ST Using the Backward Design to design integrated...

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Using the Backward Design Process to Design Integrated Units Integrated Units Aligned to the Common Core, K–5 and 6–12

Common Core Advanced Institute: Drilling Deeper for Stronger Results

June 24–25, 2013Kim Bailey

[email protected]@Bailey4learning

+The long title …

Using the backward design Using the backward design process to design

Integrated units

Aligned to the Common Core Aligned to the Common Core

© Bailey 2013. solution-tree.com Do not duplicate.

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+ A coherent set of lessons, organized around a theme, a performance, an idea, or a text …

Th t’ bi h t h l What is a

unit?

That’s big enough to help us avoid …

Micromanaging our lessons

Overlooking complex performance goals …

And small enough to help us

Based on the work of Grant Wiggins

d J M Ti h And small enough to help us avoid …

Vague and unhelpful planning, typically ending in coverage

and Jay McTighe

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What is a

A coherent set of lessons, organized around a theme, a performance, an idea, or a text …

That’s big enough to help us avoid …

Micromanaging our lessons

What is a CCSS-

alignedunit?

Overlooking complex performance goals

And small enough to help us avoid …

Vague and unhelpful planning, typically ending in coverage …

ANDunit? Intentionally and systematically addresses the CCSS standards, with consideration of the instructional shifts required to ensure students attain them


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+Our guiding questions

What guidelines and information should teams consider as they design units of teams consider as they design units of instruction so that they: Embed the CCSS? Reflect the big ideas/major shifts inherent in the

CCSS?

What tools and processes can we use to design and roll out units?design and roll out units? Backward planning processes Templates Resources


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+1shift /ˈʃɪft/ verb

1: to move or to cause (something or someone) to move to a different place, position, etc. [+ obj] ▪ I shifted the bag to my other shoulder ▪ She shifted her position slightly so she could see other shoulder. ▪ She shifted her position slightly so she could see the stage better. ▪ I shifted [=turned] my gaze toward the horizon. ▪They shifted him to a different department. [no obj] ▪ The wind shifted. ▪ He nervously shifted from foot to foot. ▪ She shifted in her seat. ▪ The population is shifting [=moving] away from the city.

2: to change or to cause (something) to change to a different opinion, belief, etc. [no obj] ▪ Public opinion has shifteddramatically in recent months. [+ obj] ▪ Their efforts to shift public opinion have failed. ▪ She refused to shift her ground. [=she refused to change her opinion]refused to change her opinion]

3: to go or to cause (something) to go from one person or thing to another [+ obj] ▪ I wanted to shift the discussion back to the main point. ▪ They tried to shift the blame onto/to us. ▪ Their attempts at shifting attention away from the controversy seemed to be working. ▪ The mayor plans to shift some resources to the development project. [no obj] ▪ The focus of the debate quickly shifted to more controversial topics. ▪ shiftingalliances/demands/patterns

+Burkins and Yaris

Connect instruction across instructional Connect instruction across instructional contexts.

Make room for collaboration.

Address multiple standards in each lesson.

Develop student leadership.

Select great texts.


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What shifts are we

looking at in literacy?

+Key shifts in literacy (simplified)

Building knowledge through Building knowledge through content-rich nonfiction

Reading, writing, and speaking grounded in evidence from text, both lit d i f ti lliterary and informational

Regular practice with complex text


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The word text appears 399 times in the Common Core State ppStandards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Including high-frequency words, the word text (including textual, texts, etc.) represents 19 percent of the total words in the Common Core State Standards.

+Active reading

Four roles all readers should assume: Code Breaker: Understanding the text at the Code Breaker: Understanding the text at the

surface level (i.e., alphabetic, structural)

Meaning Maker: Comprehending the text at the level intended by the author

Text User: Analyzing the factors that influenced the author and the text, including a historical aut o a d t e te t, c ud g a sto cagrounding of the context within which it was written

Text Critic: Understanding the text is not neutral and that existing biases inform calls to action

(Blackburn, Raising Rigor in Reading, 2012)


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+The “pillars”

Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

+What is text?


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Text Included in the Common Core: What are the texts that exist outside of school that students need to read and write?

