Understanding by Design Day 3

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Understanding by DesignDay 3

• Roosevelt Complex
• Secondary Science Training

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Ground Rules

• We facilitate our own learning and the learning
  of others.
• Honor time limits
• Active participation
• Be open to learning, possibilities, and sharing
• Respect each other

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Desired Outcomes

• Awareness of the UbD philosophy on instruction.
• Awareness of differentiation.
• Awareness of reading strategies in science.
• Completion of a UbD unit.

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Guest Presenter

• Susan Yanagida Student Assessment Liaison (SAL)
  for Mililani Complex
• Extensive work with Jay McTighe and UbD.
• Well versed in UbD, differentiated instruction,
  instructional best practices and assessment.
• Works with Mililani schools to develop UbD
  lessons in multiple content areas.

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Self-Review

• Use the Golden Rod sheet to do a self-review of
  your stage 2.
• Keep in mind
• Will the assessment show understanding of the big
  ideas?
• Is there specific criteria to assess the
  benchmarks?
• Will there be other assessments to gather
  information on student learning?
• Does the assessment have the flexibility to
  assess all learners?

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Reflecting on Day 1 and 2

• Day 1
• Understanding vs. Knowing
• Thinking of Big Ideas Why?
• Using Big Ideas to focus your curriculum
• Day 2
• Creating assessments that focus on student
  understanding
• Collecting evidence
• Rigor and Relevance with UbD

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Other insights
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Improving Reading in Science

• Big Ideas in improving understanding
• Students must gain content knowledge to reach an
  understanding.
• Students must make mental connections to retain
  knowledge.
• Knowing informational patterns will help students
  gain content and make connections to further
  understandings.

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Organizational Patterns

• Patterns help the mind simplify the overwhelming
  amount of details in a reading, making things
  easier to remember.
• Signal words can help you identify a pattern, but
  readers must be able to anticipate the overall
  pattern. Patterns change.
• Patterns help identify how facts will be
  presented. They are blueprints for you to use.

Monica Mann Predicting and Identifying Student
Misconceptions White sheet Reading Comprehension
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• Knowing how the information is organized helps
  make connections
• Organizational Patterns
• Time order (sequence) of events
• Simple listing of events, ideas, activities
• Definition extended to provide examples
• Description of a place, person, or event
• Cause and effect relationships
• Comparison and contrast
• Problem solution
• Spatial/place order

Monica Mann Predicting and Identifying Student
Misconceptions White Sheet - Comics
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(No Transcript)
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Additional Resources

• Rachel Billmeyer Strategic Reading in Science
  (White Sheet)
• A concern in science is student misconceptions.
• Activities to help understand misconceptions
  before instruction will help with reading
  comprehension.
• Make connections using graphic organizers to help
  students with the massive vocabulary.
• Students need the opportunity to share their
  ideas.
• Else Hamayan The Language and Content of
  Science (White Sheet)
• Use inquiry process to integrate hands-on
  cognition with content understanding. Stimulate
  multiple parts of the brain to increase neuron
  connectivity.
• Focus on allowing students to make discoveries.
• Have real-world materials or models to tie into
  reading materials.

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Sample Strategies

• Photo Caption Choose a photo that represents a
  term. Write a caption regarding the photo and why
  it represents the term.
• Fold-up Various types. Single, double, and
  quadruple.
• Word Sort Sort vocabulary based on some type of
  criteria.

Pink Sheet
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Sample Strategies

• Scrapbook Write a vocabulary term, then
  decorate the page with pictures and ideas of what
  the word means to you.
• Frayer Model Choose a vocabulary term to use in
  the template.
• Concept Map Choose a vocabulary word to use in
  map template.
• Combinations Combine a variety of strategies

Pink Sheet
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Time for Connections

• Time for you to make more mental connections. By
  applying one of the strategies
• Photo Caption
• Fold Up
• Word Sort
• Scrapbook
• Frayer Model
• Concept Map
• Combination
• Your own technique
• Organizational Patterns choose a science
  reading and determine its pattern and how you
  could effectively teach it to your students.

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Stage 3

• Instructional plan
• Are your lessons effective and engaging?
• Are your lessons relevant?
• Do your lessons scaffold? Connect to prior and
  future knowledge?

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W.H.E.R.E. T.O.

• W Where are we going? Why? What is expected?
• H How will we hook and hold student interest?
• E How will we equip students for the
  assessment?
• R How will we help students rethink and revise?
• E How will students self-evaluate and reflect
  on their learning?
• T How will we tailor learning? Differentiate?
• O How will we organize and sequence the
  learning?

