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Session 3
February 9, 2010
LMCC
Designing Instruction for Deep Learning and Diversity
Backward Design Model – Stage 2
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Mid – 1990s
Topic or Theme • chosen based on curriculum, personal
preference, or a favourite resource
Teaching Strategies • chosen and implemented
Assessment Strategies • chosen and implemented
Outcomes or Expectations• become apparent as the teacher
analyzes what was learned
Today
Outcomes or Expectations • determined by curriculum• unit is often organized by big ideas
Assessment Strategies • chosen based on their ability to
accurately measure achievement of outcomes
Teaching Strategies • chosen based on their ability to achieve
assessment criteria
Resources• are chosen according to applicability
to unit goals
Review of Stage 1:
• PLO’s for unit
• The Big Ideas
• The Enduring Understandings
• The Essential Questions
• Knowledge & Skills
Backward Design Model – Stage 2
BIG IDEA: Valid Evidence
ENDURING UNDERSTANDING:
What we assess and how we assessmust align with the learning goals.
Backward Design Model – Stage 2
ESSENTIAL QUESTIONS:
1. What is “valid” evidence of student learning?
2. How can we assess ‘deep understanding’of learning?
3. How do we design “authentic”assessments?
1. Review Assessment For/As/Of Learning
2. Understand what is meant by Valid Evidenceand how to align assessment with Goals.
3. Determine how to best “assess for understanding”using the 6 Facets of Understanding.
4. Develop Performance Tasks using the “GRASPS”model.
Learning Intentions for Today
At the endContinuousContinuous
SummativeFormativeFormative
Letter grades, %s, performance scales,
Goal SettingDescriptive feedback
Reporting out
Measuring learning
Students monitoring their own progress
Guiding instruction
Improving learning
Assessment OF Learning
Assessment AS Learning
Assessment FOR Learning
Types of Assessment
1. Multiple Sources of Evidence
2. Align Assessment with the Learning Goals
3. Form Follows Function• What are we assessing?• Why are we assessing?• For whom are the results intended?• How will the results be used?
Three Principles of Assessment
• Ensure that what we assess and how we assess aligns with Stage 1 Goals
• Assess only what has been taught, modeled and practiced
• Allow students to use their strengths
• Assess students’ in-depth understanding of key concepts, knowledge, and skills (Stage 1)
(Hume 2010)
VALID EVIDENCE
A Quick ‘Concept Attainment’
Understanding by Design (Wiggins and McTighe) p. 151
What would be sufficient and revealing evidence of learning?
What would be fun and interesting activities on this topic?
What performance tasks must anchor the unit and focus the instruction?
What project might students wish to do on this topic?
What are the different types of evidence required by Stage 1 desired results?
What tests should I give, based on the content I taught?
Against what criteria will we appropriately consider work and assess levels of quality?
How will I give students a grade and justify it to their parents?
1. How well did the activities go? Were students engaged?
2. Did the assessments reveal and distinguish between those who understood from those who only seemed to?
3. How did students do on the test?
4. Am I clear on the reasons behind learner mistakes?
5. Do my group assessments reveal individual students’understanding of key concepts, skills and processes?
“Testers”
In your group, sort the assessment tasks intocolumns of “valid” or “invalid”
• Could a student do well in this assessment task without a real understanding of the goals?
• Could a student perform poorly on this assessment task but still have a good understanding if allowed to show understanding in other ways?
Testing for Validity Group Activity
“…Understanding shows its face when people can think and act
flexibly around what they know.”
The Six Facets of Understanding
• Explain why they did something
• Discuss their evidence and support for their answer/ approach/ design
• Reflect on the results they achieved and possible alternative ways to achieve it
We want students to be able to:
• Demonstrate insight
• Explain the big idea / significant concept in their own words
• Make connections
• Justify an argument with evidence
• Avoid common misunderstandings
Why are the characteristics of …What accounts for …How did … come about
Explanation
• Requires students to make sense of something
• Read between the lines and offer plausible accounts for discrepancies
• Offer a meaningful account of a complex situation
Interpretation
What does it mean when…How does this relate to…Predict what might happen if…
Application
• Using knowledge or skills in a new way
How is … usable in a larger contextWhen can we use…How might … help…
• See something from different points of view
• Critique and justify a position
• Test a theory
• Understand the biases and assumptions in an argument
Perspective
Defend the …What are the limits of…Was it justified to…Is this evidence reliable?
