1. Exemplary Instructional Units: Incorporating Transition Goals with Statewide Standards and Research-Based Unit Design Pamela Luft, Ph.D. Kent State University pluft@kent.edu pluft@kent.edu OSEP Project Director’s Meeting Washington, DC July 26, 2005

2. July 26, 2005Pamela Luft, PhD The Pressure for Standards- Based Instruction  Federal Requirements  Goals 2000 & America 2000  NCLBA  AYP  Proficiency Tests  State and District Requirements  Use of State Curriculum Standards  Grade-level Proficiency Tests

3. July 26, 2005Pamela Luft, PhD Concerns with Standards  The Problems:  Content standards often are vague and difficult to use for teaching (Popham, 2001).  Standards and benchmarks are not easily measurable, observable, or lead to accountability-focused behavioral objectives;  Task or skill-focused concrete and definitive lessons are unlikely to address the nature or scope of these standards;  Task analyses are difficult with broad, conceptually-focused standards.  The Need:  Schools are under increasing pressure to raise student outcomes and use state standards for teaching.

4. July 26, 2005Pamela Luft, PhD Difficulties with Applying Exemplary Strategies  Linear task analysis  Results in a nearly-overwhelming array of steps and sub-steps to achieve a single broad and comprehensive standard.  Example: 10 th grade: Vocabulary Acquisition (ODE)  Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.  Skills: inferring (a) literal and (b) figurative meaning of (a & b-1) words and (a & b-2) phrases  Discussing (identifying & describing): function of figurative language:  Metaphors  Similes  Idioms  Puns

5. July 26, 2005Pamela Luft, PhD Exemplary Instruction  Is more than linear learning paths and observable outcomes  Should provide:  Inquiry and problem-solving focus  Depth of understanding  Clear relationships and interrelationships among broad and life-long concepts  Redundancy of key concepts across diverse content

6. July 26, 2005Pamela Luft, PhD Incorporating Standards  Aim for depth, rather than superficial breadth (TIMMS report)  Develop lessons based on unit themes  Broad themes can better address the comprehensive nature of standards  Unit themes support redundancy of learning:  increasing depth of understanding  allowing expansion and extension of related skills and knowledge—the standards  Unit themes link individual tasks and activities:  to reduce fragmentation and  build broad knowledge and skill learnings.  To develop unified lessons that lead to achievement of standards.

7. July 26, 2005Pamela Luft, PhD Integrating Standards with Research-Based Practices   Exemplary unit-based instruction  Research-based unit development   Understanding by Design  Provides a 3-stage process for design of comprehensive learning  Stage 1 begins by incorporating external standards  Integrates research on learning and teaching (http://www.ubdexchange.org/resources.html) http://www.ubdexchange.org/resources.html (Wiggins and McTighe, 1998)

8. July 26, 2005Pamela Luft, PhD Unit Design Process  Stage One: “Backward Design” Process  Begin with Needs  Incorporate external standards  “Unpack” them into meaningful and teachable chunks.  Review the standard for those elements that are  (a) worth being familiar with,  (b) what is important to know and understand, and  (c) what is authentic and relevant and of life-long value to the student.  Identify student needs that are:  Life-long and enduring  Relevant and authentic  Address key misperceptions or misunderstandings  “Hook” the students

9. July 26, 2005Pamela Luft, PhD Unit Design Process  Stage Two: Identify Comprehensive Assessments  Plan a variety of assessments that demonstrate achievement of overarching understandings  Use the Six Facets of Understanding  Review to ensure sufficient evidence that demonstrates the unit understandings  Stage Three: Develop Instruction  Plan lessons and activities that prepare students for the assessments that demonstrate their understanding

10. July 26, 2005Pamela Luft, PhD Six Facets UbD FacetFacet Description Facet 1: ExplanationSophisticated explanations and theories Facet 2: InterpretationInterpretations, narratives, and translations Facet 3: ApplicationUse knowledge in new situations and contexts Facet 4: PerspectiveCritical and insightful points of view Facet 5: EmpathyAbility to get inside another person's feelings Facet 6: Self-knowledgeTo know one's ignorance, prejudice, and understanding

11. July 26, 2005Pamela Luft, PhD Transition-Focused Exemplary Unit Design  Stage 1 Components  Transition is based on students’ life-long needs  Transition is student-centered, authentic, and relevant  Based on student needs, interests, and preferences  Combine standards with a transition focus to ensure units address:  Life-long, enduring, authentic issues that “hook” students

12. July 26, 2005Pamela Luft, PhD Transition Unit Planning   Use Stage One  Use transition needs with state standards to identify overarching and enduring unit understandings  “Unpack” standards into key components  Apply transition needs and issues  Compile into student-focused inquiry-based questions   To Support Stage Two  Assessments across the Six Facets  Ensures comprehensiveness of learnings—breadth and depth  Documents “understanding” of enduring unit understandings—IEP/ITP   And Develop Stage Three  Instructional activities that ensure students have knowledge and skills to fully demonstrate their “understandings”

13. July 26, 2005Pamela Luft, PhD Transition Project at Kent State University http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

14. July 26, 2005Pamela Luft, PhD Project Achievements   Years 1-2  Teacher-initiated units at the middle and high-school level  Unit design process initiated  General outcomes documented   Years 3-4  Research-based unit topics  Use of web-site to disseminate units  Reduced interest due to NCLBA (?) and IDEIA  Classroom emphasis on testing and preparation  Teacher concern about “highly qualified” standards

