1. Understanding by Design
AKA Backwards Design with application to the IEP

2. Understanding By Design AKA Backwards Design
1. What is your
goal?
2. How are you
going to assess?
3. What are your
instructional tasks?

3. UBD Template 2. How are you going to assess? 3. What are your
1. What is your goal?
2. How are you going to assess?
3. What are your
instructional tasks?

4. What is an established Goal? Standards (not benchmarks)

5. Common Core Standards established goal
Go to the common core web site
Click on language arts
Click on 6th grade
What area is our case study student struggling with? What standards is not being met at this time for the student?

6. CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

7. Facet of Understanding
Explanation- Interpretation- Application- Perspectives- Empathy- Self-Knowledge-
Define one term in a small group

8. effectively use and adapt what we know in diverse and real contexts- we can “do” the subject
tell meaningful stories; offer apt translations; provide a revealing historical or personal dimensions to ideas and events; make the object of understanding personal or accessible through images, anecdotes, analogies and models.
via generalizations or principles, providing justified and systematic accounts of phenomena, facts and data, make insights connections and provide illuminating examples or illustrations
Explanation-
Interpretation-
Application-
Perspectives-
Empathy-
Self-Knowledge-
find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experiences
show metacognitive awareness; perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understandings; are aware of what we do not understand; reflect on the meaning of learning and experiences
see and hear points of view through critical eyes and ears; see the big picture

9. What will the students understand?

10. -there are 7 syllable types to English words and that these syllable types help to determine their pronunciation
-English is a combination of our languages and the Latin/Greek layers are made up of roots, affixes and combining forms: knowledge of these will help to determine the meaning of the word

11. Essential Questions
In what sense should a question be deemed “essential”? The best questions push us to the heart of things- the essence. Can be global or topical Essential Questions- requires probing inquiry and transfer of knowledge Essential are not about learning “stuff”

12. Essential Questions Sort
Fact or Activity Based Questions
Essential Questions

13. What are the three states of matter?
What is the value of place value?
How can we know if the author was serious?
What is Greenwich standard time?
How many whiskers does a cat have?
When is it wise in cooking to deviate from the recipe?
Is the universe expanding?
What colors do Vera Wang purses come in?
What are the 5 components of a research based reading program?
Are numbers real?
What is “third” world? Is there a “second” or “fourth” world?
What does the acronym IEP mean?
How do you microwave a potato?
How do authors use story elements to establish mood?

14. Why does English appear to be so complicated?

15. Understanding vs Fact Knowledge
“An understanding makes a claim using facts.”

16. What will the student know and do?

17. Know: 7 syllable types and the 125 most frequent morphemes of English
D0: Will be able to decode any multiple syllable word and attempt to gleam meaning from French, Latin or Green words based on structural analysis.

18. Benchmarks of the Standard

19. Benchmark of the Standard CCSS.ELA-Literacy.L.6.4
CCSS.ELA-Literacy.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
CCSS.ELA-Literacy.L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
CCSS.ELA-Literacy.L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

20. Benchmark of the Standard CCSS.ELA-Literacy.RF.3.3
CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
CCSS.ELA-Literacy.RF.3.3b Decode words with common Latin suffixes.
CCSS.ELA-Literacy.RF.3.3c Decode multisyllable words.
CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.

21. 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?
Ubd departs from other approaches to curriculum development because we stop before determine the learning tasks to purposely think about how we are going to assess learning. In this stage we are going to answer three different questions.
What should we look for, to determine the extent of student understanding?

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

23. Examples Is this evidence that they can count to 100?
Do we even know if the student did this?
Is this evidence that they have developed “one hundredness”?
Did the student have to explain rows, columns or patterns?
Ask these questions for an open discussion
See page 148 in the UBD book for a deeper understanding of how this is a very poor assessment of the goal.
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.

24. Does the 100 day activity meet the criteria of rigor?
high but realistic expectations
depth over breadth
cross-curricular integration
stated outcomes
curriculum mapping
Looking at the big ideas of rigor, does the previous example of an assessment meet the criteria of rigor?

25. Assessor vs Activity 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.

26. Sort out the assessments …
take a few minutes in small groups to look at the brainstormed list of assessments from earlier in the presentation… Are these fun tasks because they are interesting? Are these rigorous instructional tasks that really get at their knowledge?

27. Continuum of Assessments
informal checks for understanding
observations and dialogues
tests and quizzes
academic prompts
performance tasks
Performance Tasks – Complex challenging that mirror the issues and problems faced by adults. Ranging in length from short-term tasks to long-term, multistage projects, they yield one or more tangible products and performances.
Academic Prompts- Open ended questions or problems that require the student to think critically, not just recall knowledge an to prepare a specific academic response, product or performance.
Quiz and Test Items- Familiar assessment formats consisting of simple, content-focused items

28. Assessments on the continuum
take a few minutes to place the brainstormed list of assessment on the continuum of assessments Is there a balance of assessments? What is missing?

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

30. 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?

31. Case Study Student
How do we assess if the case study student has progressed towards her goals?
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies
Know and apply grade-level phonics and word analysis skills in decoding words.

32. Identification of the syllable types in a word analysis task
Progress Monitoring
Identification of the syllable types in a word analysis task
Reading Multiple Syllable words
Identify Prefix, Root Word and Suffix in Latin based words
Identify the two combining forms in Greek based words
Reading text with words that contain multiple syllables and text with words that contain bound morphemes

33. Turn it into an IEP Goal
This is a worksheet to help in writing measurable goals. These basic questions must be answered
When will the goal be met?
Who is meeting the goal?
What will the student be doing?
What is their current level of function or base line?
What level of proficiency will show they have met their goal?
What is the setting or condition where the work will take place?
Who will be measuring the goal and what tool will be used?

34. Example
By May 2013, Angie will identity the syllable types in any given multiple syllable word and read the word accurately from 14/25 to 25/25 as measured by a phonics inventory of multiple syllable words during language arts as measured by the special education teacher.
By May 2013, Angie will extract the meaning of English words of Latin or Greek origin by reading and identifying the meaning from 0/25 to 25/25 as measured by a morphology inventory during language arts as measured by the special education teacher.

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

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

37. 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

38. WHERETO
W- Where the unit is 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

39. Before and After read textbook section life on the prairie KWL
Read Sara Plain and Tall
Pioneer- life truck artifact
Prairie Day Activities – churn butter, 19th century game, seal letter with wax, etc
KWL
Sub Oregon Trail 2 with Journal entry for Prairie Day Activities
Other Fiction and non-fiction text
time line maps of a journey west
Scoring rubric for memory box task

40. Specially Designed Instruction Treatment
20 minutes daily
6 weeks
-phonology drills (5 min daily)
-direct instruction in syllable types
and structural analysis (15 min)
After initial treatment- 20 min 2x week
-application of syllable types and
morphology using
core curriculum vocabulary

41. The history of English lessons Word Origins Sorts
Discovery based lesson on the syllable types
Direct instruction on the schwa and accented syllables
Direct instruction on Latin roots
Build new words from the Latin roots
Find words from the content classes to feed-forward before instruction

42. Transfer of Knowledge