Essential Questions: A Doorway to Understanding

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Essential QuestionsA Doorway to Understanding

• Facilitated by
• Micky Wienk, Julie Mathiesen, Tammy Bauck

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Outcomes

• Receive formative assessment/feedback about the
  state of mapping in Fremont District 1.
• Gain awareness of the Understanding by Design
  model and its relationship to CM
• Utilize the concept of backward design to ensure
  curriculum map unit quality.
• Enhance your working knowledge of essential
  question.
• Create/revise your own quality EQs and add them
  to your map.

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Classroom Management

• Individual work
• Small group work
• Table discussion (arranged in not-like groups)
• Please put your name on the blank name tag.
• The handouts (missing 6 8)
• Technical help during worktime sign-up
• 3 -- 2 -- 1 -- Stop

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Assessment for Learning (a check of learning
along the way accompanied by ample feedback to
make the event part of the learning process.)
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Content (students will know)
J07- Handout 1

• Should be nouns or noun phrases.
• Should contain descriptive adjectives that
  clarify the what students are supposed to know.
  
• Should reflect the what's (nouns and noun
  phrases) in the anchors/standards the unit is
  based on.
• Should be the big ideas, concepts or processes
  students should know long after the unit is
  completed.
• Should be entered into TechPaths as separate
  entities.
• Should be aligned with the appropriate EQs,
  Skills, Assessments, Lessons and Standards
  through entry into subunits.
• Good Example
• Common nouns
• Bad Example
• Grammar

See your handout
Generally on track examples where not copying
in whole standards, listing Chapter 1, 2, 3,
etc., mistaking resources activities for content
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Resources vs Content

• The Legend of Sleep Hollow, Irving
• OR
• authors purpose and style, point of view,
  symbolism, dialect, figurative language
  (metaphor, simile, personification), flashback,
  foreshadowing, and common themes

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Activity/Lesson vs Content

• homemade biscuits
• OR
• food safety procedures, proper use of cooking
  techniques

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Resources vs Content

• quadratic equations
• OR
• Chapter 15_____________________________
• "Warrior Scarlet" by Rosemary Sutcliff
• OR
• historical fiction

Its okay to list resources after youve listed
the content -- Example Resources "To Be
Somebody" short stories Tree House The
Moustache A Haircut Blues for Bob E. Brown
poetry Identity I Too.
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un Spiraling content example

• (ms grade level X) LITERARY TERMS (Plot, Setting,
  Characterization, Point-of-View, Theme, Irony,
  Foreshadowing, Flashback, Exposition, Narrative
  Hook, Rising Action, Climax, Falling Action,
  Resolution)
• (ms grade level X1) Literary Elements, including
  plot, setting, conflict, climax,
  characterization, simile, metaphor, and theme
• (hs) literary elements

This example is from Fremont District Maps
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Spiraling content example

• (4th grade) setting
• (5th grade) review of setting, intro to plot
• (ms grade level X) Literary Terms (review setting
  plot, intro to characterization, theme, climax)
• (ms grade level X1) Literary Elements (review of
  4,5,6 -- add conflict, point-of-view, rising
  action, foreshadowing, narrative)
• (hs) Literary Elements (review of ms elements
  add irony, flashback, exposition, narrative hook,
  falling action, resolution, simile, metaphor)

This example is hypothetical
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Skills (student will be able to)

• Should be action verbs or verb phrases
• Should begin with a clearly observable,
  measurable verb (to serve as a basis for
  assessments)
• Should match the level of Blooms indicated by the
  anchor/standard it is derived from
• Should be aligned with the Content or Contents it
  will be taught through
• Should be aligned with the appropriate EQs,
  Assessments, Lessons and Standards through entry
  into the subunits
• Should be entered into TechPaths as separate
  entries
• Good Example
• Measures accurately to the nearest inch using
  a ruler
• Bad Example
• Measurement

See your handout

• Generally on track examples where not
• do Chapt 7 workbook- learn something- use -
  understand

(past tense, future tense?)
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Spiraling Skills Example