• Understand how others think and the rationale behind the thinking
• Develop an appreciation of those who think and act differently than us
Empathy
What would it be like to….What was the author thinking when…How can we understand…
• Gain insight into our performance
• Helps us to question our convictions
Self-Knowledge
What are the limits of my understanding?What strategies work for me?How do I learn best?
• Help us find authentic assessment that is suitable for our significant concept/big idea
• Guide us to an measurement that we deem quintessential for understanding and comprehension
• Help us find a balance between factual recall and deep understanding
Six Key Facets
• Explain to the class how a battery causes a light bulb to glow.
Application
Inte
rpre
tatio
n Explanation
• Design an electrical circuit to accomplish a specific task
• Troubleshoot a faulty electrical circuit
• Why does Canada use AC instead of DC current? (historical perspective)
• What are the strengths of each type?
• Describe an electron’s experience as is passes through a simple current.
• Interpret a schematic diagram and predict the outcome.
Empathy
• Give a pre-test and a post-test to assess common misconceptions (e.g., force-concept inventory) and have students reflect on their deepening understanding.
Persp
ectiv
e
Self-Knowledge
Electricity
• Higher-order thinking skills
• Acquisition of content and procedural knowledge
• Differentiate content, process and product according to students’ readiness, interests, and learning profiles
Tomlinson 1999
Why Performance Tasks?
• Realistically contextualized
• Judgments and innovation
• Asks the student to “do” the subject
Criteria forA Performance Task:
• Knowledge and skill to negotiate a complex and multistage task
• Opportunities to rehearse, practice, consult resources, get feedback and refine performances and products
Criteria forA Performance Task:
Understanding by Design (Wiggins and McTighe) p. 154
• GOAL
• ROLE
• AUDIENCE
• SITUATION
• PRODUCTS/PERFORMANCE/PURPOSE
• STANDARDS and CRITERIA for SUCCESS
GRASPS
• GOAL – Your goal is to tell the story of the Underground Railroad
• ROLE - You are a person who traveled the Underground Railroad to freedom and who helped many people travel it after you.
• AUDIENCE - Your audience is your grandchildren
• SITUATION - You need to explain why the Underground Railway was created to children who have never known slavery.
GRASPS ExampleSource: Karen Hume, Start Where They Are
• PRODUCTS/PERFORMANCE/PURPOSE - You will tell your story (choose either to a live audience, or record it). Whatever your chosen presentation format, please give me an outline of the historically accurate and important factual information about he Railroad that you have included in your story.
• STANDARDS and CRITERIA for SUCCESS - Your story needs to be factually accurate, to be told from the perspective of an older person passing along wisdom and advice to young people, and to meet the criteria of good storytelling we have established together already.
GRASPS ExampleSource: Karen Hume, Start Where They Are
• Use the verbs from the PLOs to determine what students will do to reveal understanding
• Consider the verbs within the 6 Facets of understanding when designing Performance Tasks
From Learning Goals to Performance Task
Traditional quizzes and tests
• Paper-and-pencil
• Selected-response
• Constructed response
Performance tasks and projects
• Complex
• Open-ended
• Authentic
Worth being familiar with
Important to know and do
Big Ideas and Core Tasks
Curricular Priorities and Assessment Methods
Where to Differentiate?Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
• Use the concept of Validity, the 6 Facets of Understanding and the GRASPStemplate, design a performance task for your planned unit of instruction.
School Teams: Your Task
• Complete Stage 1 and 2 of your UbD unit
• Check the Wiki page for articles and updates
Next Steps…
Next session:March 29th at the LUCAS Gym