July 18 and 19, 2011

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 UbD is an evolving framework for writing curriculum  The ideas of AMT live in varying degrees in the common core standards  AMT transcends all three stages  The ultimate goal is transfer via a performance task  Technology is one means to the desired end: transfer (not an end in and of itself)  Teacher roles vary based on the purpose of the lesson

Monday, July 18th Morning – Reflection / Catching up / New Design Guide – Writing a New Unit & the New Template – Stage One – Incorporating the Common Core Standards – AMT in Stage One – Transfer Goals Afternoon – Stage Two – Performance Tasks and Other Evidence – Incorporating the 21st Century Skills into Assessment – Coding Activity – Rubrics Again – Sharing Protocol

Tuesday, July 19th Morning – Stage 3 – Teacher and Student Roles – Web Tools for AMT – Designing Learning Experiences for Meaning Making and Transfer Afternoon – Teaching the lessons – Reflecting and Coaching – School Improvement Plans

 How would you rate your experience with the new Understanding by Design Guide? Read it and have started using it Read it Skimmed it Haven’t looked yet

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

 Go to  Enter your unique key code, found on after the table of contents (or the page before page one)

 Summarize the school year. What about UbD worked really well? What are our struggles/frustrations? Poster paper these—yellow post-its for struggles—blue for worked well

 Summarize the school year. To what extent has the work affected student performance ? What evidence do we have?

 See page 60 for examples  Choose a Topic  Write a knowledge goal  Write a skill goal  Write a meaning making goal  Write a transfer goal

Common Core Download available herehere – Identifying/writing overarching understandings for math/ELA – Understandings – Essential questions – Poster paper and post for sharing

 New  Lends itself more to a performance task than an academic prompt

Where are there connections between the common core and the Louisiana state standards for your unit? Possible questions: Which common core standards are represented? Which are missing, if any? Are there any Louisiana standards that are not reflected in the common core?

Unpacking Common Core Standards handout: What is the standard? What skills must students have to master the standard? What knowledge must be acquired? What must the student understand? What new situation should a student be able to manage with this understanding? What skills/knowledge/activities must I include to fully teach the standard? (AMT/stage three)

 Page 16

 Established Goals Common core 21 st Century Skills Allen Parish Alignment

“Transfer” refers to the ultimate desired accomplishment: what, in the end, should students be able to do with all this content, on their own, if this and other related units are successful?

 “Only in education, never in the life of farmer, sailor, merchant, physician, or scientist, does knowledge mean primarily a store of information.”  —John Dewey

 Transfer Goals States the long-term accomplishments that students should be able to do with knowledge and skill, on their own. Answers the questions  “Why should I learn this?”  “What can I do with this?” Design Guide pages 65-66

 Meaning Making Goals Understandings Essential Questions Reference figures F3 and F4 (pages 91-92) in your UbD downloads

Acquisition Goals – Knowledge – Skills

 Spokane Algebra Course Learning Targets  What feedback might you provide?  Use standards on page 27

Unit 6 Learning Targets Target 6A Understanding Graphs of Radical Functions I can determine which radical rule best fits a table or graph. I can sketch the basic shape of a graph of a radical function. I can determine the domain and range of a radical function. Target 6BUnderstanding Radical Expressions I can simplify basic square and cube roots. I can approximate values involving square and cube roots. Target 6C Understanding Radical Functions as Models I can write and solve problems that can be represented by radical functions.

Provide:  Evidence of Transfer Goal  Authenticity  40 year value

Six facets verbs—page 100 Facet-based performance task ideas—95 Pages in UbD downloads

 For multiple goal types  In multiple modes  Transfer should not just be relegated to final performance task—it requires continual focus, as students need to know it is the ultimate goal

 Possible resource: sample 21 st Century skills district rubric

Rubrics for Stage 1 Coding Stage 2 for AMT

 Figure G1 – page 91

Pg. 91–Applying the two-question validity test Groups of three First designer outlines stages one and two Other two members listen and take notes Both score independently based on notes Unit designer listens while scorers discuss Repeat