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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Pattern Signal Words Graphic Organizer
Time Order And then, finally, next, first, eventually Time-line, flow chart, story map
Simple List Bullets, comma, also, several, for example Listing
Definition Bold font, for example, means, is, is not, defined Webs, Frayer Model
Description Means, is, looks like, sensory words Fold ups, photo caption
Cause and Effect Ifthen because, as a result, because of this Flow chart, fish bone
Compare and Contrast Like, same, different, similar, opposite Venn Diagram, Alike/different listings
Problem Solution The problem is, ifthen Problem solution frame, Inquiry template, T chart, Problem based learning
Spatial/Place Order words, positional words (up, down, directions) Maps, Matrix grid
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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

1. Think of something you feel that you understand
   to some substantial level
2. Determine
3. Which of the six facets your understanding if
   based on.
4. The general depth of your understanding and
   rationale for that depth.
5. Think of a step-step process that you would use
   to help someone reach a similar level of
   understanding as your own.
6. 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?