McWilliams, 2007 Unit Design to Lesson Design Following through and achieving expectations Chuck McWilliams, MRH School District June 6th and 7th, 2007

"There is nothing so terrible as activity without insight." -Johann Wolfgang von Goethe German Playwright, Poet, Novelist and Dramatist McWilliams, 2007

Our Shared Understandings and Attitudes The teacher’s job is to “uncover” the big ideas contained in content standards and to ensure they are understood, not to provide merely fun activities or cover a textbook or cover a textbook’s content. The job of the teacher requires “thinking like an assessor” - doing research into one’s practice, and adjusting practice and designs in light of sought-after results/feedback. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

Structure of Knowledge Facts and Skills Key Concepts and Core Processes Principles and Generalizations McWilliams, 2007 Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.

Declarative Knowledge Knowing WHAT Procedural Knowledge Knowing HOW More specifically… What is knowledge? Structural Knowledge Knowing WHY -Jonassen, Computers as Mindtools for Schools, 2000 McWilliams, 2007

worth being familiar with important to know and do Establishing Curricular Priorities “big ideas” worth understanding enduring understandings “nice to know”foundational concepts & skills McWilliams, 2007 Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.

How It All Fits Together McWilliams, 2007

Barriers to Making UbD Work? Lessons from Chapter 13: Misconception #1 - “Yes, but… we have to teach to the test.” Misconception #2 - “Yes, but… we have to much content to cover.” Misconception #3 - “Yes, but… this work is too hard and I just don’t have the time.” Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

Some Lessons Learned About Stage 3 Protecting your favorite activities? Including FUN activities? Be aware of TIME and pacing Scaffold toward the Performance Task and other assessments Unit Planning vs. Lesson Planning McWilliams, 2007

Reviewing the W-H-E-R-E-T-O Template W Where are we going? Why? What is expected? H How will we hook and hold student interest? E How will we equip students for expected performances? R How will we help students rethink and revise? E How will students self-evaluate/reflect on their learning? T How will we tailor the learning plan? O How will we organize and sequence the learning? Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

Reviewing the W-H-E-R-E-T-O Template W Where are we going? Why? What is expected? H How will we hook and hold student interest? E How will we equip students for expected performances? R How will we help students rethink and revise? E How will students self-evaluate/reflect on their learning? T How will we tailor the learning plan? O How will we organize and sequence the learning? Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

W - Where We are Going? Why? What is Expected? Students are likely to focus and put forth more effort if they know: –Where they are going –Why they are doing it –What is expected of them This is a good time to assess students’ prior knowledge and experiences Also good to diagnose misconceptions early on Emphasize EU, EQ, and Knowledge and Skills W Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

H - Hooking the Students Hook should connect to EU, EQ, and Performance Task Should not just HOOK, but should also HOLD Use of humor and/or emotional connections can be powerful Student choice? Obvious winners: Challenges, problems, mysteries, etc. H Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

E - Equipping the Students This is where you get to “teach” the students “new stuff” Use BEST PRACTICE Use VARIETY Try experiential, inquiry, and or inductive learning strategies Identify what HOMEWORK means in your class - How will you use it to aid with instruction? E Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

R - Rethinking, Revising, and Refining … Use regular self-assessments Use journals/learning logs Reconsider key points Practice sessions Look at new info from different perspectives Have students defend, argue, and debate newly learned information R Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

E - Ongoing Reflection and Self-Evaluation Don’t forget to re-teach after assessing This step is strongly connected to the R Try asking students to grade themselves and defend their rationale Assessments should be used to guide new instruction E Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

T - Tailor and Personalize the Work Differentiating learning activities to accommodate learning style, prior knowledge, and interest differences in students Small group/targeted instruction Use a variety of resources and teaching strategies Offer variable products for students to produce - student choice T Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

O - Organize for Optimal Effectiveness Sequence is IMPORTANT! Non-linear vs. linear Hook ‘em early and OFTEN Movement between parts/whole and learning-doing-reflecting Address “why” and “so what” questions OFTEN Purposefulness and coherency - use the Six Facets! O Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

TIPS on using the WHERETO Template Download a copy today! It’s on the AbD website: – –Look under “Planning Templates” –Click on “Whereto Template” Confusing UNIT hooks with LESSON hooks and BELL RINGERS Do I have to fill in ALL the parts the template? Don’t FORCE IT! What’s with all those weird letters? McWilliams, 2007

The Six Facets of Understanding Interpretation Empathy Self-Knowledge Explanation Perspective Application _______ Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2007

Teacher as Reflective Practitioner What does it mean to be a Reflective Practitioner? IMPORTANT: Reflective Evaluation of your Lessons –To what extent did your students learn what you intended? –In what ways did you provide feedback? –Of the strategies you used which were most effective? –What adjustments will you make in the future? McWilliams, 2007

A Few Lessons Learned… I finished writing this unit and/or lesson. Am I finished now? Is curriculum “living and breathing?” Time! Reflective practitioners take time to assess, rethink, and revise unit designs. ALWAYS ASK: What keeps students most engaged in meaningful work? McWilliams, 2007

Planning from Unit to Lessons Use our remaining time to work on identifying ways to apply the ideas presented in this session. Try using some of the tools provided. We will be sharing at the end of this session. McWilliams, 2007

The Key to Success! “We cannot teach people anything; we can only help them discover it within themselves.” - Galileo Galilei 16th century Italian scientist McWilliams, 2007

Have a Great Journey Next Year! McWilliams, 2007