• 1st - Identify place value for tens and ones
• 3rd - Identify place value in whole numbers up to
  5 digits
• 3rd - Read numbers and identify place value
  through the millions
• 5th - Identify place value
• 5th - Identify place value to hundredths
• 5th - Identify place value in numbers to billions
  
• 5th - Identify place value in numbers to two
  billions

This example is from Fremont District Maps
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Benchmarks/Standards

• Yikesssss!
• Quality vs Quantity
• INTENTIONAL teaching of the benchmark
• vs.
• INCIDENTAL coverage by nature of the
  topic/materials

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• MA. Number and Operations Students will use
  estimation strategies to solve problems
  appropriate to grade level.
• MA. Geometry Students will reproduce and
  recognize similarities and differences and
  classify 23 dimensional geometric objects by
  their attributes (a.) Name, draw and label sides,
  edges, vertices, and faces (b.) Name, draw, and
  label angles, triangles, and quadrangles and
  (c.) Identify and describe right angles, parallel
  lines and line segments.
• MA. Geometry Students will identify, describe
  and draw the images resulting from reflections
  (flips) and lines of symmetry of common polygons.
• MA. Measurement Students will determine area
  and perimeter of rectangles and squares using
  models and unit squares in problem-solving
  situations.
• MA. Algebra Students will recognize,
  describe, extend, create, and generalize patterns
  up to 4 places by using manipulatives, numbers,
  rate tables or graphic representations.
• MA. Algebra Students will explain a rule
  given a pattern or sequence.
• MA.. Data Analysis and Probability Students
  will collect, organize, and compare data in
  graphs, Venn diagrams, tables, and charts, using
  the statistical landmarks, maximum and minimum.
• MA Data Analysis and Probability Students
  will communicate and display conclusions about a
  set of data by interpreting information using
  graphs, Venn diagrams, tables, charts, line
  plots, bar graphs and tally charts.

• Content
• Area of a Triangle
• Area of Polygons
• Perimeters of polygons

• 8 Benchmarks

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14 benchmarks

• 1) Concepts and Processes Students describe
  the structure and function of nucleic acids, the
  code sequence, how the sequence effects genetic
  engineering, forensic science, medicine,
  agriculture, and discoveries in evolutionary
  science. 2) Concepts and Processes Students
  identify and describe evolutionary changes
  relative to biological systems. 3) Concepts and
  Processes Students demonstrate an understanding
  of the significance of natural selection and
  mutations in population and make predictions from
  genetic data, applying genetics to evolution. 4)
  Science as Inquiry Students design and
  conduct scientific experiments. 5) Science as
  Inquiry Students collect, organize, synthesize,
  and evaluate data to solve biological problems.
  6) Science as Inquiry Students will use
  scientific and technical writing in laboratory
  results and in assessments. 7) Science as
  Inquiry Students will use the biological
  vocabulary to communicate information via oral,
  visual, and written means. 8) Science as
  Inquiry Students recognize the role that
  technology plays in biology and that technology
  plays a key role in advancing scientific
  knowledge. 9) Science as Inquiry Students
  select, identify, and properly use scientific
  equipment 10) Science as Inquiry Students
  recognize hazards and appropriate safety symbols.
  11) Science as Inquiry Students observe
  standard safety procedures. 12) History and
  Nature of Science in personal and social
  decisions Students will demonstrate an
  understanding of historical biological
  discoveries and their impact on society. 13)
  History and Nature of Science in personal and
  social decisions Students examine the
  historical misuse of scientific information in
  decision-making. 14) History and Nature of
  Science in personal and social decisions
  Students explain connections of biology to
  social, economic, and political issues that
  include examples of Wyoming issues.

