CREATING A COHERENT CURRICULUM THAT IS GOOD FOR TEACHERS AND - - PDF document

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CREATING A COHERENT CURRICULUM THAT IS GOOD FOR TEACHERS AND STUDENTS

Allison Zmuda allison@allisonzmuda.com

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OUR GOALS

DAY 1

• Making the case for

UbD

• Identifying powerful

examples that can be used in peer-to-peer conversation and design work DAY 2

• Finish identifying

powerful examples that can be used in peer-to-peer conversation and design work

• Planning for the

predictable missteps, hiccups, and grumpiness by design

• Modifying glossary

language to make it accessible and helpful

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WAYS OF INTERACTING DURING SESSION

• Respond to

questions

• See what other

people are thinking

• Ask questions (basis

for the creation of a division-wide FAQ document) Go to: todaysmeet.com/ hampton

• Type a nickname in

blue box

• Click join

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KEY PRINCIPLE #1

“Backward” Design articulates desired results to mindfully plan assessment and instruction. The point of school is effective understanding, not prompted recall of content. Measurement of Understanding provides

• pportunities to make sense of and transfer.

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WHAT ARE WE TRAINING OUR KIDS TO DO?

“At the core of the UbD framework is the intention that students break through, really get it and use it —not just for a test but for life.” Grant Wiggins

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WHAT OUR STUDENTS WANT…

• We want to do work that makes a

difference to me and to my world.

• We want to learn with the media of
• ur times.
• We want to do work that is relevant,

meaningful and authentic.

• We want to be engaged intellectually
• We want stronger relationships with
• ur teachers, with each other and

with our communities locally, provincially, nationally and globally.

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PREPARING STUDENTS FOR THE FUTURE

“There’s no competitive advantage today in knowing more than the person next to

• you. The world doesn’t care what you
• know. What the world cares about is

what you can do with what you know.” — Tony Wagner

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KEY PRINCIPLE #2

“Backward” Design articulates desired results to mindfully plan assessment and instruction. The point of school is effective understanding, not prompted recall of content. Measurement of Understanding provides

• pportunities to make sense of and transfer.

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• If you really

understand you can...

• If you know a lot,

but don’t really understand, you can

• nly...

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WHAT IS REAL UNDERSTANDING? HOW DOES IT DIFFER FROM ‘KNOWS A LOT’

• If you really understand you can...

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GROUP THE ANSWERS

Apply

Teach Create Not just Plug in

Figure Out

Interpret Support Use Say why Connect

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Work must require students to:

– Learn how to use content in novel situations – Confront endless problems with no obvious answer and various plausible alternatives – Face challenges that require figuring out which prior learning applies here – Handling varied situations: different demands/audiences/purposes/options/ constraints

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CRUCIAL DESIGN IMPLICATIONS

VISION

• Focus on

understanding the complexity of a problem

• Focus on seeing

interdisciplinary nature grounded in authentic performance tasks

• Focus on functioning

as a team

• Focus on sharing
• ften

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KEY PRINCIPLE #3

“Backward” Design articulates desired results to mindfully plan assessment and instruction. The point of school is effective understanding, not prompted recall of content. Measurement of Understanding provides

• pportunities to make sense of and transfer.

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THREE STAGES OF BACKWARD DESIGN

Stage 1: DESIRED RESULTS Stage 2: ASSESSMENT EVIDENCE Stage 3: LEARNING PLAN

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THREE STAGES OF BACKWARD DESIGN

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Stage 1: Identify the long-term desired results Stage 2: Determine appropriate assessment evidence to achieve those results Stage 3: Design learning activities and instruction, given the goals of Stage 1 and evidence in Stage 2

REEXAMINING BALANCE IN CURRENT PRACTICE

In our instruction and assessment, are we:

– Mainly targeting skill and fluency? – Providing scaffolded structures for performance? – Giving students routine problems, challenges,

• r questions?

– Focusing classroom time mainly on teacher- led, whole-class discussion?

