Part II Proficiency 101 - - - - - - - - - - - - Introduce the Backwards Design Process

Part IIProficiency 101 - - - - - - - - - - - - Introduce the Backwards Design ProcessSummer Institute (SI) 2012

HF/AMG

10:35 am PART II10:35 10:45 am Complete through Comic Strip Activity10:45 11:00 am Slides 56- 6711:00 11:10 am Jigsaw Question Preview and Proficiency 101 Video11:10- 11:25 am Jigsaw Activity and Gallery Walk11:25 11:30 am Reflection for Part II

1Part II ObjectivesBy the end of Part II, I will be able to:Explain the Backwards Design process.Describe the components of an Integrated Performance Assessment (IPA).Begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.

2Activity: Backwards Design Comic Strip SortSILENTLY . . .

Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table.

Put the images in order, 1-6, to create a plausible narrative.

HF/AMG and P101 Team Member

Warm-up to Backward Design: Ask participants to order the images to create a plausible narrative (#1-6) (i.e., the comic re: the trip to Target).

This is also a good example of a picture sequencing activity for novice level language learners.

3

Trip to Target Frame 1Image 1: Goal (What is the target? Need to buy things = enthusiasm)

HF/AMG and P101 Team Member

Trip to Target Frame 2Image 2 Interested in the goal

HF/AMG and P101 Team Member

Trip to Target Frame 3Image 3 Thinking about what will need to be done (Planning and practice)

HF/AMG and P101 Team Member

Trip to Target Frame 4Image 4 In action (doing the goal task)

HF/AMG and P101 Team Member

Trip to Target Frame 5Image 5 Feedback on performance

HF/AMG and P101 Team Member

Trip to Target Frame 6Image 6 A feeling of achievement Target met!

HF/AMG and P101 Team Member

Backwards Design relates to a planning sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010)

Identify desired results Determine acceptable evidence Plan learning experiences and instruction

Donna and/or P101 Team Member

How will you backwards design for your local PD? Be thinking about how the information from Summer Institute can be used.

McTie

10

Proficiency 101 Project

Create a foundation of resources and PD content materials that will help teachers:

Understand the 8 proficiency levels in the WLES

Know how to teach to build proficiency

Assess proficiency in the classroom

HF/AMG and/or P101 Team Member

To meet the professional development and implementation needs associated with the North Carolina World Language Essential Standards and the English Language Development Standards, as well as the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, the Proficiency 101 Project has been initiated, which is a collaboration between NCDPI and the American Council on the Teaching of Foreign Languages (ACTFL) informed by other organizations working in language and literacy development.The Proficiency 101 Project is led by a team charged with the following:Building a foundation of resources for use by NC educators that address how language proficiency and literacy skills are built over time in K-12 education; Creating content for use in PD that will focus on understanding and assessing proficiency in the classroom, which could be packaged as an online module and/or used in blended PD.The Proficiency 101 Team consists of representatives from all eight regions, charter schools, the college and university system and internal personnel involved with implementing language and literacy standards. In addition, reviewers, who provide feedback on initial drafts and other work, will be designated so that revisions could take place prior to external reviews.

11Proficiency 101 Team2011 2012 TeamBertie CountyNew HanoverWake CountyCumberlandWinston-Salem/ Forsyth CountyCharlotte-Mecklenburg SchoolsAmerican Renaissance CharterMitchell County3 IHE, 2 At-Large, and others . . .

HF/AMG and/or P101 Team Member

Share P101 Team joining opportunity

Introduce Paul and the P101 work and opportunities

12 Collaboration

Author: Paul SandrockCo-editor: Lynn Fulton-Archer

HF/AMG and/or P101 Team Member

13

Proficiency 101 Project

Highlights from 2011-2012

Blended approach

Virtual book study

P101 background information

Review of RESA materials

Creation of:P101 Lesson Plan TemplateSI 2012 Materials

HF/AMG and/or P101 Team Member

14Backwards DesignLets take a look at an example of Backwards Design using the Proficiency 101 Lesson Plan Template

P101 Team Member and/or AMG/HF

Handout and/or Activity*Hand out completed lesson template and talk about its creation and revisionWHERE TO page

15Backwards Design Step 1Identify Desired ResultsWhat is the TARGET?

What should students know, understand, and be able to do?