• Content
• Charles Darwin's Beagle Voyage
• Historical views on changes through time
• Natural Selection
• Evidence of Evolution

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• LA. Reading Students demonstrate
  understanding in theirReading of grade
  appropriate texts in ways that include a)
  literal comprehension (main idea, summarizing,
  paraphrasing) and b) inferential comprehension
  (prediction, cause/effect, compare/contrast,
  drawing conclusions). LA.11.1.1.2.1 Reading
  Students use a range of strategies to develop
  vocabulary including a) using word origins such
  as Latin roots, b) understanding multiple
  meanings, c) inferring meaning from context, d)
  inferring literal, figurative, and technical
  meanings, e) understanding technical and
  subject-specific words, and f) interpreting
  allusions, such as to mythology or American and
  other works from around the world. LA.11.1.2.1.1
  Reading Students read a variety of literary
  genres from American literature and various world
  cultures. They articulate the defining
  characteristics of these literary texts and the
  relationship between literature and its
  historical cultural, and societal context.
  TheirReading includes selections from fiction,
  non-fiction, poetry, speeches, fables, drama, and
  epic literature. LA.11.1.2.2.1 Reading
  Students measurably demonstrate their
  understanding of the elements of literature,
  including the following a) character development
  (characters actions, beliefs, motives,
  reactions, and feelings b) point of view
  including underlying author purpose c) setting
  including historical/cultural context d)
  universal themes including the philosophical
  assumptions and underlying beliefs of authors
  work and e) complex elements of plot
  development, including time and sequence elements
  such as flashback and foreshadowing.
  LA.11.1.2.3.1 Reading Students measurably
  demonstrate their understanding of an authors
  use of complex literary devices and techniques.
  These include a) symbolism, b) mood/tone, c)
  allusion, d) irony, e) figurative language
  (metaphor, simile, personification), f) analogy,
  g) exaggeration, and h) archetypes. LA.11.1.2.4.1
  Reading Students use the language and
  perspectives of literary criticism to evaluate
  literary works. LA.11.1.3.1.1 Reading
  Students read a variety of informational genres
  (e.g., documentaries, speeches, public documents,
  print news media, Internet sources, websites,
  electronic databases, microfiche, almanacs,
  news). LA.11.1.3.1.2 Reading As they read
  informational genres, Students demonstrate that
  they can a) explain the authors intent, b)
  evaluate for accuracy, relevance, and bias, and
  c) base generalizations and inferences on
  implicit and explicit information. LA.11.2.1.1.1
  Writing Students write a variety of
  level-appropriate modes/genres by a) explaining
  ideas in their reading, b) elaborating on
  concepts expressed in literature, and c) using
  others works as models for effective writing. As
  appropriate, they use word processing and other
  tools of technology to create multimedia
  presentations. LA.11.2.1.2.1 Writing Students
  use effective strategies to generate ideas for
  written work including a) considering audience
  and purpose in planning, b) developing a focus,
  and c) using vivid, specific and relevant details
  and concepts. LA.11.2.1.3.1 Writing Students
  use organizational skills to a) arrange
  paragraphs into logical progression, b) include a
  concluding statement, when appropriate, and c)
  implement effective and varied transitions in
  written work. LA.11.2.1.4.1 Writing Students
  practice the use of meaningful voice as they
  adaptWriting for different audiences and
  purposes by a) using suitable content,
  vocabulary, style, structure, tone and voice, b)
  considering background, age, knowledge of their
  audience, and c) using an appropriate level of
  formality. LA.11.2.1.5.1 Writing Students
  utilize sentence construction techniques to
  achieve logical sentence order and varied
  sentence structures (parallel, compound-complex,
  and analogous). LA.11.2.1.6.1 Writing
  Students choose words that are appropriate to
  their purpose, in order to achieve a specific
  tone. LA.11.2.1.7.1 Writing Students
  demonstrate the correct use of grade
  level-appropriate language conventions for
  spelling, capitalization, punctuation, grammar,
  and usage in a variety of ways, including a)
  using commonly confused terms appropriately, b)
  capitalizing names of regions and other proper
  nouns, c) using noun-pronoun agreements, d) using
  ellipses and semicolons, e) using conditional
  tenses, and f) using parallel structure.
  LA.11.2.1.8.1 Writing Students use a variety
  of effective strategies to draft and revise
  written work. These strategies may include
  producing multiple drafts, sharing work with
  peers, and exchanging oral and written responses
  with peers in numerous structured formats.
  LA.11.2.2.1.1 Writing Students write and
  share literary analyses, using grade
  level-appropriate strategies. In the course of
  this work, they a) examine literature from
  several critical perspectives, b) analyze the
  authors stylistic devices and effects, c)
  analyze the authors use of literary elements,
  and d) use information in a text to support their
  assertions. LA.11.2.2.2.1 Writing Students
  write and share literary texts (including
  personal essays, reflective narratives, poetry,
  plays, literary analyses, and speeches). They use
  a variety of level-appropriate strategies,
  including the following a) conveying a unifying
  theme or tone, b) using sensory details to
  describe sights, sounds, movement, and gestures,
  c) using interior monologue to convey feelings,
  and d) pacing action with changes in time and
  mood. LA.11.3.1.1.1 Speaking and Listening
  Students speak for a variety of purposes
  including a) explaining a speaker or performers
  intent, and b) evaluating the accuracy,
  relevance, and bias of sources. LA.11.3.8.1.1
  Speaking and Listening Students use a variety
  of effective strategies to contribute to group
  discussions. These may include the following a)
  considering others ideas and opinions before
  responding, b) determining the purpose of
  discussions, c) acting as a leader, participant
  and moderator, at different times, and d)
  conveying criticism in a constructive way.
  LA.11.3.9.1.4 Speaking and Listening Students
  observe and comment on communicative techniques
  used in visual media. As they do this, they
  explain a) the aesthetic effects of media, b)
  the use of stereotypes, and c) the use of special
  effects. LA.11.3.9.1.5 Speaking and Listening
  Students explain the impact of media on
  audiences, politics, and daily life, including
  techniques used for particular audiences.
• 22 Benchmarks (max. 35)