Literary Strand: Historical Strand: Informational Strand: Science & Technical Strand:

Novels/Prose Charts and graphs Charts and graphs Charts and graphs Poetry Poetry

Data Data Data

Types of Text

Data Data DataEssays Essays Essays EssaysPrimary documents Speeches

Primary documents Speeches

Primary documents Speeches

Primary documents

Word Problems Word Problems Mathematical

Equations Mathematical Equations

Works of art Works of artMaps Maps Maps MapsPolitical Cartoons Political Cartoons

Examples or diagrams Examples or diagrams Examples or diagrams Examples or diagrams Lab reports Instructions/Directions Instructions/Directions Instructions/Directions Instructions/Directions Scientific reports Blueprints,

specification Financial reports RecipesMedia text Media text Media text Media text

+Close analytic reading

Requires prompting students with text-dependent questions to unpack complex text and gain knowledgequestions to unpack complex text and gain knowledge

Text-dependent questions require text-based answers—evidence.

Not a teacher summarizing text, but guiding students through the text for information.

Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text-dependent questions.

Supports fluency


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+How is this critical reading fostered? Implications for unit design …

Rereading is deliberately built into the Rereading is deliberately built into the instructional unit. Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud.

St d t ill th d ifi i Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of the passage.

Integration of Knowledge and Ideas:

Craft and Structure:

Key Ideas and Details:

• What is the validity of the reasoning of the text?

• What is the

and Ideas:

• How does the author play with language to add to meaning?

• Are there any hard or important words or phrases?

• What is the text telling me here?

• What does the relevance and sufficiency of the evidence?

• Compare the approach authors take addressing similar themes or topics.

words or phrases? How will I figure out their meaning?

• What role does language play in communicating to the reader the author’s point of view?

author want me to understand?

• How are ideas and details developed over the course of the text?


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+Develop text-dependent questions for your text

Do the questions require the reader to return to the text?

Do the questions require the reader to use evidence to support his or her ideas or claims?

Do the questions move from text-explicit to text-implicit q p pknowledge?

Are there questions that require the reader to analyze, evaluate, and create?

+Key shifts in math (simplified)

Focus strongly where the Focus strongly where the standards focus.

Coherence: Think across grades and link to major topics within grades.

Ri i j t i i Rigor in major topics, pursuing conceptual understanding, procedural skill and fluency, and application with equal intensity.


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+Shift #1—focus: Focus strongly where the standards focus

Narrow the scope of content and deepen Narrow the scope of content and deepen how time and energy is spent in the math classroom.

Students will have more time to master concepts at a deeper level.

Focus allows for a variety of problem types to get at the concept in multiple ways.

+Shift #2—coherence: Think across grades, and link to major topics within grades

Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.

Begin to count on solid conceptual understanding Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.


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+Shift #3—rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and

li tiapplication

The CCSSM require a balance of:

Solid conceptual understanding

Procedural skill and fluency Procedural skill and fluency

Application of skills in problem-solving situations

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What do What do we know

about backward bac wa dplanning?


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+The backward planning process …

Identify the desired results (objectives) Identify the desired results (objectives). Including big ideas and essential

questions that drive learning

Establish assessment evidence. Formative and summative Formative and summative

Plan the sequence (or lessons).

+Identify the targets/end in mind

What are the emphasized standards during What are the emphasized standards during this timeframe?

What standards could/should be integrated? e.g., Reading Standards for Informational

T t W iti S ki d Li t iText, Writing, Speaking, and Listening


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+ExampleBenchmark 1-B (8.1) Describe, evaluate, and interpret the economic and political reasons for the American revolution. American revolution.

PLUS

RI 8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

W 8.2b Develop the topic with relevant, well-chosen facts, e e op e op c e e , e c o e c ,definitions, concrete details, quotations, or other information and examples.

SL 8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.


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+Determine the big ideas

Big ideas are those realizations, discoveries, or conclusions that students reach that help or conclusions that students reach that help them grasp and articulate the “big picture” learning. Lasting understandings and generalizations

The “moral of the story” OR the thing that this skill helps us to dop

May not be determined until you’re looking back on the learning targets/objectives you’ve identified

+Big idea example: history/SS

Benchmark 1-B (8.1) Describe, l t d i t t th i evaluate, and interpret the economic

and political reasons for the American Revolution.

