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UbD Advanced Concepts

UbD Advanced Concepts. Tuesday, Dec. 19th Stephanie Hollar and Sarah Folzenlogen Wiki: https://shollar.wikispaces.com/UbD+Advanced+Concepts. Just for fun….

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UbD Advanced Concepts

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  1. UbD Advanced Concepts Tuesday, Dec. 19th Stephanie Hollar and Sarah Folzenlogen Wiki: https://shollar.wikispaces.com/UbD+Advanced+Concepts

  2. Just for fun… • On Monday morning you have to go back to your colleagues and present a 3 minute overview of UbD and how it has transformed your thinking about teaching and learning. In preparation write a short paragraph or outline of your talk.

  3. Enduring Understandings • Pieces of the “big idea”of unit • Transferable –situations, places, times • Supportable conclusions • Defensible and in depth • Can change overtime as new evidence arguments and reflection occurs • Lead to discovery & development of new knowledge • Assessed best through performance tasks

  4. Essential Questions • Cause inquiry into the “Big Idea” of the unit • Provoke deep thought, discussion, new understanding • Require students to consider alternatives, weigh evidence, support their ideas and justify their answers • Spark meaningful connection with learning/experience

  5. Understanding by Design

  6. UBD template

  7. UbD Template-stage 2

  8. Stage 3

  9. Stage 2: Why do we assess?

  10. What are our options? • Formal observations • Students self assessment • Peer review • Long term authentic projects • Portfolios • Reflective journals/learning log • Informal observation • Selected response quizzes/test (MC, T/F) • Written/oral responses to prompt (short answer) • Performance assess. Task • Extended written products (essays, lab reports) • Visual products ( ppt, movie, mural) • Oral performance (oral report, foreign language dialogue) • Demonstrations (skill performance-choir/gym)

  11. Assessment measures should reflect our learning goals!

  12. UbD=Backward Design

  13. Performance assessment tasks • Read through the pages of Performance Task examples, located at the end of your packet, and jot down common characteristics that you see within the tasks. • Create a list of common characteristics with your table.

  14. G.R.A.S.P.S. • Goal • Role • Audience • Situation • Product/Performance/Purpose • Standards/Criteria for Success Page 81-82 in UbD Advanced Concepts

  15. LUNCH EXIT SLIP Finish this analogy: _____________ is to _______________ AS Understanding is to UbD

  16. Performance List & Rubrics • Different tool for assessing… • Gaining evidence of student growth (SLO) • Key Criteria • Content • Process • Quality • Impact

  17. Framing Assessment = Evidence of Understanding Performance Tasks -Authentic context -Yield Product/Performance -Demand thoughtful application -Integrate subjects- tech -No single correct answer or right way -Evaluated via rubric Other Evidence: -test -quizzes -prompts -work samples -observations -ect.

  18. Stage 2 template

  19. Stage 3: Learning Plan Wiggins and McTighe http://wisconsin2008.wikispaces.com/UBD+Part+3

  20. W Where? Why? What? What ideas do you have to communicate your Where? Why? Whats? to your students??

  21. E,R,E…Formative Assessment: John: I taught my dog to whistle. Karen: Let’s hear it! John: He can’t whistle. Karen: I thought you said you taught him to whistle. John: I did. He just didn’t learn it.

  22. Formative Assessment-Gallery Walk • Each station… • What is Formative Assessment & what are some characteristics of FA…how is it related to/fits in with summative assessment? • What is FA role in the classroom and why is it important? What actions are involved in FA? • What characteristics should our classroom climate/culture have that would help students to understand and use feedback effectively? What ideas do you use in your classroom to encourage assessment/reflection?

  23. What is Effective Formative Assessment? An assessment is formative if it is an interim look at how much progress has been made against a long-term goal AND if the feedback can be used to adjust learning in time. (Wiggins & McTighe) Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. (Popham, Transformative Assessment)

  24. Why do FA? Effective and Engaging • Classrooms that employ effective FA and feedback show larger classroom achievement gains that are "amongst the largest ever reported for educational interventions” "Assessment and Classroom Learning" (Black & Wiliam 1998) • Stay on target • To inform and alter instruction based on data as needed • Common Core, SLO, Rigor

  25. FA-Where? UbD=Backward Design

  26. FA-Where? Stage 3

  27. wiki Setting the stage & Knowing your needs • Classroom Climate/Culture • What are you EQUIPING your students to do • level of thinking needed • Time • What feedback do learners need to move forward • Individual vs. Whole Group • Quick check vs. Learning Activity

  28. Your turn… Using goals, assessment tasks and learning plan.. • Look through the FA resources in the wiki • Identify opportunities in your current learning plan where FA is needed • Pick one of those opportunities, determine 2 different FAs that you might be able to use.

  29. FA-How? Matching Rigor to FA

  30. Matching Rigor to FA-example VOCAB: Courage, Ingenuity, Collaboration

  31. Assessing for Understanding Six Facets of Understanding Wiggins and McTighe Page 95 & 99- 6 Facet Starters See Wiki

  32. Formative Assessment… • On Monday morning you have to go back to your colleagues and present a 3 minute overview of UbD how it has transformed your thinking about teaching and learning. In preparation write a short paragraph or outline of your talk.

  33. Your turn… Using goals, assessment tasks and learning plan.. Write a question/statement to use in one of the formative assessments you have picked. Write it at a low level of thinking (or on a knowing level) and then on a higher level of thinking and understanding. Share with a partner…do you see the goals and the assessment reflected in FA???

  34. What do you do with the FA info?? • IF THIS…..THEN….

  35. Your Turn…Video Analysis • https://www.teachingchannel.org/videos/daily-lesson-assessment?fd=1 • why did she give students the options of responses? What do you think she will do with the information? How could it alter her instruction? How does this provide feedback for the student?

  36. Your Turn…Video Analysis • https://www.teachingchannel.org/videos/student-goal-setting • Be Sure To statements…. What is the teacher checking for? What can she do to alter instruction based on that information? How does this FA give students feedback when learning a skill? What action can a student take with this feedback?

  37. If this…then… Stage 3

  38. Wrap up.. Evaluation • Look back at your speech from this morning. How would you alter the speech to reflect learning from today?

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