Content The Students will read the novel ________.
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What is realistic?

• Benchmark
• MA.0.0.0.0 Data Analysis and Probability
  Students will predict, compare, and report as
  ratios probable outcomes of experiments or
  simulations (i.e. impossible, equally likely,
  certain).

• Content
• Outcomes, events, favorable outcomes, probability
  theoretical probability and experimental
  probability tree diagrams the counting principle

It is recommended that you list content as
separate entries.
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Is this realistic?
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Intentional vs. Incidental

• Are you intentionally teaching the standard in
  this unit? Is it being assessed?
• OR
• Is the standard getting incidental coverage?
• Ex. Speaking and Listening Students use
  effective note-taking strategies while listening
  or viewing.

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Everyone contributes

• An individual activity?
• Once we have accurate and factual information
  about the state of the taught curriculum, then we
  can make informed decisions about the guaranteed
  and viable curriculum of Fremont District 1.
• Curriculum mapping is our process to develop and
  constantly monitor the guaranteed and viable
  curriculum.
• Collaboratively build Core/Consensus/Essential
  maps

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a
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Reports

• Curriculum Analyzer What is happening ahead of
  your content/skills and behind your
  content/skills?
• Ex. numerator and denominator
• Teacher self-assessment
• Assessment Purpose
• Lesson Levels
• Standards not addressed in course

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TechPaths Software Updates

• Edit/Change Month
• Managing sub-units
• Delete an individual one (update)
• Move/copy sub-units (manage)
• Why would someone want to use subunits?

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1 Standard Unit
Students Move Up The Ladder Through A Seq
uence Of Learning Steps
Learning Target
Learning Target
Learning Target
Subunits
Learning Target
Learning Target
Learning Target
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LA.6.1.2.4.1 Reading Students read and compare
a variety of literary genres, such as mythology,
historical fiction, and realistic fiction.
Characteristics of mythology genre
Characteristics of historical fiction genre
Characteristics of realistic fiction genre
aaaaaaaa
Learning Targets
assessment for each
vocabulary - genre
reading comprehension
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Pair/Share

• Reflect on this formative assessment experience?
• Based on the feedback, what are two things you
  are already doing well?
• What is one thing you could do to improve your
  curriculum mapping skills?
• What is one way you can use the curriculum
  mapping data and reports to enhance your teaching
  practice?
• Share this with a partner.