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WHAT TO KEEP , WHAT TO LET GO

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WHAT TO KEEP , WHAT TO LET GO

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WHAT DOES A CURRICULUM DESIGNER USING THIS FRAMEWORK THINK ABOUT?

“As things are now, education is so cluttered and tangled up with a thousand senseless notions and stupidities, that the task of reformation is almost a superhuman one. It is entirely a task of taking away and reducing – not one of adding to

• r explaining. It is the task of

the sculptor, who cuts the superfluous marble off, rather than that of the wax-workman who lays on the stuff thicker and thicker.” – Walt Whitman

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CHALLENGES TO CLEANING OUT THE CLUTTER

• What are your

responses to Walt Whitman’s

• bservation? — It is

entirely a task of taking away and reducing – not one of adding to or explaining.

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WHAT UNDERSTANDING BY DESIGN IS

• A way of thinking

purposefully about our curricular planning by keeping the “end in mind”

• An emphasis on

transfer, meaning, and acquisition in all three stages.

• An instructional

emphasis on educators are coaches of understanding.

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Authentic Learning Make Meaning Transfer Acquire

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Transfer

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Make Meaning

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Acquire

WHAT UNDERSTANDING BY DESIGN

IS NOT

• A rigid program or recipe.
• A set of lesson plans.
• A different way of

“packaging” what you are already doing.

• An exercise you are

engaging in for “new teachers”

• A way to show that you are

following the new standards.

• An unbalanced focus on

getting students ready for the “test”

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YOUR GLOSSARY

• To promote clarity of

each component (definition and value)

• To give every educator

a “measuring stick” of what quality looks like

• To provide space for

an illustrative example that resonates with staff

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QUESTIONS TO FOCUS ON WHEN VIEWING THE GLOSSARY

• What does it

mean?

• How do I know a

good one when I see it ?

• What is a

powerful example for me?

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THREE STAGES OF BACKWARD DESIGN

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Stage 1: DESIRED RESULTS Stage 2: EVIDENCE Stage 3: LEARNING PLAN

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Learning Goals Make Meaning Transfer Acquire

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UNDERSTAND THE BIG PICTURE BEFORE ZOOMING IN ON THE DETAILS

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UNDERSTAND THE BIG PICTURE BEFORE ZOOMING IN ON THE DETAILS

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TRANSFER

TRANSFER GOALS DESIGN STANDARDS

• Long-term in nature
• Emphasis is on

independent and contextualized performance

• Help to establish purpose

and relevance by answering common student questions such as: “Why should I learn this? “What can I do with this?”

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Transfer

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CONTENT IS A ‘TOOL’...

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TOWARD WHAT END?

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WHAT WERE WE AFTER ALL YEAR? By the end of THIS year, students on their

• wn should be

better able to effectively…

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MATH TRANSFER GOALS

• Based on an examination of the problem/situation,

initiate a plan, execute it, evaluate and explain the reasonableness of the solution.

• Demonstrate automaticity in basic computation and

critical vocabulary

• Investigate and explain how mathematical concepts

can relate to one another in the context of a problem/ situation* or abstract relationships.

• Demonstrate perseverance* by making an attempt,

evaluating strategy/solution, and being flexible when working on problems, situations, or concepts.

• Communicate effectively in a variety of ways* based
• n purpose, task, and audience using appropriate

vocabulary.

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SAMPLE ESL TRANSFER GOALS

Consumption of text (reading, listening, viewing) Student: I can read any text on my own with confidence because I have the necessary strategies.

– Teacher: Comprehend any text by inferring and tracing the main idea, critically appraising use of language and imagery, and making connections – Teacher: Analyze an author’s/speaker’s/artist’s theme(s) through examination of figurative language, sentence structure, and tone – Teacher: Analyze textual evidence to make predictions, draw conclusions, or establish generalizations

SAMPLE ESL TRANSFER GOALS

Production of text (writing, speaking, visual) Student: I can express information and ideas with confidence.

– Teacher: Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions

Student: I can create text that is worth sharing with others.

