1 ©2007 Ball State University Morning Message Understanding: “The capacity to apply facts,...

1©2007 Ball State University

Morning MessageUnderstanding: “The capacity to apply facts, concepts and skills in new situations in appropriate ways.”

-Dr. Howard Gardner

http://www.youtube.com/watch?v=wVxT4XO0ZuY


Goals for EPIC Workshop 3

• Review Stages 1 & 2• Assess Stages 1 & 2 of your draft unit• Introduce Stage 3: Learning Plan • SmartDESKTOP: Resource Connection• Work Time

– rgrade– SmartDESKTOP– Curriculum


Stages of EPIC:

Stage 1: Identify desired results (Workshop 1)

Stage 2: Develop assessments (Workshop 2)

Stage 3: Design learning plan (Workshop 3)

Stage 4: Analyze assessment evidence

Stage 5: Revise and disseminate curriculum


Understanding in All Stages

Based on Wiggins and McTighe’s six facets of understanding toserve as recursive model in curriculum and assessmentdevelopment:

– Explanation– Interpretation– Application– Perspective– Empathy– Self-knowledge


The EPIC Model

smartDESKTOPsmartDESKTOP

2. Develop 2. Develop AssessmentsAssessments

1. Identify 1. Identify Desired Desired ResultsResults

3. Design 3. Design Learning Learning

PlanPlan

5. Revise / 5. Revise / DisseminateDisseminate

4. Analyze 4. Analyze EvidenceEvidence

Six Facets of Six Facets of UnderstandingUnderstanding

At Least ONEAt Least ONECurricularCurricular

UnitUnit

Big IdeasBig Ideas

rGraderGrade

Implement Implement UnitUnit


EPIC Model in Action

2. Develop Assessments

Six Facets of Six Facets of UnderstandingUnderstanding

1. Identify Desired Results

Big IdeasBig Ideas

4. Analyze Evidence

rGraderGrade

3. Design Learning

Plan

Implement Implement UnitUnit

5. Revise / Disseminate

smartDESKTOPsmartDESKTOP

Rubric DesignRubric Designand Standardsand Standards

OngoingOngoingCollaborationCollaboration


3 Stages of Design

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences & instruction


The “big ideas” of each stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

Unpack the content standards and ‘content’, focus on big ideas

Analyze multiple sources of evidence, aligned with Stage 1

Derive the implied learning from Stages 1 & 2

What are the big ideas?

What’s the evidence?

How will we get there?

© 2002 Grant Wiggins & Jay McTighe


Worth BeingFamiliar With

Clarifying Content Priorities

Important toKnow and Do

© 1998 Grant Wiggins and Jay McTighe

EnduringUnderstandings


Worth BeingFamiliar With

Establishing Curricular Priorities and Assessment-Stage 2

Important toKnow and Do

© 1998 Grant Wiggins and Jay McTighe

EnduringUnderstandings

Traditional Quizzes and Tests

Performance Tasks and Projects

•Paper and pencil•Selected response•Constructed response

•Complex•Open-ended•Authentic

You’ve got to go below the surface...


to uncover the really ‘big ideas.’



3 Stages of Design



3. Plan learning experiences & instruction


Stage 1 – Identify desired results.

•Key: Focus on Big ideas– Enduring Understandings: What specific insights about big ideas

do we want students to leave with?

– What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?

– What should students know and be able to do?

– What content standards are addressed explicitly by the unit?

U

K

Q

CS



The “big idea” of Stage 1:

•There is a clear focus in the unit on the big ideas•Implications:– Organize content around key concepts– Show how the big ideas offer a purpose and rationale for

the student– You will need to “unpack” Content standards in many

cases to make the implied big ideas clear



• An understanding is a “moral of the story” about the big ideas

– What specific insights will students take away about the the meaning of ‘content’

via big ideas? – Understandings summarize the desired

insights we want students to realize

From Big Ideas to Understandings about them U



Understanding, defined: They are...

– Specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’

– deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”

– Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood



Knowledge vs. Understanding– An understanding is an unobvious and important

inference, needing “uncoverage” in the unit; knowledge is a set of established “facts”.

– Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’

– Any understandings are inherently fallible “theories”; knowledge consists of the accepted “facts” upon which a “theory” is based and the “facts” which a “theory” yields.



Essential Questions• What questions –

– are arguable - and important to argue about? – are at the heart of the subject?– recur - and should recur - in professional work, adult

life, as well as in classroom inquiry? – raise more questions – provoking and sustaining

engaged inquiry?– often raise important conceptual or philosophical

issues?– can provide organizing purpose for meaningful &

connected learning?