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Understanding by Design/Backward Design

• Developed by Wiggins and McTighe
• Research based
• UbD is a method for standards-based design
  development.
• The unit development template in TechPaths was
  designed based on UbD you are already doing
  it!!
• Backwards means beginning with the end result in
  mind.

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Stage One of Backward Design
J07 Handout 2 and 3

• Stage One Identify Desired Results
• What should students know, understand, and be
  able to do?
• What content is worthy of understanding?
• What essential questions will simulate learning?
• Process
• Examine established content standards
• Consider curricular goals
• Review curriculum expectations
• Remember
• There is more content than can be addressed.
• Teachers must make choices.
• Teachers must be clear about their priorities.

Standards Column, EQ Column, Content Skills
Column
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Stage One and Curriculum Mapping

• Stage One Identify Desired Results
• An idea for process
• Obtain a Standards to be Addressed in Course
  report from TechPaths
• Physically cut standards apart and prioritize
  them.
• Group high priority standards to create units of
  study.

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Stage Two of Backward Design

• Stage Two Determine Acceptable Evidence
• How will we know if students have achieved the
  desired results?
• What will we accept as evidence of student
  understanding and proficiency?
• Process
• Assess Why?
• Assess What?
• Assess How?
• Communicate How?
• Remember
• Assessment should be both formative and
  summative.
• Assessment gives valuable information.
• Assessment can be a motivator if done well.

Assessment Column
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(No Transcript)
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Resources for Stage Two of Backward Design
Stiggins ArticleWhat a Difference a Word Makes
Please find the links to these articles at the
website http//staff.tie.net/jmathiesen/fre1.htm

Guskey ArticleHow Classroom Assessments Improve
Learning
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Stage Three of Backward Design

• Stage Three Plan Learning Experiences and
  Instruction
• What enabling knowledge and skills will students
  need in order to perform effectively and achieve
  desired results?
• What activities will equip students with the
  needed knowledge and skills?
• What will need to be taught and coached, and how
  would it best be taught, in light of performance
  goals?
• What will make learning engaging and effective?
• What materials and resources are best suited to
  accomplish these goals?
• Process
• WHERETO and Instructional Strategies

Lesson Column
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WHERETO

• W Where the unit is going. What is expected.
  Where they are coming from (prior knowledge).
• H Hook and Hold interest.
• E Equip, Experience key ideas. Explore issues.
• R Rethink, Revise.
• E Evaluate their work and its implications.
• T Tailored to meet different needs.
• O Organized to maximize effective learning.

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Self-Assessment A check for quality
J07 Handout 4

• Utilize the UbD model and the concept of backward
  design to check the quality of your units.
• Think through your units with the end in mind.

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The Process

• Are your established goals (benchmarks/standards)
  doable for the amount of instructional time you
  have designated? Are you intentional teaching
  them to mastery or giving them incidental
  coverage?
• Circle the content in your standards these are
  the nouns or noun phrases.
• Underline the skills these are the verbs or
  verb phrases.

Ex. MA.4.1.7.3 Number and Operations Students
will use drawings or objects to model addition
and subtraction of fractions with like
denominators and write the corresponding
equations.
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Self-Assessment (cont.)

• 5) Look at the content and skills you have
  identified in your unit of study.
• 6) Verify there is a match between the content
  you have circled in the benchmark/standard and
  your content column.
• 7) Verify there is a match between the skills you
  underlined in the benchmark/standard and in you
  skills column.
• 8) If there are any benchmark/standards that you
  are not intentionally teaching in this
  instructional unit cross them off your report.

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Is there a match?
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Self-Assessment (cont.)

• For the next step of your self-assessment obtain
  handout 1 Criteria for Quality Unit Elements.
  Evaluate your unit based on these criteria. Are
  you meeting most of them? If the answer is yes
  great job! If the answer is no, plan some time in
  the near future to work on the quality of your
  curriculum map.