For learning languages, the target is using a new language to interpret, exchange, and present information and ideas

(Sandrock, 2010, p. 11)

Donna and/or P101 Team Member

Given students proficiency level(s) and the content of the unit, what will students be expected to DO as a result of instruction?For learning languages, the target is using a new language to interpret, exchange, and present information and ideas (Sandrock, 2010, p. 11)

16Backwards Design Step 1Identify Desired ResultsMcTighe & Wiggins, 1998, p. 10

Donna and/or P101 Team Member

Established Goals: (content standards, course or program objectives, learning outcomes)

Understandings: What are the big ideas? What specific understandings about the big ideas are desired? Levels of understanding (RBT):Explain - provides thorough, supported, and justifiable accounts of phenomena, facts and data (Describe Express Justify Predict - Synthesize)Interpret tells meaningful stories, provides a revealing historical or personal dimension to ideas and events; makes it personal or accessible through images, anecdotes, analogies, and models (Be aware of Realize Recognize Reflect -Self-assess)Apply effectively uses and adapts what is known in diverse context (Build Create Design Perform Solve)Perspective can see and hear points of view through critical eyes and ears, sees the big picture (Analyze Argue Compare Contrast Infer)Empathize finds value in what others might find odd, alien, or implausible; perceives sensitively on the bases of prior direct experience (Assume role of Consider Imagine Relate Role play)Self-Knowledge perceives the personal style, prejudices, projections, and habits of mind that both shape and impede their own understanding (Be aware of Realize Recognize Reflect -Self-assess)

Essential Questions: What provocative questions will foster inquiry, understanding, and transfer of learning? Provocative questions:- have no one obvious right answer- raise other important questions- address the philosophical or conceptual foundations of a discipline- recur naturally- are framed to provoke and sustain learner interest Thematic units

Students will know / Students will be able to What key knowledge and skills will the learner acquire as a result of this activity? What should learners be able to do as a result of such knowledge?Backwards Design Step 1Identify Desired ResultsMcTighe & Wiggins, 1998, p. 10

Donna and/or P101 Team Member

Established Goals: (content standards, course or program objectives, learning outcomes)

Refer to page 2 of P101 Lesson Plan template (picture?)Backwards Design Step 1Identify Desired ResultsMcTighe & Wiggins, 1998, p. 10

Donna and/or P101 Team Member

Refer to page 3 of P101 Lesson Plan template (picture?)

Backwards Design Step 1Identify Desired ResultsMcTighe & Wiggins, 1998, p. 10

Donna and/or P101 Team Member

Backwards Design Step 1Identify Desired ResultsMcTighe & Wiggins, 1998, p. 10

Established Goals: (content standards, course or program objectives, learning outcomes)

Understandings: What are the big ideas? What specific understandings about the big ideas are desired? Levels of understanding (RBT):Explain - provides thorough, supported, and justifiable accounts of phenomena, facts and data (Describe Express Justify Predict - Synthesize)Interpret tells meaningful stories, provides a revealing historical or personal dimension to ideas and events; makes it personal or accessible through images, anecdotes, analogies, and models (Be aware of Realize Recognize Reflect -Self-assess)Apply effectively uses and adapts what is known in diverse context (Build Create Design Perform Solve)Perspective can see and hear points of view through critical eyes and ears, sees the big picture (Analyze Argue Compare Contrast Infer)Empathize finds value in what others might find odd, alien, or implausible; perceives sensitively on the bases of prior direct experience (Assume role of Consider Imagine Relate Role play)Self-Knowledge perceives the personal style, prejudices, projections, and habits of mind that both shape and impede their own understanding (Be aware of Realize Recognize Reflect -Self-assess)

Essential Questions: What provocative questions will foster inquiry, understanding, and transfer of learning? Provocative questions:- have no one obvious right answer- raise other important questions- address the philosophical or conceptual foundations of a discipline- recur naturally- are framed to provoke and sustain learner interest Thematic units

Students will know / Students will be able to What key knowledge and skills will the learner acquire as a result of this activity? What should learners be able to do as a result of such knowledge?Backwards Design Step 1Lets take a look at an example of Backwards Design using the Proficiency 101 Lesson Plan Template

P101 Team Member and/or AMG/HF

Handout and/or Activity*Hand out completed lesson template and talk about its creation and revisionWHERE TO page

22Backwards Design Step 2Determine Acceptable Evidence

Think like an assessor, not an activity designer!

How will students demonstrate that they have met the target(s) for their proficiency level? Formative assessmentSummative assessment

Donna and/or P101 Team Member

Think like an assessor, not an activity designer!

Refer to bottom half of page 3 of P101 Lesson Plan template (picture?)

Backwards Design Step 2Determine Acceptable Evidence

Integrated Performance Assessment or IPAAuthenticPerformance-basedRelated to the three modes of communication (interpretive, interpersonal, presentational)Integrated Show progress through stages of proficiencyTeaching to the test but in a positive sense . . .