Understanding by Design, Wiggins McTighe
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Integrate a Continuum of Assessments

• Informal checks for understanding
• Observations and dialogues
• Tests and quizzes
• Academic prompts

Understanding by Design, Wiggins McTighe
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Kernel of Understanding

• Traditional tests and quizzes
• Short answer
• Selected-response
• Constructed response

• Performance tasks and projects.
• Complex
• Open-ended
• Authentic

Understanding by Design, Wiggins McTighe
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W.H.E.R.E. T.O.?
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Essential Questions for Stage 3

• What does teaching for understanding look like?
• How does your instruction help students get the
  Big Ideas?

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Getting Students to Reach an Understanding

• Understandings cannot be forced upon someone
• Everyones understanding will be slightly
  different
• The level of understanding depends on personal
  interest and prior experiences

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Breadth of Understanding

• There are different types of understanding
• Explanation Ability to justify and prove
• Interpretation Ability to determine meaning
• Application Ability to use knowledge
• Perspective Ability to examine vantage points
• Empathy Ability to feel anothers feelings
• Self-Knowledge Ability to know your self

Understanding by Design, Wiggins McTighe
Green Sheet
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Depth of Understanding

• How deep you understand something is based on
• Prior experiences with the subject
• Repeated exposure to the subject
• Multiple connections to the subject content
  integration
• Personal interest in the subject
• Motivation Rigor Relevance
• Self-System Student efficacy
• Metacognitive System Self monitoring

Marzano International Center for Leadership in
Education Blue Sheet
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Think-Tank

• Think of something you feel that you understand
  to some substantial level
• Determine
• Which of the six facets your understanding if
  based on.
• The general depth of your understanding and
  rationale for that depth.
• Think of a step-step process that you would use
  to help someone reach a similar level of
  understanding as your own.
• Chart and be prepared to share

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Guides to Instruction for Understanding

• Students must learn skills and facts, but they
  must have the opportunity to put those skills and
  facts to use throughout the instruction.
• Instruction activities should help students see
  how pieces of knowledge connect.
• Teachers cannot make the connections, but they
  can model their thinking and use examples that
  are easily connectable.
• Teachers should encourage students to visualize,
  use examples/non-examples, communicate their
  thinking, and integrate various contents to
  create a repetitive learning experience.
• Teachers should encourage writing and
  reflections. Writing Thinking (Wormeli)

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ReflectionOn the back of your evaluation sheet.

• Describe how this Understanding by Design process
  has or will help you in the classroom.
• Describe how comfortable you are with the process
  and what areas you feel you would like to learn
  more about.

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Differentiation in Stage 1 2

• Remember which stages can and should be
  differentiated.
• Working to ensure that all students have the
  opportunity to learn.
• Differentiation is a front-end process not a
  intervention process.

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Differentiation and Stage 3

• UbD and DI White sheet
• Differentiation is preventive, not an
  intervention
• Stage 3 should be differentiated
• Thinking of how to differentiate while designing
  the lessons helps to reduce behavior problems,
  increase motivation, and create an efficient
  learning experience.

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Before Instruction

• Pre-assess students misconceptions
• Exit cards
• Retelling have students tell you what they know
• Hand signs
• KWL
• Oral communication speaking and listening
• Value line up
• Response boards
• Quizzes, test, etc

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During Instruction

• Formative assessments
• Quizzes, tests, handouts, etc
• Self/Peer reviews
• Check for mistakes (Wormeli)
• Observations Conversations
• Check lists
• KWL, template, teach a peer, creating a game or
  puzzle, and acting out a process
• REFLECTION not only at the end
• Lab Work
• Groups of similar level students. Each group
  performs a different job.
• Groups of mixed level students. Each member
  performs a different job.
• Groups working on different versions of the same
  lab.
• Student Choice Students choose which job they
  would like to do.

Salmon Sheet
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UbD and DI Samples
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Work Time

• Keep in mind when planning for instruction
• Reading and vocabulary strategies to help
  students gains knowledge and skills
• W.H.E.R.E.T.O.
• Differentiation pre-assessments, different
  grouping, student choice
• What teaching for instruction looks like
• Modeling, playing the game, helping to make
  connections, relevancy, rigor, integration of
  content, communication, and reflections
• Be prepared for a gallery walk feedback session

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Peer Consultation

• Gallery Walk
• Partner groups give detailed feedback
• Take a look at other units at least 2
• Use the post it notes to leave
• 1 Positive comment about the unit
• 1 Question about the unit
• 1 Suggestion for improvement about the unit

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Questions?