Q





3. Plan learning experiences

& instruction

3 Stages of Design: Stage 2


http://www.bsu.edu/epic/units/0001-westward.pdf


Thinking Like an AssessorPlace UbD Stage 2, determining acceptable evidence, before UbD Stage 3, planning teaching and learning activities

Build towards a “…preponderance of evidence to convict students of learning!” – What are key complex performance tasks indicative of

understanding?

– What other evidence will be collected to build the case for understanding, knowledge, and skill?

– What rubrics will be used to assess complex performance?


3 Principles of Effective Assessment

1. Consider photo albums vs. snapshots. 2. Match the measures with the goals.

3. Form follows function.


Reliability: Snapshot vs. Photo Album

• We need patterns that overcome inherent measurement error– Sound assessment (particularly of State Standards)

requires multiple evidence over time - a photo album vs. a single snapshot



Performance Task Using GRASPS

(G) A real-world Goal(R) A meaningful Role for the student(A) Authentic real-world Audience(S) A contextualized Situation that involves real-world

application(P) Student-generated culminating Products and

Performances(S) Consensus -driven performance Standards

(criteria) for judging success

Photo Album:


• What are you most proud of?• How does what you learned connect with

other learning?• How has what you learned connect to other

learning?• (refer to pages 79-80 in “Integrating” for

additional self-assessment questions)

Self-Assessment Photo Album:


Principles of Effective Assessment




1. What is the difference between knowing and understanding?

2. How will we know that students truly understand the big ideas that we have identified?

3. How might we allow students to demonstrate their understandings in diverse ways without

compromising standards?

Assessing UnderstandingMatch to Goals:


1. Declarative Knowledge: What students should know and understand

• e.g. Vocabulary word match

2. Procedural Knowledge: What students should be able to do and understand

• e.g. Venn diagram

3. Dispositions: what attitudes or habits of mind students should display • e.g. Persuasive writing

3 Types of Educational GoalsMatch to Goals:


1. Explain (write a letter to a friend back east)2. Interpret (open-mind portrait)3. Apply (create a museum exhibit)4. Perspective (debate)5. Empathy (simulated journal entries)6. Self-Knowledge (reflection on pioneer spirit)

Six Facets of UnderstandingMatch to Goals:


3 Principles of Effective Assessment




Form Follows Function

1. What are we assessing?

2. Why are we assessing?

3. For whom are the results intended?

4. How will the results be used?


1. Assess Before Teaching (anticipation guide)

2. Offer Appropriate Choices (museum artifacts)

3. Provide Feedback Early and Often (duh)

4. Encourage Self-Assessment and Reflection (students respond to rubrics)

Classroom Assessment PracticesForm Follows Function:


Assessment Technologies

• Providing teachers with tools to translate assessment goals into evidence gathering and analysis

• EPIC teachers are currently creating standards-based rubrics in BSU’s rGrade

• rGrade’s digital gradebook helps manage rubric-based, performance assessment in everyday practice


Characteristics of the Best Learning Design p. 267

ExpectationsAssessmentInstructionLearning ActivitiesSequence and Coherence


Expectations (Stage 1) • Provide clear learning goals and performance

expectations.• Cast learning goals in terms of genuine and

meaningful performance.• Frame the work around genuine questions

and meaningful challenges.• Show models and exemplars of expected

performance.


Assessment (Stage 2) • There is no mystery as to performance goals

or standards.• Diagnostic assessments check for prior

knowledge, skill level, and misconceptions.• Students demonstrate their understanding

through real-world applications• Assessment methods are matched to

achievement targets.


Assessment (Stage 2) Cont.

• Ongoing, timely feedback is provided.• Learners have opportunities for trial and

error, reflection and revision.• Self-assessment is expected.


• Presentation of Westward Movement and Pioneer Life with Connections to Contemporary Times





Assessing your Stages 1 & 2

Use EPIC Unit rubric (see handout)


Discuss Stages 1 & 2 Drafts




3. Plan learning experiences

& instruction

3 Stages of Design: Stage 3




Effective & Engaging Activity


Stage 3 big idea:

EFFECTIVE

and

ENGAGING



Stage 3 – Plan Learning Experiences & InstructionA focus on engaging and effective learning, “designed in”– What learning experiences and instruction will

promote the desired understanding, knowledge and skill of Stage 1?

– How will the design ensure that all students are maximally engaged and effective at meeting the goals?

L



4 Overarching Questions to Guide Curriculum Development1. Who are the students I will teach?2. What matters most for students to learn here (curriculum)?3. How must I teach to ensure that each student grows

systematically toward attainment of the goal and move beyond it when indicated (instruction)?

