Putting it all Together to Improve Student

Achievement

PA Common Core State StandardsUnderstanding by Design

Webb’s Depth of Knowledge

Diane MesserDCIU, Professional Development

WHY?

College and Career

Readiness End Goal

Living with

Parents (now

or very re-

cently)40%

Living Inde-pendently

60%

Adults Under 40

If you do not change direction,

you may end up where you are heading.

Lao Tzu

Common Core

State Standards

Understanding by Design

Common Core State Standards

Common Core State Standards

Webb’s Depth of Knowledge

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

CommonCore

UbD

Webb'sDOK

Ends over Means

Increased Rigor

Intentional Instruction

Depth > Width

Webb’s Depth of Knowledge

True or False

Depth of Knowledgefrom NYC DOE

https://vimeo.com/42788913

Understanding by Design

Word Sort

• Desired Results– Established Goals– Enduring Understandings– Transfer– Essential Questions

• Acceptable Evidence– Criteria

• Learning Experiences

• Desired Results What do you want them to learn?– Established Goals CCSS– Enduring Understandings Wawa, 20 years– Transfer How will they use this in ‘real life’?– Essential Questions Questions that lead to

deep understanding – more than one answer

• Acceptable Evidence What will it take to convince you they got it?– Criteria How will you measure this evidence?

• Learning Experiences What will you have them do to get from where they are now to the desired results and enduring understandings? AKA, lesson or unit plan.

Close Reading of a Complex Text: The Common Core State Standards

• In pairs• Person A = Math• Person B = ELA• Read your packet to complete the

outline.• Share your information.• Fill in your second outline.

The ConnectionsCCSS

Instructional Goals

Guiding Principles

UbDBackward

Design Planning

DOKEvaluate Task Complexity to Ensure CCR

What it looks like when it is all put together to help

students learn.