honoring&the& commoncore standards&viaubd&...

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Honoring the common core standards via UbD Grant Wiggins

2 © Wiggins & McTighe 2011

3 Big ideas!

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(Backward) Design

© Wiggins & McTighe 2011

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Big idea #1!

• READ CLOSELY: "– The Standards are complex texts. "– Like all texts, they need close reading and careful analysis. "


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Big idea #2!•  The standards need to be ‘translated’

into operational terms, with a focus on complex outcomes."•  3 approaches discussed today "–  inside out "– matrix !–  sideways"


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Big Idea #3!• Curriculum has to be designed

‘backward’ from performance standards, to mesh the standards, Mission, and the principles of sound pedagogy into a valid & useful framework"


Backward Design

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Big Idea #1!


Read Close reading of the document

required

Like the Bill of Rights or building code

Close reading!

• The job of everyone is a close reading and considered judgment about the meaning of the ‘text’ for curriculum, instruction & assessment."


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Standards as a text, staff as good readers!!

•  Key questions in reading:"– What is implied by the hierarchy (i.e. Standard

and sub-standards)?"– What does the framework & hierarchy hide?"– What’s the role of introductory and ancillary

material?"– What problems are the Standards trying to

solve?"– How do the documents differ in structure?"


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•  “These Standards do not dictate curriculum or teaching methods. For example, just because topic A appears before topic B in the standards for a given grade, it does not necessarily mean that topic A must be taught before topic B. A teacher might prefer to teach topic B before topic A, or might choose to highlight connections by teaching topic A and topic B at the same time. Or, a teacher might prefer to teach a topic of his or her own choosing that leads, as a byproduct, to students reaching the standards for topics A and B.”"


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Key ELA info – in Appendices!

• Sample Text Difficulty Appendix A"• Sample Tasks & Anchors in

Appendix B"


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Math: Focus on big ideas!

•  “These Standards endeavor to follow a [spiral] design, not only by stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value or the properties of operations to structure those ideas.”"


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Math Practice Standards!

•  The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students."1. Make sense of problems and persevere in solving them.!2. Reason abstractly and quantitatively.!3. Construct viable arguments and critique the reasoning of others.!4. Model with mathematics…!


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•  Note that in ALL Standards documents, at least 2 different types of Standards are at stake:"

– content & skill standards (discrete ‘means’ – the elements to be covered)"– performance standards (complex ‘ends’ – the proper use of the elements)"


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•  “The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.”"


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CC Standards add a third type!

•  ‘content’ & ‘skill’ standards !–  What discrete elements must be taught and learned? "

•  ‘performance’ standards !–  What kinds of complex use of the elements (type of

performance), to what level of and independence of performance (rigor) is ‘good enough’?"

•  ‘progress standards: !–  how does developmental competency best occur? "


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Math ‘progress’!

•  “What students can learn at any particular grade level depends upon what they have learned before. Ideally then, each standard in this document might have been phrased in the form, “Students who already know ... should next come to learn ....” But at present this approach is unrealistic—not least because existing education research cannot specify all such learning pathways… One promise of common state standards is that over time they will allow research on learning progressions to inform and improve the design of standards to a much greater extent than is possible today.”"


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Independence as aim:ELA!

•  “They demonstrate independence."–  “Students can, without significant scaffolding, comprehend and

evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.”"


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Independence as aim: MATH!•  “Mathematically proficient students can apply the

mathematics they know to solve problems arising in everyday life, society, and the workplace. ... Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later… They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.”"


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Make the key implicit idea of AUTONOMY explicit!

• The Standard really means: “Students can, on their own, (i.e. without teacher reminders and simplifying scaffold), do what the Standard says. "


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Modeling example!

•  “Mathematically proficient students can ON THEIR OWN, WITHOUT REMINDERS apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. ... "

•  They routinely ON THEIR OWN, WITHOUT SCAFFOLD OR OTHER CUES & HINTS interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.”"


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Big Idea #2!