– Teacher: Carefully draft, edit, and polish work to make it publishable

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MEANING

UNDERSTANDING DESIGN STANDARDS

• Are inferences students

should realize or derive as a result of the work of the unit

• Are framed as full

sentences

• Help learners make sense
• f otherwise discrete facts

and skills; they “connect the dots”

• Cannot be simply

transmitted; they must be “earned” by the learner

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Make Meaning

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SAMPLE UNDERSTANDINGS

• The value of a number is quantified by the

placement of its digits.

• Certain mathematical manipulations

preserve the relationship in an expression or equation, even though they change the representation.

• The properties of a shape do not change

when it is reflected, rotated, or translated.

• There are many appropriate units that can

be used to measure an object(s), but the precision is dependent on the situation.

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UNDERSTANDINGS FOR

READING: CRAFT AND STRUCTURE

• Identifying a text’s genre, purpose, point of

view, and organizational structure helps readers analyze and comprehend the text.(4,5,6)

• Readers recognize that authors don’t always

say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony, connotation). (4,5,6)

• Authors can express similar ideas within and

across genres. (5,6)

• By comparing texts, readers often gain greater

insight into those texts. (5,6)

• Readers can use context clues to determine

meaning of words/ phrases/ concepts. (4)

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MUSIC UNDERSTANDINGS

• Performing, composing, listening, and

participating in music will help give insight into who you are as a human being.

• Music can effect human emotions and

human emotions affect the way music is performed or perceived.

• Music is an integral part of all cultures

including their own.

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MATH UNDERSTANDING

Use appropriate tools strategically.

• The choice of a mathematical tool depends

upon the information you have and the information you want.

• The accuracy of a solution depends upon the

proper selection and effective use of a mathematical tool. Attend to precision.

• Attention to detail, such as specifying units of

measure and labeling, leads to clarity in expressing mathematical information.

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SCIENCE UNDERSTANDINGS

• Unbalanced forces cause change in motion/

position.

• Force and motion have direction and magnitude

and are measurable.

• Motion is relative depending on frame of

reference.

• Energy is neither created nor destroyed, it just

changes forms.

• Energy can be transferred from one system to

another causing change.

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UNDERSTANDING IN THE PAPER

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ESSENTIAL QUESTIONS DESIGN STANDARDS

• Framed in student

friendly language

• Promotes inquiry,

thinking, and dialogue rather than straightforward questions

• Draws on prior

knowledge and past experience to challenge and/or develop thinking

• Preferably applicable

across units, grade levels, and/or courses

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Make Meaning

NATURE OF INTELLIGENCE

“Intelligence cannot develop without matter to think about. Making new connections depends

• n knowing about something in the first place to

provide a basis for thinking of other things to do – of other questions to ask – that demand more complex connections in order to make sense. The more ideas about something people already have at their disposal, the more new ideas occur and the more they can coordinate to build up more complicated schemes.” — Eleanor Duckworth, The Having of Wonderful Ideas

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BUSINESS ESSENTIAL QUESTIONS

• What do the numbers tell you?
• How much does this really cost?
• When do I need to be the expert and

when can I hire one?

• What makes this business work? How

can we grow it?

• What are the rules that govern

consumer behavior? How can I use the rules to sell my product?

ARTS ESSENTIAL QUESTIONS

• How do I use the elements of arts to express

my ideas, experiences, and feelings?

• How do I utilize resources to enhance my

technique and understanding?

• How is feeling or mood conveyed visually?
• When do I need to stay within established

rules/ guidelines/ conventions? When am I free to do my own thing?

• How can I apply what I’ve just learned

elsewhere?

• How do I fine tune my work?

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ESSENTIAL QUESTIONS: EARTH SCIENCE: ASTRONOMY

• What are the parts of the system and

how do they work together?

– (More concrete version…What is the relationship between the Earth, moon, and sun? How does the relationship affect us?)

• How can data be used to identify patterns

and predict the future?

– (More concrete version…What tide and seasonal data can be used to identify patterns and predict the future?)

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ESSENTIAL QUESTIONS: GEOMETRY (K-12)

• What kinds of attributes/ characteristics

would I use to describe this object? What category do they belong to?