Donna and/or P101 Team Member (and Paul at SI#2)

Sandrock, 2010, pp. 6-7

Refer to IPA on page 1 of P101 Lesson Plan template (picture?)Backwards Design Step 2Lets take a look at an example of Backwards Design using the Proficiency 101 Lesson Plan Template

P101 Team Member and/or AMG/HF

Handout and/or Activity*Hand out completed lesson template and talk about its creation and revisionWHERE TO page

25Backwards Design - Step 3Plan Learning Experiences & Instruction

What learning experiences and instruction will enable learner to achieve the desired results?

How will they get to where theyre going?

Donna and/or P101 Team Member

Roadmap of WHERE TO from Wiggins and McTigheWhat learning experiences and instruction will enable learners to achieve the desired results? WHERETO:

- W Ensure that learners understand WHERE the activity is headed and WHY - H HOOK learners in the beginning and HOLD their attention throughout - E EQUIP learners with necessary experiences, tools, knowledge, and know-how to meet performance goals - R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work - E Build in opportunities for learners to EVALUATE progress and self-assess - T Be TAILORED to reflect individual talents, interests, styles, learning intelligences, and needs - O Be ORGANIZED to optimize deep understanding as opposed to superficial coverage

WHERE TO? (Instruction in Backward Design)W Ensure that learners understand WHERE the activity is headed and WHY H HOOK learners in the beginning and HOLD their attention throughout E EQUIP learners with necessary experiences, tools, knowledge, and know-how to meet performance goals R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work E Build in opportunities for learners to EVALUATE progress and self-assess

T Be TAILORED to reflect individual talents, interests, styles, learning intelligences, and needs O Be ORGANIZED to optimize deep understanding as opposed to superficial coverage

WHERE TO?W-Where are we headed and WhyH-Hook and Hold attentionE-Equip with necessities to meet goalsR-Rethink, Reflect, ReviseE-Evaluate progress and self-assess

T-Tailored to individualsO-Organize to optimize understandingMcTighe & WigginsWHERETO:

- W Ensure that learners understand WHERE the activity is headed and WHY - H HOOK learners in the beginning and HOLD their attention throughout - E EQUIP learners with necessary experiences, tools, knowledge, and know-how to meet performance goals - R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work - E Build in opportunities for learners to EVALUATE progress and self-assess - T Be TAILORED to reflect individual talents, interests, styles, learning intelligences, and needs - O Be ORGANIZED to optimize deep understanding as opposed to superficial coverage

WHERE TO? (Instruction in Backward Design)W Ensure that learners understand WHERE the activity is headed and WHY H HOOK learners in the beginning and HOLD their attention throughout E EQUIP learners with necessary experiences, tools, knowledge, and know-how to meet performance goals R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work E Build in opportunities for learners to EVALUATE progress and self-assess

T Be TAILORED to reflect individual talents, interests, styles, learning intelligences, and needs O Be ORGANIZED to optimize deep understanding as opposed to superficial coverage

27Proficiency 101 Video ClipsAs we watch the P101 videos, think about how you would answer these questions: What evidence in the video shows that students are hooked?How do the activities in the video prepare the students for the end point?How are the activities in the video tailored for individuals?How is the instruction organized to help students gain deeper understanding?

P101 Team Member

Assign questions to groups before watching videos

28Proficiency 101 Video ClipsJennifer Solis

American Renaissance Charter School

7th Grade SpanishNovice MidParticipants skim P101 Lesson Plan from Solis and watch the following clips:7: Overview of lesson in English3: Sharing with class4: Instructions5: Asking and answering questions6: Writing a description8: Reflection on engagement11: Reflection on comprehensible input

29Activity: Video Jigsaw QuestionsEach table will discuss their answers to their assigned question: What evidence in the video shows that students are hooked?How do the activities in the video prepare the students for the end point?How are the activities in the video tailored for individuals?How is the instruction organized to help students gain deeper understanding?

P101 Team Member

Each group would focus on 1 question and then report out.

3031Activity: Video Jigsaw Questions1 person at each table should record the groups responses onscreen using a Word or Google doc.

Now lets do a Gallery Walk of screens to see the responses.1 person remains with open computer!

P101 Team Member

31Part II ReflectionPlease respond to these statements in your Penzu journal.Yes, easily and wellStill one of my goalsI can explain the Backwards Design process.2. I can describe the components of an Integrated Performance Assessment (IPA).3. I can begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.

P101 Team Member

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