Translate 3 approaches Rigor in the assessments is key!

3 Ways to translate the Standards!

•  Inside Out – look at syntax of standards"• Matrix – mesh content &

process, derive implications"• Sideways – analyze via UbD

Template"23 © Wiggins & McTighe 2011

“Inside Out”!

• Practical tips for translating the Standards"


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Tip #1: verbs!

• Look closely at all the key verbs in the document and determine their meaning: Students who can meet the Standard are able to do - what - as stated and implied by the verb(s)?!


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Tip #2: Nouns!

• Look closely at all the key nouns in the document and treat them as concepts: what ideas should frame learning, be investigated, and recur in increasingly sophisticated ways, as part of learning and assessment?!


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Tip #3: Look at key qualifiers!

• Look at the qualifying adverbs or adjectives: they will typically be the key criteria, to be turned into rubrics. By what criteria should performance against Standards be assessed?!


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C. C. ELA example!

1.  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence."


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Example (color coded)!

1.  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence."


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Math Example!•  3. Solve multi-step real-life and mathematical

problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies."


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Math Example!•  3. Solve multi-step real-life and mathematical

problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies."


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Trickier Math Example!

•  Understand ratio concepts and use ratio reasoning to solve problems."

•  1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. "

•  2. Understand the concept of a unit rate."•  3. Use ratio and rate reasoning to solve

real-world and mathematical problems"


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Math Standards Note!

•  “Expectations that begin with the word ‘understand’ are often especially good opportunities to connect the practices to the content.”"


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Math ‘understanding’!

•  “Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.”"


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Tip #4: Hunt down & Audit Rigor!

•  You have to properly determine the rigor required of the verbs:"– The right kinds of tasks"– The right scoring of tasks"

•  You have to assess local assessment against the rigor expected by the Standards"


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Hidden problem of lack of rigor!

•  Consider the following test questions:"–  What is 50% of 20?"–  What is 67% of 81?"–  Shawn got 7 correct answers out of 10 possible

answers. What % did he get correct?"–  JJ Redick was on pace to set an NCAA record in career

free throw %. He had made 97 of 104; what was his %?"–  In his first tournament game, Redick missed his first 5

free throws. How far did his free-throw % drop?"


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The challenge of rigor!

•  “Though these questions differ tremendously in scope, difficulty, and design, all of them are ‘aligned’ to the NJ state standard Understand and use ratios, proportions, and percents in a variety of situations…"

•  from Bambrick-Santoyo, Driven by Data !


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So: what are valid and invalid tasks and

scoring here?!

•  Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. "

•  Convert between forms as appropriate"


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a matrix approach (cf. Tyler 1949)!

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Standards for Prac-ce

Common Core Math Standards.

Make Sense of Problems & Persevere

Reason abstractly &

quan8-‐ta8vely

Construct viable arguments and cri8que those of others

Model with Math

AAend to Precision

Represent and solve problems involving addiTon and subtracTon.

Understand place value.


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a matrix to plan blends(Tyler 1949)!

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Capaci-es of Literate Individual

Common Core ELA Standards

They demonstrate independence.

They respond to the varying demands of

audience, task, purpose, and discipline

They comprehend as well as cri8que.

They value evidence.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger porTons of the text (e.g., a secTon, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.


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3 goal types in UbD!

•  learning ="

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Transfer

Acquire

Meaning

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Sideways: TMA Questions!

T: What do you want learners to be able to do with content on their own, in the future?"M: What kind of thinking do you want learners to do and what kinds of understandings do you want them to grasp or validate?"A: What knowledge and skills do learners need to achieve these longer-term goals? "

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Skill

Reading!

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STAGE 1 Common Core ELA:

Transfer

Essential Questions Understandings

Meaning

Knowledge Acquisition

Transfer Informational text – Gr 8

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

1.  What’s the author’s point? How do you know?

2.  What does the author provide to support the point?

1.  A text presents a purposeful, thus organized explanation, description, or argument; it is not just facts and opinions thrown together.