• How do these shapes/categories of shapes

compare with one another?

• What shape(s) can I create? How do I

describe/show its attributes?

• How can I tell/determine if these shapes are

congruent, similar, or neither?

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ESSENTIAL QUESTIONS: ANALYZING TEXT & DATA

• What is the relationship that I see in the

equation?

• How do I read between the lines?
• How do I use inferences to draw a

conclusion?

• Is my conclusion supported by my

details/evidence?

ESSENTIAL QUESTIONS: PROBLEM SOLVING

• What’s my strategy? How is it working?

What do I do if I’m stuck?

• Where do I go for help?
• How am I learning from how other people

see or work on the problem?

• What is the best strategy for this given

problem? What kind of problem/situation is this? Have I seen it before? How do I use that past experience to help me?

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PUTTING THE PIECES TOGETHER

UNDERSTANDINGS ESSENTIAL QUESTIONS

• The description of a place is

based on its precise location and how that is communicated to an audience’s frame of reference.

• The natural resources and

location of a place significantly affect the livelihood, politics, and opportunity of the people living in them.

• Movement of people create

short-term and long term change both to the lives of people and the characteristics

• f the place.
• (K-12) Where do I live? How

do I describe it?

• (2-12) What characteristics

define this place?

• (K-12) How does where you

live affect how you live?

• (2-12) Why do people

move? How do migration/ population trends affect the lives of people and characteristics of places?

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PUTTING THE PIECES TOGETHER

UNDERSTANDINGS ESSENTIAL QUESTIONS

• Awareness of my own body and

its movement affects my overall performance.

• The way I move impacts the

positioning and safety of the people around me.

• Successful teams strategically

position themselves to enhance performance.

• A consistently active lifestyle

has a direct relationship on physical and mental health.

• Attention to detail has

significant effect on overall results.

• How do I get myself to take

the risk?

• How do I learn to do that?
• Where am I supposed to

be?

• What details am I looking

for in my exercise to know I am doing it properly?

• How do I know I am

challenging my self?

• What am I gaining from this

experience?

• How does my conduct

affect everyone’s performance?

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WHERE DO STANDARDS FIT IN?

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STANDARDS ARE NOT THE CURRICULUM

Consider ¡an ¡analogy ¡with ¡home ¡ building ¡and ¡renova@on ¡ ¡ ¡The ¡standards ¡are ¡like ¡the ¡ building ¡code. ¡Architects ¡and ¡ builders ¡must ¡a6end ¡to ¡them ¡ but ¡they ¡are ¡not ¡the ¡purpose ¡of ¡ their ¡design… ¡ ¡

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¡ ¡ ¡ ¡ ¡ ¡…The ¡house ¡to ¡be ¡built ¡or ¡ renovated ¡is ¡designed ¡to ¡meet ¡the ¡ needs ¡of ¡the ¡client ¡in ¡a ¡func@onal ¡ and ¡pleasing ¡manner ¡– ¡while ¡also ¡ mee@ng ¡the ¡building ¡code ¡along ¡the ¡

• way. ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡— ¡Wiggins ¡and ¡McTighe ¡

¡ ¡ ¡ ¡ ¡

¡

THE STANDARDS ARE THE CODE…

ü Excerpted from PA Core ü Assessed within the unit ü Feasible with existing time frame and resources … But you still need to envision it.

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THE STANDARDS ARE THE CODE…

ü Excerpted from PA Core ü Assessed within the unit ü Feasible with existing time frame and resources … But you still need to envision it.

UNPACK THE STANDARDS

• For knowledge and

skills

• For big ideas that

can lead to Understandings and Essential Questions

• For criteria that can

describe indicators

• f quality work

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ACQUISITION

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CONTENT IS A ‘TOOL’...

69 Aug, 2010

...FOR WHAT PURPOSEFUL USES?

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KNOWLEDGE AND SKILL DESIGN STANDARDS

ü Aligns with the Established Goals and Long-Term transfer components ü Clear and concise explanation ü Knowledge is “noun- dependent;” skill is “verb dependent”

SAMPLE ACQUISITION:

UNIT ON LINEAR AND INVERSE VARIATION

• Recognize linear and nonlinear patterns from verbal

descriptions, tables, and graphs and describe those patterns using words and equations.

