Breakout1:

PlanningwiththeEndinMindinAlgebraI

SamanthaHendershotAlexandraWeyforthJenniferMcBethAndreaDickie

AnnieMetzbower

DesiredOutcomes

Allsecondaryteacherswill…•  Ar/culatekeyconceptsofUnderstandingbyDesign®andhowtheUbDframeworkcanimproveplanning,assessment,andinstruc/on.

•  Ar?culatekeyconceptsofthecommonhighqualitysumma0veassessmentswithcommonscoringini?a?ve.(SIPandCurricularProgramsStrategicIni0a0ve)

ExaminingUbD

Inthissession,wewill:•  ExamineStage1:DesiredResultsofUnderstandingbyDesign

•  PreviewStage2:AssessmentEvidenceofUnderstandingbyDesign

•  Applyunderstandingtoinstruc?onalplanningforUnit1orUnit2ofMathema?cs6

Essen/alQues/ons•  Howdoweensurethateachandeverystudentreceiveshighqualityinstruc?oneachday?

•  Whatisunderstandinginmathema?csandhowmighttheUbDFrameworkimprovethequalityofplannedinstruc?onandstudentlearninginthemathema0csclassroomandacrossdisciplines?

PartnerDiscussion

Withapartner,ortwo,take4minutestodiscuss…

•  Howdoyoudefine“studentunderstanding”?

•  Whatisthedifferencebetween“reallygeXngit”and“regurgita?ngbackwhatwastaught?”Whatarethedifferencesfromastudent’sperspec?ve?

PlanningwiththeEndinMind=UnderstandingbyDesign®

ThreeStagesofUbDDesign•  Stage1–Iden?fyDesiredResults

•  Stage2–DetermineAssessmentEvidence

•  Stage3–DevelopaLearningPlan

Stage1:Iden?fyingDesiredResultsInstageoneweconsiderthegoals.•  Whatshouldstudentsknow,understand,andbeabletodo?

•  Whatbigideasareworthyofunderstandingandimpliedintheestablishedgoals(e.g.,contentstandards,curriculumobjec?ves,etc.)?

•  What“enduring”understandingsaredesired?•  Whatprovoca?veques?onsareworthpursuingtoguidestudentinquiryintothesebigideas?

•  Whatspecificknowledgeandskillsaretargetedinthegoalsandneededforeffec?veperformance?

Stage2:DeterminingAcceptableEvidence

Inthesecondstageweconsiderevidenceoflearning.•  Howwillweknowifstudentshaveachievedthedesiredresultsandmetthecontentstandards?

•  Howwillweknowthatstudentsreallyunderstandtheiden?fiedbigideas?

•  Whatwillweacceptasevidenceofproficiency?Thebackwarddesignorienta?onsuggeststhatwethinkaboutourdesignintermsofthecollectedassessmentevidenceneededtodocumentandvalidatethatthedesiredresultsofStage1havebeenachieved.

Stage3:PlanLearningExperiences&Instruc?onWithiden?fiedresultsandappropriateevidenceofunderstandinginmind,itisnow?metodevelopthelearningplan.•  Whatwillneedtobetaughtandcoached,andhowshould

itbestbetaught,inlightoftheperformancegoals?•  Whatsequenceofac?vitybestsuitsthedesiredresults?Inplanningthelearningac?vi?es,weconsidertheTMAelementsasguidelines:•  Howwillweequiptotransfertheirlearning?•  Howwillweengagestudentsinmakingmeaningof

importantideasandprocesses?•  Howwillwehelplearnersacquireneededknowledgeand

skills?

Byplanningwiththeendinmind,webringgreaterclarityandcoherencetoinstruc?on.

AlgebraISelectoneofthefollowingunits:Unit1:Represen/ngFunc/onalRela/onshipsUnit2PartI:Linear&Exponen/alRela/onships

WithoutreferencingthestandardsorCanvasresources,describetoapartnerthebiggestideas&understandingsthatareexploredinthisunit.Whatarestudentstoknowandbeabletodoattheendofthisunit?

UnderstandingsintheUnit

Nowconsider:•  Howdotheseunderstandingsor“meanings”connecttopreviouslearning?

•  Howdotheseunderstandingsor“meanings”setthestageforlaterlearning?

Whatisan“Essen?alQues?on”?Anessen?alques?on…•  Isopenended;hasnosimple“rightanswer”•  Ismeanttobeinves?gated,argued,lookatfromdifferentperspec?ves

•  Encouragesac?ve“meaningmaking”bythelearneraboutimportantideas

•  Raisesotherimportantques?ons•  Naturallyarisesineverydaylifeand/orin“doing”mathema?cs

•  Constantlyandappropriatelyrecurs;itcanbeaskedandre-askedover?me

DevelopingEssen?alQues?onsExamineourlistofkeyunderstandingsandselectatleast1foryourunit.

Whatessen?alques?onshelptoaddresstheseunderstandingsandmeettheexpecta?onsforstudentlearninginthisunit?

EnduringUnderstandings Essen/alQues/ons

GatheringEvidenceintheUnit

Howwillwegather“validevidence”ofstudentunderstanding?

Assessingforunderstandingrequiresevidenceofthestudent’sabilityto:•  insighgullyexplainorinterprettheirlearning–to“show

theirwork”andto“jus?fy”or“support”theirperformancewithcommentary.

•  Applytheirlearninginnew,varied,andrealis?csitua?ons(transfer)

ExploringCanvasUnitataGlance

ExploringCanvasUnitataGlance

ExploringCanvasUnitataGlance

Suppor/ngOurWorkwithUbD®SY16-17 SY17-18 SY18-19 SY19-20 SY20-21

Teachers PerformanceAssessmentinUbD(BackwardDesign)

UnitPlanninginUbD–DesigningEssen?alQues?ons

LessonPlanninginUbD–Forma?veAssessment

LessonPlanninginUbD–Differen?atedInstruc?on

UnitPlanninginUbD–EvidenceofStudentLearning

Site-BasedAdmin

LeadingUbDAssessmentinSchools

LeadingUbDPlanninginSchools

LeadingUbDForma?veAssessmentinSchools

LeadingDifferen?atedInstruc?oninSchools

LeadingEffec?veSystemsforEvalua?ngEvidenceofStudentLearning

CentralOfficeStaff

DevelopingUbDUnitResourcesinCanvas(StageI)

DevelopingUbDAssessmentResourcesinCanvas(Stage2)

DevelopingUbDLessonResourcesinCanvas(Stage3)

DevelopingUbDProfessionalLearningResourcesinCanvas

DevelopingUbDProfessionalLearningResourcesinCanvas

ClosingReflec?on

• WhatarethekeyelementsofStage1:DesiredResults?

•  HowcanweapplyStage1toourplanningforinstruc?on?

OurSharedVision

Everystudentisinspiredtolearnandempoweredtoexcel!

It’snotaboutdoingsomethingnew…it’saboutge`ngbeaeratwhatwedo!