1. Unpacking the Standards / How Do I Know What to Teach and How to Teach It?

2. Be able to KNOW and DO Knowledge (Declarative) What we want students to know: / Vocabulary / Definitions / Concepts / Laws, Formulas / Key facts / Critical details / Sequence & timelines Knowledge (Declarative) What we want students to know: / Vocabulary / Definitions / Concepts / Laws, Formulas / Key facts / Critical details / Sequence & timelines Skills (Procedural) What we want students to be able to do: / Decoding, computation / Communication skills- listening, speaking, writing / Thinking skills – compare, infer, analyze / Research – inquiry, investigate / Study Skills – notetaking / Group skills Grant Wiggins, Jay McTighe, Understanding by Design, 2004

3. StandardVerbsNounsSkills Necessary STEP 1: Choose a Standard STEP 2: Identify the verbs STEP 3: Identify the nouns Step 4: Identify the skills needed UNPACKING THE STANDARDS It is all about the VERBS and the NOUNS!

4. Unpacking the CCSS Elementary Standard StandardVerbsNounsSkills Necessary STEP 1: Choose a Standard Work with time and money 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. STEP 2: Identify the verbs tell time write time STEP 3: Identify the nouns Time analog clocks digital clocks 5 minutes a.m. p.m. Step 4: Identify the skills needed define analog, digital, a.m and p.m. count by 5’s tell time to the hour and ½ hour write time in the correct format

5. Unpacking the CCSS Middle School Example StandardVerbsNouns StandardVerbsNounsSkills Necessary STEP 1: Choose a Standard RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. STEP 2: Identify the verbs cite support analyze STEP 3: Identify the nouns textual evidence analysis inferences Step 4: Identify the skills needed reading comprehension draw inferences cite specific examples cite details to support inferences analyze the text

6. Driver’s Education High School Example StandardVerbsNouns StandardVerbsNounsSkills Necessary STEP 1: Choose a Standard DE 1: Demonstrate a working knowledge of rules and regulations; federal, state, and local laws; procedures of operating a motor vehicle; and other responsibilities associated with the driving privilege. STEP 2: Identify the verbs demonstrate STEP 3: Identify the nouns rules regulations laws responsibilities Step 4: Identify the skills needed knowledgeable (traffic signs and signals) understand (when to use) application respond (to road conditions) procedures

7. Unpacking your standard… / Select a Core Content standard / Circle verbs / Underline nouns / Identify the skills the students will need in order to process and learn this standard. / Select a Core Content standard / Circle verbs / Underline nouns / Identify the skills the students will need in order to process and learn this standard.

8. USING STANDARDS AS A TEACHING TOOL

9. If done by teacher, can be used by students as preview prior to teaching. If done by students can be used as a word wall Using word walls or graphic organizers can provide conceptual frameworks as part of the content. Graphic organizers give students the ability to identify main concepts, assign specific labels to concepts, and sort relevant and non-relevant cues.

10. Understanding by Design  Thinking like an assessor, not only an activity designer, is key to effective design.  Overcoming the “twin sins” of “aimless activity” and “superficial coverage”.  The work is only “coverage” or “nice activity” unless focused on questions and big ideas, related to the Standards.

11. 3 Stages of “Backward” Design 1.Identify desired results 2.Determine acceptable evidence 3. Plan learning experiences & instruction. Then and only then

12. Stage 1 Identify desired results Consists of four components Content standards Understandings Essential questions Knowledge and skills Key: Focus on Big Ideas!

13. Stage OneStage TwoStage Three If the desired result is for learners to…. Then you need evidence of the learners’ ability to…. Then the learning events need to….. Drive in heavy traffic with aggressive and inattentive drivers without accident or anger. Handle real as well as simulated driving conditions in which defensive driving is required by traffic and behavior of other drivers. Help novices become skilled in handling the automobile; help them learn and practice defensive driving in a variety of situations; help them learn to defuse anger using humor and different thought patterns, etc.