• Write a linear equation when given specific

information, such as two points or a point and the slope.

• Approximate linear data patterns with graph and

equation models.

• Use linear and inverse variation equations to solve

problems and to make predictions and decisions.

• Determine and communicate the differences between

linear and inverse relationships in tables, graphs, and in equations.

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QUESTIONS AND INSIGHTS ON STAGE 1 Please add to TodaysMeet for further dialogue, instruction, and possible FAQs.

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THREE STAGES OF BACKWARD DESIGN

Stage 1: DESIRED RESULTS Stage 2: ASSESSMENT EVIDENCE Stage 3: LEARNING EVENTS

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POWER OF PERFORMANCE TASKS

• 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

• Inspire their work
• Document their accomplishments

PERFORMANCE TASK DESIGN STANDARDS

ü Requires application to a new context ü Simulates challenges, problems, or situations that people face in their life as citizens, workers, and life-long learners ü Provides enough information (e.g. clear directions, rubrics, models, graphic

• rganizers) to be able

to do it on their own

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SAMPLE PERFORMANCE TASKS

• Analyze real-world data to develop a

price point for a bake sale

• Use Newton’s Laws to debug a failed

design for a roller coaster

• Determine whether or not the trend of

the data supports investment in a business

• Persuade the public to stop using

antibiotics in treating viruses

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WHAT’S THE PROBLEM?

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WHAT’S THE PROBLEM?

• Exercises may be hard or easy but they are

never puzzling...the path toward the solution is always apparent. In contrast, a problem is a question that cannot be answered immediately.

• Problems are often open-ended, paradoxical,

and sometimes unsolvable, and require investigation before one can come close to a solution.

• To put it simply, you have a problem when

you are required to act but don’t know what to do.

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K-1 SCIENCE

Working in groups, students will identify the best parking spot in the school parking lot to keep a car as cool as

• possible. Students will justify why the

spot they selected would keep the car cooler than any other spot using appropriate vocabulary (sun, shadow,

• bject).

http://just-startkidsandschools.com/

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PHYSICAL EDUCATION PERFORMANCE TASKS

• As a small group, use your camera

phones to break down a particular skill, stroke, technique in __________ (soccer, volleyball, football, etc.).

• More advanced: Identify key mistakes

people make and pointers on how to avoid making those mistakes.

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MUSIC PERFORMANCE TASKS

• Go “see” a performance. Then write a

review and publish on your school/ personal/teacher blog or in your local newspaper.

• Critique your own performance. Then, set

a goal to focus on for the year. Keep track

• f progress toward your goal through

filming performances (both informal and formal). Reflect on your growth.

• As a group/class/ensemble, identify a

local organization or business, co-create a program, and perform.

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GEOGRAPHY PERFORMANCE TASKS

• The design of a tour of the world’s most holy sites.
• Report on Latin America to the Secretary of State: Policy

analysis and background report on a Latin American country. What should be our current policy, and how effective has recent policy with that country been?

• Provide a briefing on the AIDS crisis in Africa and how

American policy has helped as well as hurt the situation.

• Take part in a model UN on the issue of terrorism: you will be

part of a group of 2-3, representing a country, and you will try to pass a Security Council resolution.

• Russia: friend or foe? Provide the Foreign Relations

Committee with a briefing on the current state of Russia, the last century of American-Russian relations, and future worries and possibilities.

• India and outsourcing: to what extent is the global economy a

good thing for America? India? India’s neighbors?

DEGREE OF TRANSFER

3 The Game 2 Game-Like 1 Drill

The task is familiar and straightforward, with only a few details changed or is a more complex task presented with explicit reminders and directions in terms of previously studied material and procedure. Success requires only that the student recognize, recall and plug in the appropriate prior learning.

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DEGREE OF TRANSFER

3 The Game 2 Game-Like 1 Drill

The task is complex but is presented with sufficient scaffolding or cues to simplify the demand and suggest the approach and content called for. Success depends upon realizing which past learning applies and with modest adjustments, applying it in a straightforward way.