15. July 26, 2005Pamela Luft, PhD Transition Unit Examples   Teacher-Developed Units  Careers Careers   Research-Based Units  Student Participation in IEP Meetings  Middle School Middle School Middle School  High School High School High School  Career Development  Career Exploration Career Exploration Career Exploration

16. July 26, 2005Pamela Luft, PhD Transition Implementation: Stage One   Identify student needs using state standards and IEP/transition outcomes   Develop a web or outline of the different content areas  List the core standards for each content area  Incorporate student needs where appropriate   Expand and “explode” standards into components  Brainstorm all possible standard components and then revise or prioritize into their key components  Contact content area specialists for their input for delineating standards into their key components, and for facet and activity ideas  Use internet teaching resources and lists to initially expand standard-related activities

17. July 26, 2005Pamela Luft, PhD Implementation: Stage One   Examine unit web and synthesize content areas into several comprehensive, inquiry-based questions  Evaluate and choose one unit question that most effectively:  Utilizes the key learning needs and “core” content  Engages and “hooks” students into inquiry-focused knowledge & skill acquisition   Develop 1-3 overarching goals and outcomes  Develop goals that link content areas and student needs  Review goals, outcomes, and questions to ensure match and linkage   Use unit theme to expand content and unit cohesiveness  List possible activities that fully develop core components of the standards  Address key student needs and interests

18. July 26, 2005Pamela Luft, PhD Implementation: Stage Two   Develop assessment activities for the Six Facets across each unit goal/outcome  List unit goals that can be addressed in each facet  Combine into culminating projects or activities  Review the unit’s web outline of content areas to ensure coverage of each standard and student need   Utilize Facets to develop a rubric with scoring  Note specific standards and needs addressed by each facet  Plan a variety of assessments that demonstrate achievement  Select assessments that result in measurable outcomes  Support clear unit criteria for each facet  Develop into outcomes measures to document standards and IEP/ITP goals   Review for sufficient evidence of overarching and enduring understandings

19. July 26, 2005Pamela Luft, PhD Implementation: Stage Three   Plan lessons and activities  Ensure breadth and depth of learning  Prepare for assessment activity requirements  Use inquiry-based questions to focus activities  Use unit theme to reinforce and link key learnings into broad understandings

20. July 26, 2005Pamela Luft, PhD   A growing number of university programs utilize this process  Teachers College at Columbia University,  Penn State Univ.,  Old Dominion Univ.,  Vanderbilt Univ., and the Univ. of Maryland, Understanding by Design : Utilization

21. July 26, 2005Pamela Luft, PhD Summary of Steps 1.Use comprehensive unit design focusing on inquiry-based questions; this addresses breadth of the standards as well as necessary depth for retention of learning. 2.Begin with a web outline of different content standards with potential relevance to student-based transition needs. 3.“Unpack” the standards into key components, and evaluate each component for “core” content and relevance to transition needs. 4.List possible activities that comprise segments of these core components within the web. 5.Develop 1-3 overarching unit goals/outcomes for students to achieve that reflect the integration of standards across content areas and transition. 6.Develop assessment activities for the six facets across each of the unit goals/outcomes; ensure that each unit goal is adequately represented (but also utilize culminating activities that can incorporate multiple goals and facets when possible). 7.Review the web outline with activities for each standard; ensure that activities are of sufficient quantity and quality such that students will have the skills to be successful across all six facets; add activities as needed and if unsure: a.Brainstorm all possible standard components and identified transition needs, then revise or prioritize into their key components; b.Contact content area and transition specialists for assistance with standards and transition components, and for facet and activity ideas; c.Use internet teaching resources and lists to initially expand and integrate activities

22. July 26, 2005Pamela Luft, PhD Summary of Steps 8.Use the integrated components to review inquiry-based overarching question; develop 1-3 key unit outcomes. 9.Utilize facets to develop a rubric with scoring for the unit outcomes; develop specific standards for each facet. 10.Utilize facets to develop a listing of needed lessons and instructional activities 11.Review unit web of content standards to check for coverage across facets and lesson activities. 12.Ensure that activities are of sufficient quantity and quality a.Students must be able to develop the skills that will lead to success across all six facets 13.Review activities for relevance and link to overall unit goals and overarching unit questions. 14.Use the activities listing to begin lesson plan development.

23. July 26, 2005Pamela Luft, PhD Instructional Outcomes  Teachers use state standards to raise expectations.  Transition needs and issues ensure life- long, authentic, and relevant instruction  Exemplary unit design process that ensures breadth and dept of learning.  Teachers document standards-based and IEP/ITP outcomes through assessment facets.

24. July 26, 2005Pamela Luft, PhD Need Areas   Continued interest in transition as an authentic avenue for exemplary instruction   Continued emphasis on exemplary teaching practices References National Center for Educational Statistics (2003). Trends in international mathematics and science study (TIMSS). Washington, DC: Author. Available online: http://nces.ed.gov/timss/. National Center for Educational Statistics (2003). Trends in international mathematics and science study (TIMSS). Washington, DC: Author. Available online: http://nces.ed.gov/timss/.http://nces.ed.gov/timss/ Popham, W. J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: Association for Supervision and Curriculum Development. Popham, W. J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.