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

3/6/16 ¡ CREATING A COHERENT CURRICULUM THAT IS GOOD FOR TEACHERS AND STUDENTS Allison Zmuda allison@allisonzmuda.com 1 OUR GOALS DAY 1 DAY 2 • Making the case for • Finish identifying UbD powerful examples that can be used in • Identifying powerful peer-to-peer examples that can be conversation and used in peer-to-peer design work conversation and design work • Planning for the predictable missteps, hiccups, and grumpiness by design • Modifying glossary language to make it accessible and helpful 2 1 ¡

3/6/16 ¡ WAYS OF INTERACTING DURING SESSION • Respond to questions • See what other people are thinking • Ask questions (basis Go to: for the creation of a todaysmeet.com/ division-wide FAQ hampton document) • Type a nickname in blue box • Click join KEY PRINCIPLE #1 The point of school is effective understanding , not prompted recall of content. Measurement of Understanding provides opportunities to make sense of and transfer. “Backward” Design articulates desired results to mindfully plan assessment and instruction. 4 2 ¡

3/6/16 ¡ 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 5 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 our times. • We want to do work that is relevant, meaningful and authentic. • We want to be engaged intellectually • We want stronger relationships with our teachers, with each other and with our communities locally, provincially, nationally and globally. 6 3 ¡

3/6/16 ¡ 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 7 KEY PRINCIPLE #2 The point of school is effective understanding , not prompted recall of content. Measurement of Understanding provides opportunities to make sense of and transfer. “Backward” Design articulates desired results to mindfully plan assessment and instruction. 8 4 ¡

3/6/16 ¡ WHAT IS REAL UNDERSTANDING? HOW DOES IT DIFFER FROM ‘KNOWS A LOT ’ • If you really • If you know a lot, understand you but don’t really can... understand, you can only... 9 GROUP THE ANSWERS • If you really understand you can... Connect Support Figure Out Apply Not just Teach Plug in Use Create Say why Interpret 10 5 ¡

3/6/16 ¡ CRUCIAL DESIGN IMPLICATIONS 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 11 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 often 12 6 ¡

3/6/16 ¡ KEY PRINCIPLE #3 The point of school is effective understanding , not prompted recall of content. Measurement of Understanding provides opportunities to make sense of and transfer. “Backward” Design articulates desired results to mindfully plan assessment and instruction. 13 THREE STAGES OF BACKWARD DESIGN Stage 1: DESIRED RESULTS Stage 2: ASSESSMENT EVIDENCE Stage 3: LEARNING PLAN 14 7 ¡

3/6/16 ¡ THREE STAGES OF BACKWARD DESIGN 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 15 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, or questions? – Focusing classroom time mainly on teacher- led, whole-class discussion? 8 ¡

3/6/16 ¡ WHAT TO KEEP , WHAT TO LET GO 17 WHAT TO KEEP , WHAT TO LET GO 18 9 ¡

3/6/16 ¡ 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 or 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 19 CHALLENGES TO CLEANING OUT THE CLUTTER • What are your responses to Walt Whitman’s observation? — It is entirely a task of taking away and reducing – not one of adding to or explaining. 20 10 ¡

3/6/16 ¡ WHAT UNDERSTANDING BY DESIGN IS • A way of thinking 8(-.,!>!:!?,'&0,7!@,'%4(' purposefully about our /0-*'1,0 ! !!!!!!!!!!!!!!!!!!!!!!! $&'(J+)&/$# ,*.(+& !"#$%&"'()*++(/%(0/+%("-(*&$%1%&$%&"+2(#'%("3%*4(+%04&*&5("-... curricular planning by +,-*&*. !!!!!!!!!!!!!!!!!!!!!!! !"#$%&'("#)"*& $&&$"')(+,-!$&')."& keeping the “end in mind” "#$%&'&(&)* !"#$%&"'()*++(,&-).. . ! !!!!!! ! ! ((( !"#$%&"'()*++(/%(',*++%$(0"... • An emphasis on 8(-.,!9!:!23&7,*#, ! !!!!!!!!!!!!!!!!!!!!!! transfer, meaning, and 23-4%-(&3,!50&(,0&- "'',''6,*(!23&7,*#, 2$%3.%4("1$,'(&56&7 acquisition in all three .'/$%,$0)#$"1$ stages. 8(-.,!;!:!<,-0*&*.!=4-* • An instructional 64%80''%''9%&"( +$(%")"*,$0$"'& emphasis on educators 64-54%''( 7-&*"-4*&5 are coaches of 89:;;,*<=>?,@ABBA>C,D,E=F,4G'ABHI, understanding. 21 Make Acquire Meaning Authentic Learning Transfer 22 11 ¡

3/6/16 ¡ Transfer 23 Make Meaning 24 12 ¡

3/6/16 ¡ Acquire 25 WHAT UNDERSTANDING BY DESIGN IS NOT • A rigid program or recipe. • A set of lesson plans. 8(-.,!>!:!?,'&0,7!@,'%4(' /0-*'1,0 ! !!!!!!!!!!!!!!!!!!!!!!! $&'(J+)&/$# ,*.(+& !"#$%&"'()*++(/%(0/+%("-(*&$%1%&$%&"+2(#'%("3%*4(+%04&*&5("-... • A different way of +,-*&*. !!!!!!!!!!!!!!!!!!!!!!! “packaging” what you are !"#$%&'("#)"*& $&&$"')(+,-!$&')."& already doing. "#$%&'&(&)* !"#$%&"'()*++(,&-).. . ! !!!!!! ! ! ((( !"#$%&"'()*++(/%(',*++%$(0"... • An exercise you are 8(-.,!9!:!23&7,*#, engaging in for “new ! !!!!!!!!!!!!!!!!!!!!!! 23-4%-(&3,!50&(,0&- "'',''6,*(!23&7,*#, 2$%3.%4("1$,'(&56&7 teachers” .'/$%,$0)#$"1$ • A way to show that you are following the new standards. 8(-.,!;!:!<,-0*&*.!=4-* 64%80''%''9%&"( +$(%")"*,$0$"'& • An unbalanced focus on 64-54%''( 7-&*"-4*&5 getting students ready for the “test” 89:;;,*<=>?,@ABBA>C,D,E=F,4G'ABHI, 26 13 ¡

3/6/16 ¡ 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 27 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? 28 14 ¡

3/6/16 ¡ THREE STAGES OF BACKWARD DESIGN Stage 1: DESIRED RESULTS Stage 2: EVIDENCE Stage 3: LEARNING PLAN 29 Make Acquire Meaning Learning Goals Transfer 30 15 ¡

3/6/16 ¡ UNDERSTAND THE BIG PICTURE BEFORE ZOOMING IN ON THE DETAILS 31 UNDERSTAND THE BIG PICTURE BEFORE ZOOMING IN ON THE DETAILS 32 16 ¡

3/6/16 ¡ TRANSFER TRANSFER GOALS Transfer 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?” 34 17 ¡

3/6/16 ¡ CONTENT IS A ‘T OOL ’ ... 35 TOWARD WHAT END? 36 18 ¡

3/6/16 ¡ WHAT WERE WE AFTER ALL YEAR? By the end of THIS year, students on their own should be better able to effectively… 37 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 on purpose, task, and audience using appropriate vocabulary. 19 ¡