Using an End In Mind Design

Using an End In Mind DesignBrevards Effective Strategies for TeachingModule 6Module 6 is about having a well-rounded lesson planning format based on the state standard.1If you build it.Lets build a castle

This is the hook. The idea is to have two groups of principals carry out this activity and be videotaped. Subsequent trainings would use the edited video as the hook.In this activity, participants are separated into two groups and both have the common goal of building a castle.Team A is our End in Design team, and as such, are given a model, directions, materials (see slide 5)Team B is only given materials and the directions to build the best castle they can. Both are timed.2Tick-tock, time to work!

3Exploring your experienceTeam A Team BTeam A Team B

Team A Team B

Frustrating Manageable, but dont grade me on it!

No problem The consensogram is for when participants return from castle-building. Without any discussion, they are to place a sticky note in the column that best represents their experience.Afterwards, ask them how their students would feel in the same task. (We wouldnt expect the teachers to be very frustrated because they know this is for a workshop, and theyre used to being flexible, but students dont necessarily have that same skill-set.)4Instructions given to Team ATeam A was given the materialsa modelstep-by-step directions for building their castle.Additionally, we specifiedthere were materials to choose from (not all were required)they could use extra materials to add their creative touchthey were being timed

5Instructions given to Team BTeam B was given the materialsdirections to build the best castle they couldthey were being timed

6Which approach ismore effective on a consistent basis?balances direction with creativity?is more efficient?

We want to emphasize, if it comes up, that although Team B had more latitude for creativity (which is awesome), we need to direct that creativity towards a goal.7ObjectivesBy the end of this module, we should be able touse an end in mind planning paradigm to align standards, curriculum, assessment and instructional practices.

8The End in Design Instructional Planning tool should result in the above models completion.9Lets begin with the End in Mind

10What does End in Mind mean?To begin with the end in mind means to start with a clear understanding of your destination. It means to know where youre going so that you better understand where you are now so that the steps you take are always in the right direction.

~Stephen Covey, The 7 Habits of Highly Effective People, 1989, p. 9

11Why should we use it?Three of the five National Survey of Student Engagement benchmarks align with the principles of an End in Mind design. (Indiana University, 2001).

End in Mind design represents a synthesis of research-based best practices that are associated with improving student achievement (Brown, 2004).

12Where we typically spend our timeSetting Goals choosing the standard(s)Planning Activities What should we do? What materials do I need to prepare?Designing Assessment Writing the final test or project13Where we should spend our timeKeep in Mind! The Designing Assessment section should be where the bulk of our materials preparation time is spent, as this is where students are practicing and we are using formative assessment to guide our teaching.14What it is / What it isntEnd in Mind Design isEnd in Mind Design is NOTA paradigmA prepackaged template An approach RigidThinking made visibleSomething more to doGood planning practicesKnowing where you are goingStreamlining best practices15Exploring the End in Mind Design16Step OneDesired Results

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Please takeout the End in Mind Instructional Planning Tool.1819The Established Goal(s)What is the state standard for the instructional plan?A plan could be for a concept, a topic, a theme, a week-long lesson, etc.20Students will understand thatWhat is the rationale behind the standard? Why do they have to know it? How does it apply?So what?

This is where you take the time to think through why they are to meet the state standards and what the really means for their lives. This is also where concepts / patterns, etc. are identified.

21Students will knowWhat are the general ConceptsSkillsInformationAbilities they should gain from the learning experience?22

Students will be able toSMART goalsSpecificMeasurableAttainableRealisticTime-bound

What they will do to show you they have met the standard?23Questions?

24Essential Questions

25Purpose of essential questionsSpark interestBuild connectionsActivate background knowledgeIdentify areas of interest Plant seeds for future learning

Provide an essential question for participants2627What is an essential question?According to Wiggins & McTighe (2005, p. 342),

a question the lies at the heart of a subjectand promotes inquiry. Essential questions thus do not yield a single straightforward answerbut produce different plausible responses, about which thoughtful people may disagree.28Examples from scienceHow is a leaf like your hand?What should be the limits of scientific discovery?Is scientific discovery always progress?

29Examples from mathematicsHow is addition and subtraction related?How do we use numbers?Is a straight line always the shortest possible distance?

30Examples from social studiesWhat is fairness?Where do we live?Is honesty the best policy?Was Jefferson a hypocrite?How should resources be divided? (Are you willing to give up some of yours to make things even?)

31Examples from English Language ArtsLiterature: What makes a friend? Who are our heroes? What makes writing worth reading?What does it mean to be literate in the 21st century?

32Examples from fine artsWhat is music?What makes for good art?What are the limits on artistic expression?

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Examples from Careers and TechnologyCulinary: Does food that is good for you have to taste bad?Business: Can a business be 100% ethical and successful?Technology: Should we be able to freely share files, such as music, movies, etc., on the internet?Family & Consumer Science:

34An Essential Question shouldbe framed for maximal simplicity.be worded in student-friendly language.provoke discussion.point toward the larger essential idea and unit questions.

(Wiggins & McTighe, 1998, p. 34)These need to be student-relevant or not so philosophical that students cant access them / discuss them35Its your turnso get curious!

At your table, choose two subjects (math, science, etc.) and generate as many essential questions as you can in the next four minutes.Provide handout with EQ guides, examples and question stems. Emphasize these are tools to help, not confine.3637Questions?

