 173 172 – 173 gives many examples of gives many examples of

aspects of the model for you to think about. aspects of the model for you to think about.

Test your HypothesisTest your Hypothesis

– LOOK AT PAGE 177 LOOK AT PAGE 177 and figure out if this and figure out if this assessment meets your standard of evidence of assessment meets your standard of evidence of understanding. Read through it with your team understanding. Read through it with your team mates and make a decision.mates and make a decision.

• Collaboration: Collaboration: Transfer your learning to Transfer your learning to develop a Performance Assessment. develop a Performance Assessment. Use pp. Use pp. 175 -176 to guide you in your work.175 -176 to guide you in your work.

• Collaboration: PP 178 – 179 Collaboration: PP 178 – 179 will provide you will provide you with validation of your hypothesis.with validation of your hypothesis.

Stage 2 – Teaching for UnderstandingStage 2 – Teaching for Understanding

– Collaboration: How and Why does a curriculum How and Why does a curriculum and assessment program designed around and assessment program designed around understanding require a new approach to understanding require a new approach to instruction?instruction?

– WHERETO: : Let us look at pp. 212 – 229Let us look at pp. 212 – 229– What does it look like when it all comes What does it look like when it all comes

together?together?– Video – “Using UbD” – 7Video – “Using UbD” – 7thth grade science grade science

classroom model.classroom model.

Watch the video and keep these questions in mind for Watch the video and keep these questions in mind for discussion.discussion.

1. HOW DID THE TEACHER USE THE WHERETO MODEL TO DESIGN HIS LESSON?2. WHAT IS YOUR REACTION TO THE LESSON AND HOW DID A-M-T PLAY A ROLE IN HIS DESIGN?

Practical Transfer to a Math ClassPractical Transfer to a Math ClassTeach math through genresTeach math through genres

• Mathematical Discussion Mathematical Discussion (Meaning Making, Formative Assessment, Re-think and Revise + Hook + Self-Evaluation)

• Game Shows Game Shows (Transfer, Formative Assessment, Equip + Self-Evaluation)

• Response Group Work Response Group Work – (Meaning Making, Formative Assessment, Re-Think and Revise)

• Individual Student Math Book Work Individual Student Math Book Work – (Meaning Making, Evaluation, Summative Assessment or Formative)

• Cross-Examination Cross-Examination – (Meaning Making, Formative Assessment, Equip, Re-think and Revise, Tailoring)

• Presenting Work Publicly Presenting Work Publicly – (Transfer, Summative Assessment, Self-Evaluation)

• Individual Student-Teacher Individual Student-Teacher Conversation Conversation (Meaning Making, Acquire, Equip, Rethink and Revise, Tailor, Self-evaluation)

• Games Games – (Transfer, Formative Assessment, Hook, Tailor, Self-Evaluation)

• Math Journal Writing Math Journal Writing – (Meaning Making, Formative Assessment, Rethink and revise, Tailoring, self-evaluation)

• Tests/Quizzes/Transfer Tasks Tests/Quizzes/Transfer Tasks – (Transfer, Summative Assessment, Self-Evaluation)

Article written by Amy Parks published in Phi Delta KAPPAN. April – 2009. “Teaching by Genre: Embracing a Diversity of Practices in Mathematics.”

CLOSURECLOSUREHow does this video summarize our two days How does this video summarize our two days together? Consider using this WORD SPLASHtogether? Consider using this WORD SPLASH.

BIG IDEASBIG IDEAS

UNDERSTANDINGS

UNDERSTANDINGS

ESSENTIAL ESSENTIAL

QUESTIONSQUESTIONS

CONTENT & SKILLS

CONTENT & SKILLS

COVERAGE

COVERAGE

UNCOVERAGEUNCOVERAGE

ACQUISITION OF

ACQUISITION OF

NEW KNOWLEDGE

NEW KNOWLEDGE

TRANSFER

TRANSFER

MAKE MEANINGMAKE MEANING

DIAGNOSTIC

DIAGNOSTIC ASSESSMENT

ASSESSMENT

FORMATIVE

FORMATIVE ASSESSMENT

ASSESSMENT

SUMMATIVE SUMMATIVE ASSESSMENTASSESSMENT

TEACHING FOR TEACHING FOR UNDERSTANDINGUNDERSTANDING

MEANINGFUL MEANINGFUL

GOALSGOALS

Our purpose in this workshopOur purpose in this workshop