14. The Understanding Insightful use of knowledge and skill, observable in performance Reflect “big ideas’ in the form of powerful generalizations Revealed via the “six facets” (Think Bloom) Essential for maximal recall and apt transfer of “content” to new situations, places, and times Reflective, recursive “spiral” Conventional linear [textbook-driven] scope and sequence is a major impediment to developing understanding.

15. Bloom’s Taxonomy Remembering: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Understanding: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Applying: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Analyzing: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Evaluating: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Creating: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, recontructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

16. What is an understanding? / Specific insight, inference, or conclusion about the big ideas that you hope your students will attain as a result of inquiry……….

17. John Dewey / “To grasp the meaning of a thing, an event, or a situation is to see it in its relations to other things: to see how it operates or functions, what consequences follow from it, what causes it, what uses it can be put to. In contrast, what we have called the brute thing, the thing without meaning to us, is something whose relations are not grasped….The relation of means-consequence is the center and heart of all understanding.”

18. Grant Wiggins on Understanding

19. Sort of Understanding

20. So…..What’s the Big Idea?

21. Questions for identifying truly “big ideas.” / Does it have many layers and nuances, not obvious to the naïve or inexperienced person? / Does it yield optimal depth and breadth of insight into the subject? / Do you have to dig deep to really understand its meanings and implications even if you have a surface grasp of it? / Is it (therefore) prone to misunderstanding as well as disagreement? / Are you likely to change your mind about its meaning and importance over a life time? / Does it reflect the core ideas as judged by experts? / Does it have many layers and nuances, not obvious to the naïve or inexperienced person? / Does it yield optimal depth and breadth of insight into the subject? / Do you have to dig deep to really understand its meanings and implications even if you have a surface grasp of it? / Is it (therefore) prone to misunderstanding as well as disagreement? / Are you likely to change your mind about its meaning and importance over a life time? / Does it reflect the core ideas as judged by experts?

22. What is the “moral of the story? ” Why? So what? How is ____ applied in the world beyond the classroom? What couldn’t we do if we didn’t understand ________? Avoid truisms, facts, and definitions!

23. Questions….of the Essential Kind / In your group, write an essential question related to the standard you have chosen to work with today.

24. A little close reading…….. / Becoming the expert / Share with group / Revisit your question / Becoming the expert / Share with group / Revisit your question

25. Why Use Essential Questions? / Inquiry is a key goal of education / Make it more likely the unit will be intellectually engaging / Help clarify and prioritize standards for teachers / Provide transparency for students / Encourage and model metacognition for students / Provide opportunities for intra- and interdisciplinary connections / Support meaningful differentiation / Inquiry is a key goal of education / Make it more likely the unit will be intellectually engaging / Help clarify and prioritize standards for teachers / Provide transparency for students / Encourage and model metacognition for students / Provide opportunities for intra- and interdisciplinary connections / Support meaningful differentiation

26. Question Sort

27. Essential Questions / Are arguable – and important to argue about / Are at the heart of the subject / Recur – and should recur – in professional work, adult life, as well as in the classroom inquiry. / Raise more questions – provoking and sustaining engaged inquiry. / Often raise important conceptual or philosophical issues. / Can provide purpose for learning. / Are arguable – and important to argue about / Are at the heart of the subject / Recur – and should recur – in professional work, adult life, as well as in the classroom inquiry. / Raise more questions – provoking and sustaining engaged inquiry. / Often raise important conceptual or philosophical issues. / Can provide purpose for learning.

28. Tips for Using Essential Questions / Use E.Q.s to organize programs courses, and units of study / Less is more / Edit to make them kid friendly / Post the questions / Use E.Q.s to organize programs courses, and units of study / Less is more / Edit to make them kid friendly / Post the questions

29. Define Essential Questions Using the Frayer Model

30. Questions, Comments, Concerns, and Next Steps