In fighting for the principles set forth i th D l ti f I d d in the Declaration of Independence, the American patriots laid the foundation for the United States of America we know today.


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+Essential questions

Essential questions are qguiding questions that spark and guide learning.

+Essential questions

Are open-ended, but are directly tied to the big idea(s) and the tied to the big idea(s) and the accompanying standard (topical or broad).

Invite students into the learning process.

Advertise up front the learning goals of the standard (and ultimately, the instructional units that will be designed to teach them).


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+Examples …

What role did colonists’ grievances play in writing the Declaration of Independence?

How did the signing of the Declaration of Independence affect the direction of the colonies?

What were the contributions made by the Revolutionary leaders?

What is the significance of the battles fought in the American Revolution?

What were the reasons why the Americans were successful in their fight?

What are the strengths and weakness of the Articles of Confederation?

+Unwrap to identify:

What students should know What students should know (nouns) …

Be able to do (verbs)

Critical vocabularyCritical vocabulary


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+Example

KNOW: The major grievances

listed in the Declaration of

DO: Explain how the signing of the

Declaration of Independence gave Independence

Impact of the second Continental Congress

Difficulties faced by the Continental Army

Advantages and disadvantages of the

the colonies a purpose for war.

Identify the contributions of Benjamin Franklin, Thomas Jefferson, John Adams, the Marquis de Lafayette, Thomas Paine, George Washington, John Hancock, and John Paul Jones.

disadvantages of the Americans during the Revolution

How the failures of the Articles of Confederationled to the creation of the Constitution

Identify the contributions of women, such as Abigail Adams and Molly Pitcher.

Analyze the significance of the following battles: Lexington and Concord, Bunker Hill, Saratoga, Trenton, Valley Forge, and Yorktown.

+Identify aligned formative and summative assessments

“It is assessment which helps us distinguish between teaching and learning.”


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+Aligned assessments are:

Purposefully selected and designed Purposefully selected and designed to measure the specific outcome (knowledge or skill)

Consider released assessment items

Integrated tasks Integrated tasks

Formative and summative

+Aligned assessments

Considerations Purpose what does this really measure? Purpose—what does this really measure? Knowledge? Skills? Conceptual understandings? Procedures? Integration?

P Power Will it provide sufficient evidence?

Possibility Is this “doable” or efficient?


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+Webb’s depth of knowledge

Level 1: Recall. If the knowledge necessary to answer an item automatically provides the answer, it is a Level 1.

Level 2: Basic Reasoning. If the knowledge necessary to answer an item does not automatically provide the answer, it is at least a Level 2. Most actions imply more than one step.

Level 3: Complex Reasoning. Level 3 is complex and abstract. If more than one response is possible, it is at least a Level 3 and calls for use of reasoning justification evidence Level 3 and calls for use of reasoning, justification, evidence, as support for the response.

Level 4: Extending Reasoning. Level 4 activities often require an extended period of time for carrying out multiple steps; however, time along is not a distinguishing factor if the skills and concepts are simply repetitive over time.

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+Sequence of instruction

Timeline that includes checks for understanding and a variety of formative g yassessment

Embeds signature practices that support high levels of learning of the CCSS Instructional shifts Literacy practices

S ll b i Structures to promote collaboration Application and problem solving

GLAD/SIOP strategies and EL support Differentiation strategies Engagement strategies


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+Learning sequence: Jay McTigheand Grant Wiggins (2012)

Learning Goals Teacher Role

ACQUIRE This goal seeks to help learners

acquire factual information and basic skills.

MAKE MEANING This goal seeks to help students

construct meaning (i.e., come to

DIRECT INSTRUCTION—inform the learner through explicitly instruction in targeted knowledge and skills.

FACILITATIVE TEACHING—engage the learners in actively processing information and guide inquiry in complex problems, texts, projects, cases, simulations.

Learning Goals Teacher Role

construct meaning (i.e., come to an understanding of important ideas and processes.

TRANSFER This goal seeks to support the

learner’s ability to transfer his or her learning autonomously and effectively in new situations.

projects, cases, simulations.

COACHING—establish clear performance goals, supervise ongoing opportunities to perform independent practice in increasingly complex situations, giving ongoing feedback. Also provide “just in time” teaching as needed.

