UbD Advanced Concepts

Tuesday, Dec. 19thStephanie Hollar and Sarah Folzenlogen

Wiki: https://shollar.wikispaces.com/UbD+Advanced+Concepts

On Monday morning you have to go back to your colleagues and present a 3 minute overview of UbD and how it has transformed your thinking about teaching and learning. In preparation write a short paragraph or outline of your talk.

Just for fun…

Pieces of the “big idea”of unit Transferable –situations, places, times Supportable conclusions Defensible and in depth Can change overtime as new evidence

arguments and reflection occurs Lead to discovery & development of new

knowledge Assessed best through performance tasks

Enduring Understandings

Cause inquiry into the “Big Idea” of the unit Provoke deep thought, discussion, new

understanding Require students to consider alternatives,

weigh evidence, support their ideas and justify their answers

Spark meaningful connection with learning/experience

Essential Questions

Stage 3- Learning PlanHow are my students going to learn what they

need to understand and do?How am I, as the teacher, going to know

students are on track for success?

Stage 2- Evidence/AssessmentHow are my students going to demonstrate

understanding through complex performance?What other evidence is needed to know Stage

1 goals have been met?

Stage 1- Desired ResultsWhat long-term understandings do my students need to walk away with?

Understanding by Design

UBD template

UbD Template-stage 2

Stage 3

Stage 2: Why do we assess?

• Selected response quizzes/test (MC, T/F)

• Written/oral responses to prompt (short answer)

• Performance assess. Task• Extended written products

(essays, lab reports)• Visual products ( ppt,

movie, mural)• Oral performance (oral

report, foreign language dialogue)

• Demonstrations (skill performance-choir/gym)

What are our options?• Formal observations• Students self

assessment• Peer review

• Long term authentic projects

• Portfolios• Reflective

journals/learning log• Informal observation

Assessment measures should

reflect our learning goals!

UbD=Backward Design

Stage 3- Learning PlanHow are my students going to learn what

they need to understand and do?How am I, as the teacher, going to know

students are on track for success?

Stage 2- Evidence/AssessmentHow are my students going to demonstrate understanding through complex

performance?What other evidence is needed to know

Stage 1 goals have been met?

Stage 1- Desired ResultsWhat long-term understandings do my students need to walk away with?

Read through the pages of Performance Task examples, located at the end of your packet, and jot down common characteristics that you see within the tasks.

Create a list of common characteristics with your table.

Performance assessment tasks

GoalRoleAudienceSituationProduct/Performance/PurposeStandards/Criteria for Success

G.R.A.S.P.S.

Page 81-82 in UbD Advanced Concepts

Finish this analogy: _____________ is to _______________ ASUnderstanding is to UbD

LUNCH EXIT SLIP

Different tool for assessing… Gaining evidence of student growth (SLO) Key Criteria

◦ Content◦ Process◦ Quality◦ Impact

Performance List & Rubrics

Performance Tasks-Authentic context-Yield Product/Performance

-Demand thoughtful application -Integrate subjects- tech-No single correct answer or right way-Evaluated via rubric

Framing Assessment = Evidence of Understanding

Other Evidence:-test-quizzes-prompts-work samples-observations-ect.

Stage 2 template

Stage 3: Learning Plan

http://wisconsin2008.wikispaces.com/UBD+Part+3

Wiggins and McTighe

Where? Why? What?

W

What ideas do you have to communicate your Where? Why? Whats? to your students??

E,R,E…Formative Assessment: John: I taught my dog to whistle.

Karen: Let’s hear it!

John: He can’t whistle.

Karen: I thought you said you taught him to whistle.

John: I did. He just didn’t learn it.

Each station… What is Formative Assessment & what are

some characteristics of FA…how is it related to/fits in with summative assessment?

What is FA role in the classroom and why is it important? What actions are involved in FA?

What characteristics should our classroom climate/culture have that would help students to understand and use feedback effectively? What ideas do you use in your classroom to encourage assessment/reflection?

Formative Assessment-Gallery Walk

An assessment is formative if it is an interim look at how much progress has been made against a long-term goal AND if the feedback can be used to adjust learning in time. (Wiggins & McTighe)

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. (Popham, Transformative Assessment)

What is Effective Formative Assessment?

Classrooms that employ effective FA and feedback show larger classroom achievement gains that are "amongst the largest ever reported for educational interventions” "Assessment and Classroom Learning" (Black & Wiliam 1998)

Stay on target

To inform and alter instruction based on data as needed

Common Core, SLO, Rigor

Why do FA? Effective and Engaging

UbD=Backward Design

Stage 3- Learning PlanHow are my students going to learn what

they need to understand and do?How am I, as the teacher, going to know

students are on track for success?

Stage 2- Evidence/AssessmentHow are my students going to demonstrate understanding through complex

performance?What other evidence is needed to know

Stage 1 goals have been met?

Stage 1- Desired ResultsWhat long-term understandings do my students need to walk away with?

FA-Where?

Stage 3FA-Where?

Classroom Climate/Culture What are you EQUIPING your students to do

◦ level of thinking needed Time What feedback do learners need to move

forward

Individual vs. Whole Group Quick check vs. Learning Activity

Setting the stage & Knowing your needs

wiki

Using goals, assessment tasks and learning plan..

1) Look through the FA resources in the wiki2) Identify opportunities in your current

learning plan where FA is needed3) Pick one of those opportunities, determine

2 different FAs that you might be able to use.

Your turn…

FA-How?

Matching Rigor to FA

VOCAB: Courage, Ingenuity, CollaborationMatching Rigor to FA-example

Matching/ Multiple Choice

Name synonyms

/Use in sentence

What are the features or examples of the pioneers

life that exhibit each of the words

Assessing for Understanding

Six Face

ts of

Understan

ding

Wiggins and McTighe Page 95 & 99- 6 Facet Starters

See Wiki

On Monday morning you have to go back to your colleagues and present a 3 minute overview of UbD how it has transformed your thinking about teaching and learning. In preparation write a short paragraph or outline of your talk.

Formative Assessment…

Using goals, assessment tasks and learning plan..

Write a question/statement to use in one of the formative assessments you have picked. Write it at a low level of thinking (or on a knowing level) and then on a higher level of thinking and understanding.

Your turn…

Share with a partner…do you see the goals and the assessment reflected in FA???

IF THIS…..THEN….

What do you do with the FA info??

https://www.teachingchannel.org/videos/daily-lesson-assessment?fd=1

why did she give students the options of responses? What do you think she will do with the information? How could it alter her instruction? How does this provide feedback for the student?

Your Turn…Video Analysis

https://www.teachingchannel.org/videos/student-goal-setting

Be Sure To statements…. What is the teacher checking for? What can she do to alter instruction based on that information? How does this FA give students feedback when learning a skill? What action can a student take with this feedback?

Your Turn…Video Analysis

Stage 3 If this…then…

Look back at your speech from this morning. How would you alter the speech to reflect learning from today?

Wrap up.. Evaluation