DEGREE OF TRANSFER

3 The Game 2 Game-Like 1 Drill

Presented without overt cues or scaffolding on content and how to approach the task. Task involves new or varied contexts, different than those studied. Success depends on recognizing where prior learning might apply, making strategic choices based on understanding situation, making adjustments based on feedback.

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DEGREE OF TRANSFER: MATHEMATICS

• DRILL: Students compute the surface area and

volume of a container when provided its dimensions (and where instruction taught them the appropriate algorithms for computing volume and area.)

• GAME-LIKE: Students take their knowledge of

volume & surface area to solve a problem like: “What is the largest area enclosure for an animal that can be built out of a given number of fence sections?”

• GAME: Students apply their knowledge of volume &

surface area to solve a problem like: “What shape permits the greatest volume of M & Ms to be packed in the least amount of space – cost- effectively and safely?”

GOAL IS BALANCED ASSESSMENT PLAN

• Measures

identified goals

• Motivates

students to exert effort

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GRADING POLICY

Based on our study in this unit of various measures of central tendency, and the pros and cons of using “averages” (calculating the mean and other such measures) in various situations, propose and defend a “fair” grading system for use in this school. How should everyone’s grade in classes be calculated? Why is your system fairer than the current system (or: why is the current system the fairest?).

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GRAPHIC DESIGN PERFORMANCE TASK

You and your partner(s) are a team of graphic designers hired by a beverage company to create a soda can label that will get the attention of American consumers. Using Adobe Photoshop, design your label to aim at the specific market you are trying to attract. Your label must be eye-catching — using the elements and principles of design, be clear and readable, and contain all pertinent consumer labeling information.

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FINANCIAL EDUCATION PERFORMANCE TASK

You want to open your own checking account and there are so many options out there promising you different perks if you choose a particular bank. Research checking accounts for at least three different banks and investigate each bank’s policies on:

• Convenience (hours, locations, online banking, debit card)
• Interest rates
• Additional fees on checking accounts
• ATM Usage
• Minimum balances
• Transaction turn around time (time it takes check to

clear) Based on your research and analysis, select a bank and checking account that best suits your needs and explain the reasoning behind your selection.

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9TH GRADE ENGLISH PERFORMANCE TASKS

• Stuck between a rock and a hard place. As a group identify

an ethical dilemmas to a group that are succinct, clearly stated, and provide enough background context so that your classmates can intelligently engage. (Note: the dilemmas are not personal ones, but are authentic and interesting enough that it will inspire immediate conversation).

• Obstacles of mythic proportions. Who are your Sirens? Who

is your Cyclops? Using the obstacles encountered throughout the epic journey in the Odyssey, students produce a personal narrative, short story, or scripted dialogue that illustrates the same metaphors in their own lives.

• Hero archetype. Students describe hero archetype embodied

in The Odyssey and why it is so universally appealing. Students then identify a contemporary application of that archetype and elaborate on how one informs the other.

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QUESTIONS AND INSIGHTS ON STAGE 2 Please add to TodaysMeet for further dialogue, instruction, and possible FAQs.

93 94

THREE STAGES OF BACKWARD DESIGN

Stage 1: DESIRED RESULTS Stage 2: ASSESSMENT EVIDENCE Stage 3: LEARNING PLAN

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CHALLENGE STUDENTS TO THINK Job of a teacher is to design the parameters for a culture of inquiry

– Text, data, phenomena to introduce and push the thinking

“The one who thinks, learns.”

— Judy Willis

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TEACHER INSIGHTS

MICHELE HONEYCUTT

• I assumed my role as a math teacher was to

determine the most efficient way to solve a problem and then teach my students how to mimic my procedures.

• I was simply teaching them to follow a recipe

without thinking about what they were doing.

• It’s not the students’ job to figure out what’s

in our heads; it’s our job to figure out what’s in theirs.

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HOW DO I CREATE ENGAGING AND EFFECTIVE LEARNING FOR EVERY STUDENT?

