MI/MIS PDU April 2013 Agenda: 4:30-5:00 Deep Dive in LEAP Indicator I.8 5:00-5:15, Networking, Feedback on AT and Special Olympics 5:30 – 6:30 Stage 2 and 3 of UbD

LEAP Indicator I.8 deep dive

Rethink Autism Elementary MI and MIS should all have access to Rethink Autism If you would like to add students, pleaser Rob with the list of kiddos Set up a site visit with a person from Rethink to work with you side by side around April 24 They will attend the April 24 MI and MIS meeting at Asbury

Boardmaker Studio Digital download Right now one per school Choose a stationary computer in your building that is accessible by your special education team and connected to a computer Add the pink sticker we will give you so folks know this computer has the software download Training during the Summer Institute

Assistive Technology and Special Olympics Feedback

Understanding By Design AKA Backwards Design

UBD Template

Stage 2 of the UBD Process What evidence can show that students have achieved the desired results? What assessment tasks and other evidence will anchor our curricular units and thus guide our instruction? What should we look for, to determine the extend of student understanding?

Think like an Assessor Not a teacher UnderstandingsEssential Questions Goals What performance evidence signifies they have been met? What evidence would show the learner has deeply considered them? What would show the learner “got it”

Examples Teacher has the students bring from home a poster that indicated they have counted 100 objects as a way of demonstrating their understanding of 100. Teacher refers to the state standards that references the “idea” of number and place value. Is this evidence that they can count to 100? Is this evidence that they have developed “one hundredness”? Do we even know if the student did this? Did the student have to explain rows, columns or patterns?

Rigor high but realistic expectationsdepth over breadthcross-curricular integrationstated outcomescurriculum mapping Does the 100 day activity meet the criteria of rigor?

Assessor vs Activity Designer AssessorActivity Designer What would be sufficient and revealing evidence of understanding? What would be fun and interesting activities on this topic? Given the goals, what performance tasks must anchor the unit and focus on instructional work? What projects might students wish to do on this topic.

Continuum of Assessments informal checks for understanding observations and dialogues tests and quizzes academic prompts performance tasks

Authentic Assessment is realistically contextualized requires judgment and innovation asks the students to “do” the subject replicates “adult” challenges challenges students to use a repertoire of knowledge and skill allows for rehearse, practice, consul and feedback to refine

Authentic Assessment based upon these criteria which assessments from the brainstorm list would meet the criteria of authentic? How could they be changed to be an authentic assessment?

Small Group Discussion Discuss as a group the types of assessment tasks you are thinking about doing for your unit. Provide feedback to your fellow teachers

UBD Stage Three Instructional Tasks And the learning activities need to… Then you need evidence of the student’s ability to… That suggests the need for specific tasks or test like… If the desired result is for learners to … Meet the standardUnderstand thatConsider the questions

The learning activities need to… Group A When are students most fully engaged? Group B When is student learning most effective

The learning activities need to… Group A When are students most fully engaged? -hands-on -involves mystery or problems -provides variety -personalize the challenge -cooperation and competition -real-world -provocative interaction (case study, mock trial) -authentic learning Group B When is student learning most effective -focused work ;clear goals -understanding of the purpose/rational -models and exemplars are provided -clear criteria that allows for monitoring progress -limited fear and maximal incentive to try harder, take risks and learn from mistakes -Ideas are concrete and real -students self assess reflect and adjust

WHERETO W- Where the unit si headed and why H- Hook and Hold attention E- Equip with necessary tools and experience R- numerous opportunities to Rethink, Reflect and Revise their work E- Evaluate progress and self access T- Tailored to reflect individual needs O- Organized

Compare and Contrast At your table, look at the two different planning documents for a unit of study. How are they alike and different. Look at Stage 3 in the Social Studies unit after Backwards Design. Label the tasks with the WHERETO

Transfer of Knowledge

PDU Review May 7 Bring your two page UBD design of a unit of study to share with a triad of peers 2 page reflection essay to turn into the PDU office.