1. Do Now Find people in your group.  Group 1: VaLonda, Paul, Maryellen  Group 2: Kay, Kate, Cris With your group, write down at least 12 different planning tasks that teachers need to do.  When you’re done, place your group’s cards in one stack and set them aside. We’ll come back to them in a bit.

2. Examining the Chronology of Planning Now, with your group, arrange your cards in order according to when, in the planning process, teachers complete the tasks that you named. Once you’ve agreed on a chronology, put the cards on the board in the agreed- upon order.

3. Comparing your Chronology to Understanding by Design Understanding by DesignYour Chronology How did you begin the planning process? What is in the middle of your planning process? How did you end your planning process? What were the intended outcomes of your planning?

4. Comparing your Chronology to Understanding by Design Understanding by Design What are your goals? What will be the evidence that students have met those goals? What do students need to learn and be able to do to meet those goals? Your Chronology How did you begin the planning process? What is in the middle of your planning process? How did you end your planning process? What were the intended outcomes of your planning?

5. “Backwards Planning” (UbD) Theoretical Framework Select learning goals What do you want students to learn by the end of the lesson or unit? (today) Design assessment tasks How will students demonstrate their developing mastery of those goals? (Early October Session) Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task? (Late October Session)

6. Summative vs. Formative Assessment Summative Happens at the end Emphasis on evaluating understanding Typically higher stakes Demonstrates understanding of goals Drives unit and lesson design JR- often involves creative arrangement of “typical assessment” Formative Happens throughout Emphasis on fostering understanding Typically lower stakes Evaluates intermediate understandings Drives unit and lesson adjustment in real time JR- best space for “typical, assessments”, like vocab tests, etc

7. Aims vs. Goals AIMS broad principles that frame education, but give little guidance for daily activities may structure whole curriculum – school – district – teacher’s career student-, society-, or discipline-centered overarching, often across disciplines often aspirational GOALS always clearly articulated and observable; guide daily lessons tend to structure lessons, units, sometimes whole courses almost always student-centered sometimes interdisciplinary should be achievable

8. Aims (or Purposes) of Education Student-centered:  autonomous and independent  able to think critically  creative and/or happy  enabled to fulfill potential

9. Aims (or Purposes) of Education Student-centered:  autonomous and independent  able to think critically  creative and/or happy  enabled to fulfill potential Society-centered:  productive workers  responsible and/or patriotic citizens  advocates for social justice

10. Aims (or Purposes) of Education Student-centered:  autonomous and independent  able to think critically  creative and/or happy  enabled to fulfill potential Society-centered:  productive workers  responsible and/or patriotic citizens  advocates for social justice Discipline/Content-centered:  able to think like historians/scientists  take multiple perspectives  understand self and society in larger historical or environmental context

11. TYPES OF GOALS (UbD) COVERAGE VS. ACTIVITY VS. LEARNING

12. TYPES OF LEARNING GOALS Cognitive (knowledge, skills) Affective (“I want to vote when I grow up,” “Math is cool!”, “I enjoy learning.”) Social/Emotional (cooperate with others, listen without being judgmental, feel confident speaking up even if unsure of “right” answer) Behavioral (raise hand, work independently, intervene when confronted with injustice) [Cultural/Normative (establish supportive classroom culture, set expectations)]

13. Taxonomy of Aims and Goals Aims Goals Discipline Centered Society Centered Student Centered Activity Coverage Learning Cognitive Normative Behavioral Social/ Emotional Affective

14. Formative Assessment: IDENTIFYING & CLASSIFYING GOALS Aim or Goal? If goal: Coverage, Activity, or Learning? If learning goal:  Cognitive  Affective  Social/Emotional  Behavioral  Cultural/Normative  Other Identifying and Classifying Goals Worksheet

15. Mini-Lesson: Characteristics of Good Learning Goals If Goals  Assessments, then they must be: Clearly articulated Observable/Measurable Appropriate

16. Mini-Lesson: Characteristics of Good Learning Goals Clearly articulated  students, parents, educators, and general public can understand them without additional explanation  focused and specific

17. Mini-Lesson: Characteristics of Good Learning Goals Clearly articulated Observable/Measurable  teacher can measure or assess student mastery of the goal  students and parents can assess student mastery of the goal  short-cut evaluation for cognitive learning goals: uses a verb from Bloom’s Taxonomy

18. Mini-Lesson: Characteristics of Good Learning Goals Clearly articulated Observable/Measurable Appropriate  goal meets students’ and/or society’s needs  as defined by…  goal is achievable given context  timeframe, class size, students’ ages and backgrounds, available resources, externally-imposed constraints  goal is worthwhile  aligned/consonant with teaching aims

19. Guided Practice: Writing/Revising Cognitive Learning Goals Original Goal: Students will understand Hinduism in India. Context:  11th grade World Civilizations class  90-minute lesson  part of 3-week unit on India  28 students in class  untracked (heterogeneous) Guided Practice: Hinduism Goal