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Step TwoAssessment Evidence, or~how do you know they know?~39What do we mean by evidence?4041More meaningful at this level, as students have transformed their understandings to create something novel and relevant.42Evidence = AssessmentFormativeSummative

INSERT KEY POINTS FROM MODULE 443Assessment drives InstructionAssessment pieces must be designed BEFORE learning activities The assessment pieces we design inform us of the instructional activities we need to plan

44Step Two in ActionHow will we know that you understand the End in Mind design?

45You will apply your learning!(Of course!)

Individually, as a table, in grade level team, etc. (your choice), you will draft part of an End in Design Instructional Planning ToolBut first, dont you want to know whats expected from you?

46One approach -- GRASPSGoalRoleAudienceSituationProduct, Performance, PurposeStandards for Success

(Wiggins & McTighe, 2007).Explain GRASPS and then emphasize that this is only one approach to specify where you want the students to get to.47GoalGOAL: Your task is to create a draft end in mind instructional plan for your classroom/school. 48RoleROLE: You are a classroom teacher, administrator, etc. whatever your actual role is.

49AudienceAUDIENCE: Your target audience is your class of students or your faculty or small group. 50SituationSITUATION: The challenge involves identifying a standard, understanding its rationale and relevance, then selecting appropriate research-based resources, strategies, activities, and assessment pieces to bring students to an end goal. 51Performance, Product, PurposePERFORMANCE / PRODUCT / PURPOSE: The final product, before you leave today, is a draft of Stage 1 (Desired Results) of the instructional plan so that you will have a clear foundation for choosing appropriate resources and learning activities.

52Standards (criteria) for successSTANDARDS AND CRITERIA FOR SUCCESS: Your product must meet the following standards:The Established Goal section lists a state standard. The Understandings section reveal the why behind the state standard. The Essential Questions should generate student engagement.The Students Will Know section should list basic concepts students should know as a result of the learning experience.The Students will be able to section should list specific, measurable, attainable, results-oriented, and time-bound goals.

53The Bottom LineRegardless of approach to assessment, the criteria for student success needs to be well-articulatedDevelopment of rubricsList of facts students will be tested uponCriteria for presentationsEtc.54Your turn!Activity: Teachers complete Steps One and Two (or at least part of Step Two) of their End in Design Instructional Planning ToolProvide standards for those who do not want to think of their ownParticipants may choose to work individually, in pairs, grade level, departments, etc.Follow-up: Praise, Question, Polish55Questions?56FeedbackNeed some directed questions here to elicit feedback and segue into the next step of the Instructional Planning Model.57Step ThreeThe Learning Plan58THIS SECTION NEEDS HELP - FYI591. What is your data?Consider your students What is your data?Test scores / Classroom performance as data (FCAT, SRI, prior performance in class, benchmarks, end of unit tests, FAIR, running records, etc.) Readiness, interest and learning profile data (see Module 4)Exceptional education, English language learners, gifted student education, etc. data.

60Based on the data, how will you differentiate Content? (what you want the students to learn)Process? (the way students make sense out of the content)Product? ( how will students demonstrate mastery of what they learned)

2. How will you differentiate?613. Plan activities624. Do (implement)635. Reflect64Resources vs. Curriculum

~food for thought~65A teachers primary job is to uncover important ideas in subjects, not cover a textbook.~Wiggins & McTighe, 200766Heres the BIG PICTURE:

STANDARDSare the ~curriculum~Everything else isa resource67Questions?

68TAKE NOTE!The next set of slides are not complete, but give you our thought process of where we were headed.69Follow-up Activity Complete a End in Mind Instructional Planning Tool for a standard / set of standards / unit, etc.Implement it and provide feedback in a mini-PLC during a faculty meeting70Parking LotThe subsequent slides are ideas to incorporate or where we placed something we werent sure where to place.7172Examples of how we use the End in Mind Design alreadyPDPIn a sense, preparing for FCAT

73References

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Title: _______________________________ Author(s): ___________________________Subject: __________________________ Topic: _______________________ Grade Level: ___Step One: Desired ResultsThe End In Mind Instructional Planning Tool

Established Goal / Sunshine State Standard

What is the rationale behind the standard? Why do they have to know it? How does it apply?So what?Understandings:Students will understand that

What are the concepts, skills, information, and abilities they should gain from the learning experience?Students will know

What are the tangible outcomes of what they know? Students will be able to

Essential Questions:

2 5 provoking questions that will engage students and lead to a deeper understanding of the topic.Step Two: Assessment EvidenceFormative assessments:Tools

Criteria for success

Summative assessments:Tools (products, performances, projects, etc.)

Criteria for success Other evidence you will use for assessment (such as criterion-referenced quizzes, tests, etc.)

Step Three: The Learning Plan1. Consider your students What is your data?a. Test scores / Classroom performance as data (FCAT, SRI, prior performance in class, benchmarks, end of unit tests, FAIR, running records, etc.) b. Readiness, interest and learning profile (including multiple intelligences) data (see Module 4)c. Exceptional education, English language learners, gifted student education, etc. data.Based on the data, how will modifications be made for Content (what you want the students to learn) Process (the way students make sense out of the content) Product2. Plan activities3. Do4. Reflect