Highly EffectiveSchoolLibraries
Backwards Planning and Assessing Skills FOR the 21st Century
Nancy White21st Century Learning & Innovation Specialist
Academy District [email protected]
Information to be Shared
• Backwards Design Review– Enduring Understandings– Essential Questions– GRASPS
• Assessment Review– Formative & Summative Assessment Review– Assessment Plans
• 21st Century Skills Assessments
Learning Goals
Understandings• Creating learning
environments where 21st Century Skills can flourish
• Not just leaving 21st century skills to chance – but purposefully modeling, teaching, and assessing these skills using formative assessment tools
Skills• Designing learning for the
21st century• Designing formative
assessments of 21st century skills in collaboratively planned lessons
Understanding by Design
• Quick overview of the UbD Elements•Additions in Version 2.0
If you REALLY understand you can…
• Apply your understanding in unfamiliar situations for real-world problem solving in unique ways
• Teach others• Choose to use some
things and not others• Identify quality (and lack
there-of)• Have the ability to create
good arguments• When you see something
in different form, you recognize and can use it
If you know a lot, but don’t really understand…
• You can’t transfer that knowledge to solve problems in unfamiliar situations
Expressed More Formally -
• If you really understand, you can
Make Meaning Transfer
Elements of the UbD Template
UbD Stage 1Identify Desired Outcome
Start with the End in Mind
Wiggins Example: Driver’s Ed Unit
Transfer Goals
• T1: Drive courteously and defensively without accidents or needless risk.
• T2: Anticipate and adapt their knowledge of safe and defensive driving to various road and weather conditions.
As Grant Wiggins says…
Wiggins Non-Example
• “I want students to understand the three Branches of our Government.” – NO – This is not a goal of understanding
Wiggins Example
Meaning
Meaning-Making = Enduring Understandings
• Overarching Big Idea• Ask – what should
students remember 10 years down the road?
Essential Questions
Acquisition
Wiggins Example: Driver’s Ed Unit
Acquisition – Students will know…
• The driving laws• Rules of the road• Basic car features,
functions & maintenance needs
Students will be skilled at…
• Procedures for safe driving
• Signaling -communicating
• Quick response to surprises
• Parallel parking
Acquisition - Skills
UbD Stage 2
• Evidence
Evidence
A B
C D
Wiggins Example: Driver’s Ed Unit
Performance Task Evidence:
• Driving from home to school and back • Criteria:
Responsive, safe, and courteous driving in various conditions
• Students create a “Driving for Newbies” booklet for other new drivers
GRASPS• Goal• Role• Audience• Situation• Product Performance & Purpose• Standards and Criteria for Success
Strategy to Design a 21st Century Performance Assessment Task:
What are the qualities of effective
“assessment”?
Answer Garden
Characteristics of Good Assessment
• The content of the tests (the knowledge and skills assessed) should match the teacher's educational objectives and instructional emphases.
• The test items should represent the full range of knowledge and skills that are the primary targets of instruction.
• Expectations for student performance should be clear.
NCREL: http://web.archive.org/web/20051024083623/http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm
Assessments – Why?• Inform the teacher:
– How students performed – to assign a grade
– What needs re-teaching
Process: 21st Century Skills
• Invention• Technology Literacy• Collaboration• Information Literacy• Self Direction• Critical Thinking & Reasoning
How can we assess the skills?
Formative Assessment• Good assessment starts with a
clear purpose• inFORMS instruction (teacher)• inFORMS students – what they
know and don’t know or how to do
Components of Formative Assessment
Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
Students have clear picture of learning targets
Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/
Students received feedback
Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/
Students Engaged in Self-Assessment
Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Provide understanding of specific steps students can take to improve
Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Formative Assessment:Examples
• Think-Pair-Share Activity• Student Summarizes Information• Interview students/conferencing• Research journal• Observation checklist• Student checklist• Rubrics
Rubrics: What Should Be Assessed?
• Standards & Benchmarks– What do you want students to know
and be able to do?– What will you be teaching
specifically?– Ask yourself: “How will I know that
they know?” …What does success look like?
Example: Information Literacy Skill
• Researches and Evaluates Information – Uses a variety of appropriate tools to
record notes and store information
Information Literacy Skill• Researches and Evaluates
Information – Middle School: Uses a variety of
appropriate tools to record notes and store information
Skill to Rubric• What criteria will you highlight?• What should I look for?
– The descriptors of degrees of quality in meeting the criteria
• Answer this: What does success look like?
• Quantitative? Or Qualitative?
Information Literacy Skill• Researches and Evaluates
Information – Middle School: Uses a variety of
appropriate tools to record notes and store information
QualitativeQuantitative
Information Literacy Skill• Researches and Evaluates
Information – Middle School: Uses a variety of
appropriate tools to record notes and store information
QualitativeQuantitative
Information Literacy Skill
Skill/Criteria
In Progress
Proficient Advanced
Uses tools
What makes the tool appropriate? What are the variety of tools they might choose from? Does quality or quantity equal success?
Records Notes
Quality: What do quality notes look like? Quantity: Is quantity more important than quality?
Stores Information
What were students taught? Is this an either they did it or they didn’t do it thing? How can you best measure success?
Exercise• Each table will work on developing
the criteria for one of the 21st century skills
• One scribe per table• Post to our Primary Pad
Snapshot?
Or Photo Album?
Intel’s Assessment Timeline
UbD Stage 3
• The Learning Plan
Key: 3 Stages of UbD
1. Identify desired transfer
2. Determine acceptable evidence
3. Plan learningThen, and only then
Plan Learning
Highly Effective School Librarians Use…
Backwards Design
Active, Engaging,
and Relevant Problem Solving
21st Century Skills
Assessment
Learning In & For the 21st Century
Highly Effective School Libraries
Reflection Time
• Table Discussion:What Quadrant do you typically co-teach in?
• What are some ideas to teach in & for the 21st century – and bump up a unit to Quadrant D?
• Individuals (type notes on your wiki page)What 21st Century Skill do you want to focus on for instruction, modeling & assessment? (CDE identified skills: Collaboration, Invention, Information Literacy, Self-Direction, Critical Thinking & Reasoning)
Lunch!
With your neighbor, brainstorm “bump it
up” strategies
Highly EffectiveSchoolLibraries
• Nancy White• 21st Century Learning & Innovation Specialist• Academy District 20• [email protected]
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