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Understanding by Design Day 3

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Understanding by Design Day 3 Roosevelt Complex Secondary Science Training – PowerPoint PPT presentation

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Title: Understanding by Design Day 3


1
Understanding by DesignDay 3
  • Roosevelt Complex
  • Secondary Science Training

2
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

3
Desired Outcomes
  • Awareness of the UbD philosophy on instruction.
  • Awareness of differentiation.
  • Awareness of reading strategies in science.
  • Completion of a UbD unit.

4
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.

5
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?

6
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

7
Other insights
8
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.

9
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
10
  • 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
11
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
12
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.

13
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
14
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
15
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.

16
Stage 3
  • Instructional plan
  • Are your lessons effective and engaging?
  • Are your lessons relevant?
  • Do your lessons scaffold? Connect to prior and
    future knowledge?

17
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
18
Integrate a Continuum of Assessments
  • Informal checks for understanding
  • Observations and dialogues
  • Tests and quizzes
  • Academic prompts

Understanding by Design, Wiggins McTighe
19
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
20
W.H.E.R.E. T.O.?
21
Essential Questions for Stage 3
  • What does teaching for understanding look like?
  • How does your instruction help students get the
    Big Ideas?

22
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

23
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
24
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
25
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

26
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)

27
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.

28
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.

29
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.

30
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

31
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
32
UbD and DI Samples
33
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

34
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

35
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