Understanding by Design* *Design – (v) To have purpose and intentions; to plan and execute (Oxford English Dictionary)

All teachers teach BUT  How do we get our students to THINK?  How do we get our students to LEARN?

There is a big difference between just knowing and really understanding.

What comes to mind when you hear Knowing? Understanding? Knowing TURN AND TALK Understanding What verbs come to mind when you think: Know? Understand?

What’s the difference between an “A” student and an “F” student? The “A” student forgets the material 30 minutes AFTER the test and the “F” student forgets the material 30 minutes BEFORE the test.

The Big Picture of a Design Approach  What is worthy and requiring understanding? What are the enduring ideas?  What is evidence of understanding? Continuum of assessment types  What learning experiences and teaching promote understanding, interest, and excellence? Research-based repertoire of coherent learning experiences

Filters for Selecting Understanding  Enduring  At the heart of the discipline  Needing uncovering  Potentially engaging

BACKWARD DESIGN Stage One: Desired Results  Established goals  Enduring Understanding  Essential Questions  Knowledge and Skills

THE BIG IDEA  Provides a “conceptual lens” for prioritizing  Serves as an organizer for connecting important facts, skills, and actions  Transfers to other contexts  Manifests itself in various ways within disciplines  Requires uncoverage because it is an abstractions

STAGE ONE: Desired Results

BACWARD DESIGN Stage Two: Evidence  Performance Tasks and Rubrics  Other Evidence  Self-Assessment

Circular Priorities and Assessment Methods Worth being familiar with Important to know and do Big Ideas and Enduring Understandings Traditional quizzes and tests (OE) Paper and pencil Selected response Constructed response Performance tasks and Projects (T) Complex Open-ended Authentic

Two Different Approaches to Assessment Thinking Like an Assessor  What would be sufficient and revealing evidence of understanding?  What performance tasks must anchor the unit and focus the instruction?  How will I be able to distinguish between those who understand and those who don’t  Against what criteria will I distinguish work?  What misunderstandings are likely? How will I check for those? Thinking Like an Activity Designer  What would be interesting and engaging activities on the topic?  What resources and materials are available?  What will students be doing in and out of class? What assignments will be given?  How will I give students a grade (and justify to the parents)?  Did the activities work? Why or why not?

PERFORMANCE ASSESSMENT Consists of two parts: TASK + RUBRIC

CREATING A PERFORMANCE TASK  Clearly state diocesan objective  Contains a strong action verb  Contains context/audience  Contains content  Describes clear procedure  Lists needed materials  Rubric

USING “GRASPS”  Goal  Role  Audience  Situation  Product  Standards for Success

CONSIDER THIS EXAMPLE You are a nutritionist at an environmental camp for students. A class of fifth graders from St. Jane Frances de Chantal School is coming for three days. You need to plan a tasty and nutritionally balanced menu for their stay at your camp.

What is a rubric?  A rubric is a scoring tool.  A rubric consists of four parts  Can be used analytically or holistically

FOCUSORGANIZATIONCONTENTCONVENTIONSTYLE Stays sharply focused by maintaining topic awareness and remaining insightful throughout. Groups similar ideas consistently and maintains a logical pattern of cohesiveness throughout. Material is entirely relevant and thoroughly detailed to provide deep understanding and explanation of topic. Thorough control of grammar, usage, punctuation, and no below grade level errors. Employs precise language to back a defined voice. Language and sentence use is varied and complex Maintains topic awareness throughout but is somewhat lacking in insight and/or depth Groups similar ideas consistently and shows a logical cohesiveness with one or two lapses Material is relevant and detailed enough to show adequate understanding of topic covered. Adequate control of grammar, usage, punctuation, and few errors present. Employs strong word choice, well-structured sentences, and demonstrates appropriate voice Maintains general topic awareness but is lacking in insight and/or depth resulting in an unfocused paper. Groups similar ideas together for the most part and shows some cohesive logical patterning. Material is mostly relevant but lacks detail in one or two areas while still showing adequate understanding. Limited control of grammar, usage and punctuation, many errors present. Word choice and sentence structure are appropriate but simple and the work lacks a clear consistent voice Relates to topic but is absent of insight resulting in a paper that does not convey what was intended. Demonstrates some grouping of related ideas with little or no clear logic shown in patterning. Material content is lacking in relevancy and detail in several areas leading to inadequate understanding. Minimal control of grammar, usage and punctuation, errors interfere with meaning. Lacks evidence of appropriate word choice and sentence structure. Diocese of Allentown Standard of Writing Rubric Grades 5-8 GRADE _______ STUDENT NUMBER _________ SCHOOL _________________________________ Key: = Advanced Add up the points for each domain = ProficientDivide by 5 for the score = Basic 9 and Below 1.9 and Below= Below Basic

Diocesan Second and Third Grade Math Problem Solving Rubric  EXPERT (4)  Correct solution that includes accurate math sketch and math equation with correct labels  Chooses and uses a correct strategy  Clearly explains all steps of the process using correct math language  Practitioner (3)  Mostly correct solution that includes accurate math sketch and math equation with correct labels  Uses a strategy that works  Clearly explains most steps of the process using correct math language  Apprentice (2)  Solution is incorrect or not complete or solution has inaccurate or missing math sketch  Attempted a strategy  Incomplete explanation using some math language  Novice (1)  No solution, math sketch, or math equation  No strategy  No explanation

CONVERTING TO A GRADE  Holistically  4 = A  3 = B  2 = C  1 = D (“D” for Done)

ANALYTICAL RUBRIC GRADE CONVERSION  Taking writing rubric  5 Domains x 4 = 20  4’s are “pearls” (20 = 100%)  3’s are “proficient” (15 = 88%)  2’s are “basic” (10 = 80%)  1’s are “below basic” (5 = 70%)  Then, “slide” a scale in between

FULL ANALYTICAL CONVERSION CHART  20 = 100%  19 = 98%  18 = 94%  17 = 92%  16 = 90%  15 = 88%  14 = 86%  13 = 85%  12 = 84%  11 = 82%  10 = 80%  9 = 78%  8 = 76%  7 = 74%  6 = 72%  5 = 70%  Below 5 = 60%

Stage Two: Acceptable Evidence

STAGE THREE: Learning Plan Will the students… W H E R E Consider the extent the learning plan is: T O

Stage Three: Learning Plan

SAFE TRIP HOME – HAVE A WONDERFUL VACATION