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ü Acquire targeted knowledge and skills ü Make meaning of important ideas ü Equip students to transfer their learning ü Use textbooks and other materials as

• resources. (The textbook should

support the unit, not be the unit.) ü Learn in a sequence that best supports understanding and engagement

LEARNING PLAN

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ACQUISITION

• GOAL: to learn vital facts and skills so

that they become automatic

• TEACHER’S ROLE: direct instruction via

lecture, presentation, graphic

• rganizers, convergent questioning,

modeling, guided practice and feedback

• LEARNER’S ROLE: attentiveness, lots of

practice, rehearsal

Acquire

MEANING MAKING

• GOAL: active intellectual work by the learner to

make sense of the content and its implications

• TEACHER’S ROLE: facilitative teaching

— present probing questions and intellectual tasks that resist an easy answer and demand thought; model and teach strategies for building, testing, explaining, and supporting meanings; continue to model and acknowledge the value of persistence

• LEARNER’S ROLE: making inferences, forming

and testing a theory, looking for connections and patterns Make Meaning

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TRANSFER

• GOAL: effectively apply and adapt prior learning

to novel and complex situations

• TEACHER’S ROLE: function like a coach and
• bserves student performance — establishes

clear performance goals with models; provides specific feedback after performance; prompts learner to reflect on what worked, what didn’t and why; gradual release to make learner autonomous

• LEARNER’S ROLE: apply and adapt learning to

a particular problem, challenge, text, or situation appropriately using the strategies, content and skills Transfer

Student as Active Learners

Role of Student

• Make sense of

problems and persevere in solving them

• Attend to meaning of

quantities not just how to compute them

• Understand the

approaches of others, communicate to

• thers, respond to

argument of others

Role of Teacher

• Give time for

“productive struggle”

• Question rather than

explain math

• Encourage reason

instead of “answer getting”

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APPLYING YOUR LEARNING

• Code the following learning activities as

requiring Acquisition, Meaning Making, or Transfer

– Discuss with partners at your table – ACQUISITION: Learn, with accurate and timely recall, important facts and discrete skills – MEANING-MAKING: Make connections & generalizations, using the facts and skills – TRANSFER: Adapt your knowledge, skill, and understanding to specific and realistic situations and contexts

READING EXAMPLE

• Students memorize words from a vocabulary

list.

• Students make a web of the words’

relationships and concepts.

• Students group words and consider, What do

these words have in common?

• Students critique and edit a paper in which the

new words are misused.

• Students read a new story containing the new

words and explain their meaning in context.

• Students use the recently learned words in

various speaking and writing situations.

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READING EXAMPLE

• Students memorize words from a vocabulary

list.

• Students make a web of the words’

relationships and concepts.

• Students group words and consider, What do

these words have in common?

• Students critique and edit a paper in which the

new words are misused.

• Students read a new story containing the new

words and explain their meaning in context.

• Students use the recently learned words in

various speaking and writing situations.

A M M M T T

SCIENCE EXAMPLE

• Students observe four demonstrations of physical

events (pendulum, pellet shooter, car slowing down, sling) and are asked to explain them in terms of the question, Why does it move the way it does?

• Students read the section in their physics textbook
• n the three laws of Newton and take a quiz on the

content.

• Students generalize from laboratory data related to

cars going down inclined planes at various heights and angles.

• Students design a Rube Goldberg-type machine to

illustrate principles of force, with specific reference to relevant Newtonian laws.

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SCIENCE EXAMPLE

• Students observe four demonstrations of physical

events (pendulum, pellet shooter, car slowing down, sling) and are asked to explain them in terms of the question, Why does it move the way it does?

• Students read the section in their physics textbook
• n the three laws of Newton and take a quiz on the

content.

• Students generalize from laboratory data related to

cars going down inclined planes at various heights and angles.

• Students design a Rube Goldberg-type machine to

illustrate principles of force, with specific reference to relevant Newtonian laws.

M T M A

CODING LEARNING EVENTS

• Students study different graphs and data plots and

generalize about the pattern.

