ubd and di connections - learning personalized
TRANSCRIPT
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Curriculum Instruction Assessment
for
understanding transfer
personal relevance
developed through
backward design
for for
individual fit
in response to
readiness interests
learning profile
evidence
feedback
informing instruction
engagement &
meaning making
reflection
UbD and DI Connections
Good curriculum comes first
• Need clarity of goals – Guaranteed for all learners – Articulates what students are expected to
know, be able to do, and understand as a result of the learning experience
– Connects to larger scope and sequence of curriculum (both within and across classrooms, subjects)
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Stage 1 - Desired Results
Performance Tasks Other Evidence: Stage 2 - Assessment Evidence
Other Evidence: Stage 3 - Learning Plan
Other Evidence
Key Criteria
Established Goals/ Content Standards Understandings Essential Questions
Knowledge Skill
Differentiation in UbD
RED LIGHT: No/rare differentiation YELLOW LIGHT: Minimal differentiation GREEN LIGHT: Significant differentiation
Three stages of backward design
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Desired results for Stage 1 Enduring Understandings:
– Desired results embody local/state/national requirements, not just align with them.
– Goals (both technical proficiency and wisdom) are guaranteed for all learners, but the route to achieve those goals is differentiated.
– If you value the desired result, it must be measured.
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Stage 1:Desired results
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Stage 1 - Desired Results
Enduring Understanding(s): Essential Questions(s):
Established Goals
Students will know and be able to do
• Insights students earn that will transfer to new learning
• Inquiry students pursue to earn insights and develop proficiency
• Content priorities for the unit / course / subject• Students will be accountable to demonstrate in their work
• Excerpted from national, state, and/or local documents• Demonstrates how school curriculum embodies system expectations
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Established Goals Essential Questions
Knowledge Skills
Understandings Essential Questions
Established Goals (e.g., Content Standards)
Differentiation in UbD - Stage 1
Three stages of backward design
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Desired results for Stage 2
Enduring Understandings: – Assessment not only measures student performance,
it motivates it. – “Thinking like an assessor” requires a different skill
set than being a great instructor. – If you value the desired result, learners deserve
accessible opportunities to demonstrate learning.
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Assessment of Learning
• Designed to produce defensible and accurate descriptions of student competence in relation to defined goals
• Measure current level of what they know, do, and understand
• Typically come at or near the end of a learning cycle
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Stage 2: Assessment Plan
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Stage 2 - Assessment Evidence
Performance Task(s): Other Evidence:
-Transfer to a new context -Real world situation
-All other forms of assessment
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Differentiation in UbD - Stage 2
t oe
Needed Evidence
Key Criteria/ Scoring Rubric (s)
Performance Tasks Other Evidence
s
Open-ended, “authentic” performance tasks offer opportunities for valid differentiation, via variety in roles, audiences, scenario, products and performances.
Scoring criteria should be roughly the same for all, even if our expectations appropriately vary, given the evidence needs implied by STAGE ONE.
Reliability: Snapshot vs. photo album
• Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot
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Is the task relevant?
• Connected to the classroom — extension of what was learned/preparation for what is being learned next
• Connected to the real world — work that professionals in the field would do
• Connected to student’s life — relevance of task to individualized development and style
• Connected to capacity — students have clarity on what is expected from them and a plan for how to go about doing it and how it will be followed up on the next day
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Do students have the ability to be successful?
• Assess before teaching • Offer appropriate choices • Provide feedback early and often • Encourage self-assessment and goal
setting • Allow new evidence of achievement to
replace old evidence
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Three stages of backward design
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
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Differentiation in UbD - Stage 3
Essential Questions
Learning Plan
• use diagnostic assessments to check for prior knowledge, interests, etc.
• allow student choice - e.g., resources,process, products/performances
• sub-group for skills lessons• provide varying degrees of support -
e.g., graphic organizers, outlines• student support systems - e.g., reading
buddies, review partners, etc. • flexible grouping by interest or style
What it takes for learning to happen
“Real learning happens at every age through a dynamic interaction between the student, his or her prior experiences and understandings and new experiences or information. If a lesson is not organized around a student’s inner activity of learning, then what is learned is superficial or fleeting.”
-- Tony Wagner, Making the Grade 18
All tasks should be respectful of each learner
• Honors individual mental models, interests, and conceptions that students arrive with
• Puts all learners on a pathway to accomplish articulated curriculum goals
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“Differentiation is making sure that the right students get the right
learning tasks at the right time. Once you have a sense of what each
student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”
Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl
Corwin Press, Inc. – 2003 – pp. 86-87 20
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WRITING THE LEARNING PLAN I do this _____________ (activity) in order to prepare them for
this _____________ (task). OR
I do this _____________ (activity) in order to explore this _____________ (essential question).
OR I do this _____________ (activity) in order to become familiar
with/more proficient using this _____________ (knowledge and skill).
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Make assessment part of learning for everyone
Assessment for learning – Look at student work to coach for quality – Differentiate instruction based on what you see
Assessment as learning – Teach students to learn about their own learning – Reflect on nature of errors, talents, progress to
further personalize future learning
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Assessment for Learning
Information to modify and differentiate teaching and learning activities, streamline/target instruction and resources, use feedback to advance learning
“To make student learning visible so that teachers can
decide what to do to help students progress” – effectiveness is based on the usefulness of the information in designing next stage of learning
(importance of good record keeping).” -- Rethinking Classroom Assessment
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“Change must begin where the youngster is. Coaches know that no
matter what the envisioned long-term possibility, they must assess all
aspects of the youngster’s current state and start from that place. . .
This is as true for attitudes and beliefs as it is with skills and
competencies.” -- Andy Higgins
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How does student performance inform instruction?
27 Excerpted from NCTM website
Assessment as Learning
Develop and support metacognition: “Learning is not just a matter of
transferring ideas from someone who is knowledgeable to someone who is not,
but is an active process of cognitive restructuring that occurs when individuals
interact with new ideas.” -- Rethinking Classroom Assessment
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The cost of not teaching this…
Students will never be able to get beyond:
“Is this what you want?”
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Treating students as people comes very close to “living” the academic, personal, and social educational goals that are stated in most official policy documents. But more than that, involving students in constructing their own meaning and learning is fundamentally pedagogically essential—they learn more and are motivated to go even further.
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The New Meaning of Educational Change-Third Edition Michael Fullan, p. 162
Assessment as Learning
• Model and teach skills of self-assessment • Guide students and setting and monitoring
goals • Models of good practice • Compare learning over time; have clarity
about what proficiency looks like and where students are in relationship to it
• Create an environment safe for students to take changes, support is readily available
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All learners need a balanced success to effort ratio
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Struggling Learners:
Heavy Effort Little Success
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Advanced Learners:
Great Success, Little Effort
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“Few can persist for the required time unless there is some satisfaction, some joy,
some sense of accomplishment in the daily
process.”
-- Andy Higgins