designs 2010 session 2 elementary

Session TwoJanuary 26, 2010

Capilano Elementary

Designing Instruction for Deep Learning and Diversity

Designs 2010 Series • January 12 Setting the Stage for Instructional Design that

fosters Deep Learning and Embraces Diversity

• January 26 Backward Design: Goal Setting, Enduring Understandings, Essential Questions

• February 9 Backward Design Stage Two: Assessment For, As, Of Learning

• March 29 Backward Design Stage Three: Teaching for Deep Understanding and Diversity

• April 12 Differentiated Assessment and Instruction Practices

Parking Lot

Please use a “scrap strip” on your table for any questions,

thoughts, or comments.

Post-its: Please post any of your wonderings

to one of the “Wonder

Walls” throughout the session.

“To begin with the end in mind means to start with a clear

understanding of your destination.”

S. Covey The 7 Habits of Highly Effective People

“Deliberate and focused instructional design requires us to make an important shift… The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.”

“Backward Design”

• Effective units with deeper understandings

• Curriculum design that meets the needs of all learners in the class

UBD End Results

Backward Design Model – 3 Stages

1. Identify desired results

2. Determine acceptable evidence (Feb 9th)

3. Plan learning experiences and instruction (March 29th)

Three different but interrelated goals:

• For students to acquire important information and skills

• For students to make meaning of that content

• For students to effectively transfer their learning to new situations both within school and beyond it

Wiggins & McTighe (2008). Putting Understanding First. ASCD.

Learning For Understanding

1. Activity-Oriented Design“Hands-on without “Minds On”

2. Curriculum Coverage“Marching through the textbook”

“Twin Sins” of Curriculum Design

Concept-Based Instruction:• Results in higher-level,

integrated thinking• Timeless, universal, and

abstract• Forces students to think

about topics and facts in terms of their transferable significance (cross-curricular)

• Allows flexibility to allow students to search for and construct knowledge

Topic-Based Instruction:• Holds learning to a fact or

activity level• Topical Theme Instruction

(e.g., Plants, Dinosaurs, Japan, Penguins)

• Has short term use – to cover an event, issue , or set of facts

• Increases the overloaded curriculum

Concept Based vs. Topic Based Instruction

Erickson, L. (2008). Stirring the head, heart and soul: redefining curriculum, instruction, and concept-based learning. p 30 - 41

Allows instruction to be more effective by providing the opportunity for teachers (K-12 and beyond) to work as a team to systematically build conceptual understandings throughout the student’s years of education.

Concept-Based Instruction

Erickson, L. (2008). Stirring the head, heart and soul: redefining curriculum, instruction, and concept-based learning. p 30 - 41

BEFORE UbD

• Look at the Grade 3 Social Studies unit

• Which of the “twin sins” are represented in this lesson?

AFTER UbD

• Discuss the changes evident in the lesson after “Backward Design” has been applied

Pioneer Life: Lesson Make-Over

Unit Topic:

BIG IDEA(S):

STAGE 1: Desired ResultsSTAGE 1: Desired ResultsSTAGE 1: Desired Results

Prescribed Learning Outcomes:Prescribed Learning Outcomes:Prescribed Learning Outcomes:

Enduring Understandings: Enduring Understandings: Essential Questions:

Knowledge:Knowledge: Skills:

Backward Design Unit Template

• Unit Topic

• Prescribed Learning Outcomes (Goals)

• Big Ideas (Concepts)

• Enduring Understandings

• Essential Questions

• Knowledge and Skills

Stage 1: Desired ResultsUsing the Planning Template

• Danger of coverage mentality• Need to prioritize & identify BIG IDEAS• Clarity of goal essential for success• Planning for multiple ways of engagement

(UDL) – to tap into learners’ interests, challenge them appropriately, and motivate them to learn

Meaningful Use of PLOs

• Provide a conceptual lens

• Are universal and timeless – carry through the ages and across cultures

• Are broad, abstract, transferable

• Are the “core” of the subject – they need to be uncovered allowing students “dig deep” into learning

• Are the building blocks for Enduring Understandings

• Examples: equity, good triumphs over evil, problem solving

BIG IDEAS

1. Select 2-3 related PLOs – Look for a natural link or connection between

the content of the PLOs

– Select PLOs based on what you know about students’ learning needs, readiness, and interests

Finding the Big Ideas: Unpacking the Learning Goals (PLOs)

2. Highlight the key (recurring) nouns and adjectives in the PLOs selected

3. Look at the lists of transferable concepts and use the “funnel” questions handout to assist in identifying the Big Ideas (concepts) implied by the nouns and adjectives in the PLOs

Finding the Big Ideas: Unpacking the Learning Goals (PLOs)

4. Identify a pair (two) concepts that:– Indicate the kind of inquiries that must be

made (e.g., compare and contrast)

– Suggest the kind of rethinking that learners will need to do in order to understand the ideas and find them useful

Wiggins & McTighe (2005). Understanding by Design. P. 69-70

Finding the Big Ideas: Unpacking the Learning Goals (PLOs)

PLOs for Grade 3 Social Studies

• B1: Identify changes that can occur in communities over time

• B2: Describe the importance of communities

• B3: Identify cultural similarities and differences

Big Ideas: change, similarities and differences, culture

Unpacking PLOs: Grade 3 Example

• Work through the steps of unpacking the PLOs to find the Big Ideas (key concepts).