1.  Key words and phrases in the text 2.  Key text features

1.  Use techniques and text features for identifying the author’s purpose

1.  On your own, with any text, understand the purpose of any text, understand how the author has written to achieve that purpose, and determine to what extent that purpose has been achieved successfully.


Skill

MATH!

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Transfer

Essential Questions Understandings Meaning

Knowledge Acquisition

Transfer Common Core Math Standards

Define, evaluate, and compare functions. 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

• A function is a rule that assigns to each input exactly one output. •  Just because there are correlations

doesn’t mean there is a functional relationship

Seek/find/analyze patterns, looking for functional relationships, and evaluate increasingly complex and unobvious math. relationships on your own, when needed, in solving real problems (i.e. unscaffolded and unprompted non-routine data and situations)

• What’s the pattern here? Is there a functional relationship, and if so, how can it be represented?

• The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. • Definitions of function, ordered

pairs, input, output

• Describe mathematically a graphed relationship: how are they related, and what does the graph show? • Compare properties of two

functions

STAGE 1


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Design Standards are

‘building code’ -‐a ‘blueprint’ needed

Design curriculum ‘backward’ from missions and assessments

The design blend!

•  Recall that in both ELA and Math, there is a need to blend 2 kinds of goals in curriculum:"–  “Capacities of Literate Individual” and “Standards” in ELA "– “Standards for Practice” and “Standards for Content” in Math"


Design

Program Aims & Standards

Course 1 Course 3 Course 4 Course 2

Mission

Results by Design!

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Course & Personal Goals


Design

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Rigorous Assessment Tasks, Rubrics; Exemplars of student work

unit 2 unit 1 unit 2 unit 3 unit 4 unit 5

unit 1 unit 2 unit 3 unit 4 Unit 4

unit 1 unit 2 unit 3 unit 4 unit 5

unit 1 unit 2 unit 3 unit 4 Unit 7

Course 1 Course 3 Course 4 Course 2

Unit 6

Desired Results

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InstrucTonal Guidance on how to meet and NOT meet the Standards

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Outcome-based framing

• I want students to understand –"–  The Constitution"– The 3 branches of government"

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• I want students to understand –"–  The Constitution"– The 3 branches of government"

No - not an outcome - this just says what the content is

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• I want students to be able to –"–  Understand Romeo & Juliet"

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• I want students to be able to –"–  Understand Romeo & Juliet"

No - not an outcome - this just says what the reading is; having read it, what should they now be able to do?

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• I want students to be able to –"–  Add, subtract, multiply and divide"

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No - not a performance outcome - this just says what the skills are; what do the skills enable? What key tasks require the skills and judgment in using them?

AFTER: Content Use

• “I want students to leave having realized that "–  Since the Constitution is a compromise, of real problems of balance and limit of powers, there will always be bitter fights;"

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AFTER: Content Use

• “I want students to leave having realized that "–  Since the Constitution is a compromise, of real problems of balance and limit of powers, there will always be bitter fights;"– So, students should be able to recognize the real dilemmas beneath acrimonious debate and political posturing, and judge proposed policy and law accordingly"

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AFTER: Content Use

• “I also want students to leave able to apply their understanding – on their own as much as possible – to address such current and future situations as –"•  Design a classroom or school government"•  Design a 3-branch system of govt. for Iraq "•  Organize their workplace"•  Support candidates who understand our core principles"

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BEFORE


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AFTER

•  I want students to be able to: efficiently precisely, and effectively solve unscaffolded and unsimplified real-world design, financial, and home-related problems that require them to determine on their own -"–  which operations & rules to use; when, and in

what order "–  determine answer form and precision that suit

context"

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The wisdom of our elders – Tyler over 60 years ago!

•  “The purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives; that is to bring about these changes in students. Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculum.” "

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This was Tyler’s idea 60 years ago!

•  “The most useful form for stating objectives is to express them in terms which identify both –"– The kind of behavior to be developed in the student "– The areas of life which this behavior is to operate.” "

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