+Grade Level: 3 Timeframe: 2nd grading period Content Area: Social Science Unit Name: __________________________________________

Standards addressed in this unit HSS or Science Content Standards:

Reading for Informational Text: Writing/Language: Speaking & Listening:

Big Ideas: Essential Questions:Big Ideas:

Essential Questions:

Performance Task: Academic Language/Key Vocabulary: Student‐Friendly Learning Target Statements Assessments (formative‐F & summative‐S)

Learning Targets

Specific Text & Resources


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+CCSS unit design guiding principles

Designed to support appropriate Designed to support appropriate emphasized standards in literacy or mathematics and related standards in science or humanities

Embed the required shiftsI f ti l t t/ l f Informational text/complex focus

User-friendly Adaptable/flexible

+Considerations for moving forward with unit development What shifts do you want to ensure are included/

addressed?addressed?

How granular are the units?

Lesson by lesson?

Big picture?

Starting from scratch or going through an “adoption ”?process”?

Loose vs. tight implementation

Grass roots or centralized “push down”? Designed by …

Fixed template or variations allowed?


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Looking Looking at the

process …

Unit DesignUnit DesignProductsProcesses

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+Using professional filters …


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+Considerations for moving forward with unit development What shifts do you want to ensure are included/

addressed?addressed?

How granular are the units?

Lesson by lesson?

Big picture?

Starting from scratch or going through an “adoption ”?process”?

Loose vs. tight implementation

Grass roots or centralized “push down”? Designed by …

Fixed template or variations allowed?

+Potential unit elements (ranking):(Essential? Supplemental? Optional?)

Emphasized standards (including literacy and ELD standards)

Big ideas and essential questions

Text resources (with links or PDFs of the text items as needed)

Ideas for differentiation

Embedded assessments (formative, summative) including rubrics, exemplars, anchor papers

Key strategies, embedding GLAD/SIOP, literacy, etc.

Group structure notes, interactions

Academic language/vocabulary

Embedded technology/tools


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+

Tri-State Quality

1) Provide clear, descriptivecriteria for CCSS lessons/units.

P id i f l Q yReview Rubric (based on criteria from Achieve.org)

2) Provide meaningful, constructive feedback to developers of lessons/units.

3) Identify lessons/units that d lcan serve as models.

4) Guide collegial review and jurying processes.

+Dimension I: Alignment to the rigor of the CCSS

The lesson/unit aligns with the letter and spirit of the CCSS:

T t t f d l l ELA/lit CCSS f t hi d l i ** Targets a set of grade-level ELA/literacy CCSS for teaching and learning**

Includes a clear and explicit purpose for instruction

Selects texts that measure within the grade-level text complexity band and and are of sufficient quality and scope for the stated purpose** (i.e., present vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A and B)

In addition, for units:

Integrates reading, writing, speaking, and listening so that students apply and synthesize advancing literacy skills

(Grades 3–5) Builds students’ content knowledge and their understanding of reading and writing in social studies, the arts, science, or technical subjects through the coherent selection of texts [NOTE: Disciplinary rubrics for grades 6–12 are under development.]


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+Dimension II: Key areas of focus in the CCSS

The lesson/unit addresses key areas of focus in the CCSS: Reading text closely: Makes reading text(s) closely, examining textual

evidence, and discerning deep meaning a central focus of instruction**

Text-based evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought-provoking, and text-dependent questions (including, when applicable, illustrations, charts, diagrams, audio/video, and media)**

Writing from sources: Routinely expects that students draw evidence from

**“Must have” criteria

Writing from sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (notes, summaries, short responses, or formal essays)**

Academic vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction

+Dimension II: Key areas of focus in the CCSS Part 2—additional criteria for units

In addition, for units: Increasing text complexity: Focuses students on the close reading of a

progression of complex texts drawn from the grade-level band. Provides text-centered learning that is sequenced, scaffolded, and supported to advance students toward independent reading of complex texts at the CCR level.