School Teams: Your Task

1. Select 2-3 related PLOs

2. Highlight the key (recurring) nouns and adjectives in the PLOs selected

3. Identify concepts implied by the nouns and adjectives in the PLOs

4. Identify a pair (two) concepts that: - Indicate the kind of inquiries that must be made

- Suggest the kind of rethinking that learners will need to do in order to understand the ideas and find them useful

Finding the Big Ideas: Unpacking the Learning Goals (PLOs)

Enduring Understandings

What will the students

remember for:

40 seconds?40 minutes?

40 years?

Establishing Curricular Priorities

Worth being familiar with

Important to know and do

Big Ideas and Enduring

Understandings

• Statements of conceptual relationships – includes two (or more) concepts (Big Ideas) derived from the PLOs

• Transfers through time and across cultures and situations

• Completes the stem “Students will understand that….”

Enduring Understandings Are:

Erickson, L. (2008). Stirring the head, heart and soul: redefining curriculum, instruction, and concept-based learning. p 87-88

Grade 3 Example: PLOs for Grade 3 Social Studies

• B1: Identify changes that can occur in communities over time

• B2: Describe the importance of communities

• B3: Identify cultural similarities and differences

Big Ideas: change, similarities and differences, culture

Enduring Understanding:Communities change over time to meet people’s needs.

• Sort the statements in the envelope on your table into yes examples and no examples of enduring understandings

• Generate a list of the attributes of a “good” (exemplar) enduring understanding

• Write these attributes on the 11x17 paper on your table

Enduring Understandings Table Work: Sorting Activity

• What we believe is part of who we are.

• Homes reflect personal identity and local culture.

• Past civilizations shape present day systems and technologies.

• Exploration leads to discovery and develops new understandings.

• Imagination is a powerful tool for extending our ability to think, create and express ourselves.

• Family histories provide an insight into cultural and personal identity.

• Communities are enriched by their members and the different perspectives that they bring.

Yes Examples

• Ancient Egyptians had a sophisticated irrigation system.

• Explore what an integer is.

• My family is special and unique.

• Finding peaceful solutions to conflict leads to a better quality of human life.

• Mammals have characteristics and needs.

• Communities would be enriched if everybody just got along!

• Do you really know who your parents are?

• It is important to preserve local ecosystems.

No Examples

• Compare the attributes listed on the handout to those listed on your chart paper

• Enter into a brief dialogue of comparisons between the two…– “I notice that….”

Handout

• Based on the Big Ideas (concepts) at the heart of the discipline - has enduring value beyond the classroom

• Need to be “uncovered” in order to be learned - through sustained inquiry

• What we want the students to understand 40 years from now

Enduring Understandings

You’ve got to go below the surface…

• Using the identified Big Ideas (concepts) write an Enduring Understanding.

Your Task

• Help us stay focused on the Enduring Understanding

• Broad and open-ended

• Are arguable and important to argue about

• Raise more questions-provoking and sustaining engaged inquiry

• Spark meaningful connections

• Foster deep and transferable knowledge

Essential Questions

Big Ideas: change, similarities and differences, culture.

Enduring Understanding: Communities change over time to meet people’s needs.

ESSENTIAL QUESTIONS: • What defines a community?

• What are the similarities and differences between communities?

• How and why do communities change?

• How do people’s needs affect change in a community?

• How do communities reflect the needs of people living in them?

Examples of Essential Questions

• Essential Questions– Asked to be argued– Designed to “uncover” new ideas, views, lines of

arguments.– Set up inquiry, heading to new understandings.

• Leading Questions– Asked as a reminder to prompt recall– Designed to ‘cover’ knowledge– Point to a single, straightforward fact-a rhetorical

question.

Essential vs. Leading Questions

Yes Examples:

• How do effective writers hook and hold their readers?

• What distinguishes fluent second language learners from native speakers?

• Who wins and who loses when technologies change?

No Examples:

• What is foreshadowing? Can you find an example?

• What are some French colloquialisms that native speakers would use?

• Name four technologies that have improved human life.

Essential Questions – Concept Attainment

• When was the Canadian Constitution signed?

• What are the relationships between popularity and greatness in literature?

• What do masks and their use reveal about a culture?

• Name six mathematical ideas or discoveries.

• What makes writing worth reading?

• How should governments balance the rights of individuals with the common good?

Essential Questions – Yes or No?

• Design Essential Questions that will help students to understand the Enduring Understanding

Your Task

Where to Differentiate?Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3

Questions?

Remember to put any “Post-It” questions on one of the “Wonder Walls” before you leave!

Reflections and Feedback

Next Session:February 9th at the LMCC

Backward Design Stage Two: Assessment For, As, Of Learning