4. How will I know who is successful and who is not yet successful with particular goals (assessment)?


1. Explain (write a letter to a friend back east)2. Interpret (open-mind portrait)3. Apply (create a museum exhibit)4. Perspective (debate)5. Empathy (simulated journal entries)6. Self-Knowledge (reflection on pioneer spirit)

Six Facets of Understanding


Brainstorming Learning Activities Using the 6 Facets• Examples on pages 230-231

• Blank copy on page 232


W.H.E.R.E.T.O. FrameworkW= Where are we headed?H=How will the students be hooked?E=What opportunities will there be to equip,

experience, and explore key issues? R=What will provide opportunities to rethink, rehearse,

refine and revise?E=How will students evaluate their work? T=How will the work be tailored to individual needs,

interests, styles?O=How will the work be organized for maximal

engagement and effectiveness?


“Where are we headed?”

Introduce essential questions and key

vocabulary

1. What is pioneer spirit?

2. Why do people move?

3. What happens when cultures collide?


How will the student be ‘hooked’?Read aloud Dandelions (Bunting) Quickwrite in learning log:

What does this book tell us about frontier life in the 1800’s? The

pioneer spirit? H


What opportunities will there be to be equipped, and to experience and explore key ideas?Introduce the Larkin Family—Read aloud pp. 6-7 Daily Lifein a Covered Wagon ; Students choose the perspective ofeither Hiram (father); Hetty (mother); Rachel (14); Abraham(10); Rebecca (7); or Matthew Belknap 18 year old orphan Quickwrite in learning log: What do you think the journeywest will be like for you? ET


What will provide opportunities to rethink, rehearse, refine and revise?

• Students prepare for debate choosing their perspective and developing their argument: Who were the winners and who were the losers in the settlement of the West. One side will argue that there are no losers; the opposing side will argue that the Native Americans were losers.


How will students evaluate their work

• Student self-assessment and reflection• Peer-evaluate friendly letter to a friend

back East• Self-asses the museum display


How will the work be tailored to individual needs, interests, styles?

Give booktalks on historical fiction books for guided reading; students rank order preference HT: – o The Ballad of Lucy Whipple (Cushman)– o Black-Eyed Susan (Armstrong)– o Prairie Songs (Conrad)– o Thunder Rolling in the Mountains (O’Dell)– o Moccasin Trail (McGraw)


Indian Chiefs

Read aloud introduction pp3-9 to introduce collectedbiography of six Indianchiefs and how theyresponded to the WestwardExpansion; Quickwrite: What would you have done? H Students rank order theirpreference of chief. T


Characteristics of the Best Learning Design p. 267

ExpectationsAssessmentInstructionLearning ActivitiesSequence and Coherence


Instruction• The teacher serves as a facilitator or coach to

support the learner. • Targeted instruction and relevant resources are

provided to equip students for expected performance.

• The textbook serves as one resource among many.• The teacher “uncover” important ideas and

processes by exploring essential questions and genuine applications of knowledge and skills.


Learning Activities

• Individual differences are accommodated through a variety of activities and methods.

• There is a variety in work methods and students have some choice.

• Learning is active and experiential to help students construct meaning.

• Cycles of model-try-feedback-refine anchor the learning.


Sequence and Coherence• Start with a hook, and immerse the learner in

a genuine problem, issue, or challenge.• Move back and forth from whole to part, with

increasing complexity.• Scaffold learning in doable increments.• Teach as needed; don’t overteach all of the

basics first.• Revisit ideas; have learners rethink and

revise earlier ideas and work.• Be flexible!


• Presentation of Westward Movement and Pioneer Life with Connections to Contemporary Times



WHERETO ACTIVITY • Create a visual that will explain the letter and

share an idea for one of your units • W group use WB page 215-216 and 121-122• H group use WB page 217 and 122-123• E group use WB page 218-220 and 123-124• R group use WB page 221-222 and 124• E group use WB page 223 and 125• T group use WB page 224 and 125-126• O group use WB page 225 and126-127


SmartDESKTOP

Resource ConnectionSee this link:http://www.glumbert.com/media/shift

http://www.glumbert.com/media/shift





IHC Showcase

• Monday April 30th from 4:00-7:00

• Directions to the Indiana Humanities Council

posted on EPIC website


Unit Work Time – rgrade

– SmartDESKTOP

– Curriculum


Closure 12:45: What’s NextReminders of tasks to complete:• Complete online evaluation of workshop 3• Post a draft of your entire unit by May 14th

on SmartDESKTOP’s Knowledge Base• Provide feedback to 2-3 peers by June 15

(we will match up peers)• Meet once in summer: Muncie (June) or

Indy(July)


Fall 2007 Activities

– Teach your unit (finish by Oct. 15)• Keep Weekly Journal

• Collect student artifacts

• Assess performance task on rGrade

– Schedule Interviews/observations– Revise unit and email to EPIC (We’ll post on

smartDESKTOP.)– Complete in Post-survey– Participate in IHC Fall Showcase in early November

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