Balance of texts: Includes a balance of informational and literary texts as stipulated in the CCSS [p. 5] and indicated by instructional time (may be more applicable across a year)more applicable across a year)

Building disciplinary knowledge: Provides opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts

Balance of writing: Includes a balance of on-demand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate


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+Dimension III: Instructional supports

The lesson/unit is responsive to varied student learning needs:

Cultivates student interest and engagement in reading writing and Cultivates student interest and engagement in reading, writing, and speaking about texts

Addresses instructional expectations and is easy to understand and use

Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text

Focuses on challenging sections of text(s) and engages students in a g g ( ) g gproductive struggle through discussion questions and other supports that build toward independence

Integrates appropriate supports for students who are ELL, have disabilities, or read well below the grade-level text band

Provides extensions and/or more advanced text for students who read well above the grade-level text band

+Dimension III: Instructional supportsPart 2—additional criteria for units


Includes a progression of learning where concepts and/or skills advance and deepen over time

Gradually removes supports, requiring students to demonstrate their independent capacities

Provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation, and/or reflection

Integrates targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules, and all aspects of , g g , , pfoundational reading for grades 3–5

Includes regular independent reading based on student choice and interest to build stamina, confidence, and motivation; indicates how students are accountable for that reading

Uses technology and media to deepen learning and draw attention to evidence and texts as appropriate


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+Dimension IV: Assessment

The lesson/unit regularly assesses whether students are mastering standards-based content:

Elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade-level CCSS standards with appropriately complex text(s)

Assesses student proficiency using methods that are unbiased and accessible to all students

Includes aligned rubrics or assessment guidelines that provide Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance


Uses varied modes of assessment, including a range of pre-, formative, summative, and self-assessment measures.

Lesson organizer What concepts, information, or understandings

will students be learning? (Content objective)

What reading, writing, listening or speaking will students demonstrate in this lesson?

(Language Objective) What standard(s) are being addressed in this lesson? What are the specific learning targets ? (See Essential Skills/Concepts)

Students will know…

Students will show…

What academic vocabulary should be explicitly taught? (Tier II and Tier III domain‐specific vocabulary)

What specific part(s) of the text will students closely read? What text‐based questions will students answer?

What strategies will support students’ active engagement and understanding during the learning process? (e.g. partner talk, metacognitive markers, small group interaction) What scaffolds will you use to teach this text?

What other worthy “text” resources might we use to support students’ learning and deepen connections? (e.g., photos, videos, speeches)


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+Guiding the process: H/SS example

History/SocialStudiesCommonCoreLesson Checklist for Completing the Lesson OrganizerChecklistforCompletingthe LessonOrganizer

√ Check each step as it is completed.

1. Choose a primary source/informational that connects to your content standards.

2. Conduct a qualitative analysis of the text.

3. Write a content and language objective for the lesson. Consider all domains of language: listening, speaking, reading and writing.

4. Identify Tier II and Tier III (domain‐ specific vocabulary) words that connect to your Content and Language Objectives. 5. Use a close reading strategy to carefully examine the text. Example: Metacognitive Markers

6. Carefully re‐read the text, and create 2‐3 Text Dependent Questions.

7. Discuss and record the engagement strategies to support student learning during the lesson.

+Sources of

exemplary units

Show and tell …

p y

Templates

Other resources


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+Math resources MC2: http://mc2.nmsu.edu/standards/mathlinksMC2.htm

Mathematics Assessment Project (MAP): Mathematical Practices, tasks, assessments, rubrics:, , ,http://map.mathshell.org/materials//stds.php

EDC implementing the Mathematical Practice standards: tasks, student dialogue, teacher reflection:http://mathpractices.edc.org/node/1

Inside Mathematics: practice standards video examples:http://www.insidemathematics.org/index.php/common-co e ta da dcore-standards

Illustrative Mathematics: Sign up for free, videos, tasks, progressions:http://www.illustrativemathematics.org/

NCTM core mathematics tools: sample lessons, apps:http://www.nctm.org/resources/content.aspx?id...

+Resources for text

http://www.awesomestories.com/

http://lightbox time com/ http://lightbox.time.com/

Library of Congress: http://www.loc.gov/pictures/

Hubblesite: http://hubblesite.org

Oldpapers

Readworks: http://www.readworks.org

Procon.org

http://elportalnm.org


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+Thank You!

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contact Solution Treeat 800.733.6786.


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