• Students learn the formula y=mx+b for linear

equations.

• Students solve practice problems using the formula to

calculate slope.

• Students compare linear and nonlinear relationships

and explain the difference.

• Students examine various real-world relationships (e.g.

relationship of height to age, distance to speed, CD sales over time) and determine which ones are linear

• Students develop equations and graphic displays for

representation relational data (with outliers and errors contained in the data)

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CODING LEARNING EVENTS

• Students study different graphs and data plots and

generalize about the pattern.

• Students learn the formula y=mx+b for linear

equations.

• Students solve practice problems using the formula to

calculate slope.

• Students compare linear and nonlinear relationships

and explain the difference.

• Students examine various real-world relationships (e.g.

relationship of height to age, distance to speed, CD sales over time) and determine which ones are linear

• Students develop equations and graphic displays for

representation relational data (with outliers and errors contained in the data) M A A T M M

QUESTIONS AND INSIGHTS ON STAGE 3 Please add to TodaysMeet for further dialogue, instruction, and possible FAQs.

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CREATING A COHERENT CURRICULUM THAT IS GOOD FOR TEACHERS AND STUDENTS

Allison Zmuda allison@allisonzmuda.com

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DAY 2 GOALS

• Finish identifying powerful examples

that can be used in peer-to-peer conversation and design work

• Planning for the predictable missteps,

hiccups, and grumpiness by design

• Modifying glossary language to make it

accessible and helpful

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INSIGHTS

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DIAGNOSTIC CHECK

Established Goals (Standards) Knowledge and Skills Other Evidence Performance Tasks Desired Results Assessment Evidence Learning Plan Understandings Essential Questions Acquisition Meaning Transfer

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FINDING ILLUSTRATIVE EXAMPLES

• Take time to review and add in helpful

examples

• Explain why your example meets design

standards to someone else

• Share “before” and “after” examples by

applying design standards

• Consider words that can and should be

clarified in the glossary

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YOUR GLOSSARY

• To promote clarity of

each component (definition and value)

• To give every educator

a “measuring stick” of what quality looks like

• To provide space for

an illustrative example that resonates with staff

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REAL CHALLENGES

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12 WAYS TO KILL UBD BY DESIGN

• 1. Fixate on terminology and

boxes in the Template

• 2. Mandate that every teacher

must use UbD for ALL of their planning immediately

• 3. Introduce UbD immediately

as this year’s focus.

• 4. Attempt to implement too

many initiatives simultaneously.

• 5. Assume that staff members

understand the need for UbD and/or will naturally welcome it.

• 6. Provide one introductory

presentation on UbD and assume that teachers now have the ability to implement UbD well.

• 7. Provide UbD training only for

teachers

• 8. Provide minimal UbD training

for some willing and expect turn-key training of all other staff by those few pioneers.

• 9. Train people in Stage 1 in Year

1, Stage 2 in Year 2, Stage 3 in Year 3 – insuring no useful results will occur for years, and big picture is rarely seen.

• 10. Announce that UbD is the
• fficial way to plan all lessons

from here on – even though UbD is not a lesson-plan system

• 11. Standardize all implementation

and experimentation.

• 12. Start with any old unit.

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WORRIES, FEARS

• Just getting

started… Identifying 2-3 areas that we can plan to avoid by design

• Already started…

Identifying 2-3 areas that are potential misunderstandings or missteps and plan to avoid by design

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TAKING ACTION

• Frequently asked question document:

posted online at learningpersonalized.com/hampton

– Can be phrased as information statements, misunderstandings, or yes, but statements

• Design plan

– Short term and Long term – Individual and Collective responsibilities

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YES, BUT…

When I’m reflecting on what I do, I see a lot more Acquisition Activities and very little Meaning Making and Transfer. Is that okay?

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USE TODAYSMEET TO RESPOND…

• What stuck with

you today?

• What do you want

to learn more about next?

• What are you

going to try (again) based on your time here?

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TOO MUCH INFORMATION FOR NOW?

Frequently Asked Question (FAQ) Guide will be driven by your questions and struggles

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