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Curriculum

Blank UbD Planning Template


Title: Topic: Grade: Stage 1- Desired Results
Established Goals including State Standards, District mandates, and measurable aspects of your Mission Statement ::

Subject/Course: Designer(s):

Understandings: Students will understand that

Essential Questions:

Students will know

Students will be able to

Performance Tasks:

Stage 2- Assessment Evidence Other Evidence:

How do we teach?
October 7, 2013

These are the

facts, vocabulary, dates, places, names, and examples


you want students to memorize. The know is massively forgettable.
Facts (The Civil War began in 1861; Emily Dickinson was a recluse) Vocabulary (entropy, equilateral triangle, hyperbole)

Teaching facts in isolation is like trying to pump water uphill. -Carol Tomlinson

KNOW (Facts, Vocabulary,


Definitions)
There are 50 states in the US Thomas Jefferson 1492 The Continental Divide

The multiplication tables

Major Concepts and Subconcepts


These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the students life and to other subjects. It is through the understanding component of instruction that we teach our students to truly grasp the point of the lesson or the experience. Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.

UNDERSTAND (Essential Truths that give


Meaning to the Topic)

Begin with I want students to understand THAT

Multiplication is another way to do addition People migrate to meet basic needs All cultures contain the same elements expressed differently Voice reflects the author

Skills

Basic skills of any discipline Thinking skills Skills of planning, becoming independent learners, critical and creative thinking
Aim for Authenticity: The skill portion encourages the students to think and act like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to be like a doctor, a scientist, a writer or an artist.

BE ABLE TO DO
Write a unified paragraph Compare and contrast Draw conclusions Examine varied perspectives

Work collaboratively
Develop a timeline Use maps as data

With your group


Write all of the KUDs for the following set of standards using the KUD mat:

(Remember the KUDs represent your desired results for this unit. Stage 1- p. 16 UbD)
Math Standard 4.2

The student will:


Compare and order fractions and mixed numbers; Represent equivalent fractions; and Identify the division statement that represents a fraction

4.2 KUD document


What do you notice about the KUDs? How does this chart compare to the chart created in your group?

Essential Questions
Open-ended questions that are thoughtprovoking and interpretive.

Essential Questions are at he core of your content and often leads to, or requires further investigation. Essential Questions:
Have no obvious right answer Raise more questions Address concepts that are key to the discipline

Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Science
1. 2.

Examples of Essential Questions

Are animals essential for mans survival? Explain. Does South Carolina have reason to fear a natural disaster? Which ones or Why not? What must a scientist do in order to research something?

3.

Math
1. 2. 3.

When should I multiply? When is multiplication most useful? How is geometry used in the real world? What is the role of geometry in advertising, architecture, or fabric design?

Social Studies
1. 2.

How have ancient Greeks affected our society? Why would the Europeans want to come to the colonies?

3.

How does the economy of a society depend on the geography of the region?

Effective Assessment?

What is Stage 2 in UbD?


The purpose of Stage 2 is to determine needed evidence of the knowledge, skills, and understandings outlined in Stage 1 (KSMT)

A Matter of Understanding
Worth being familiar with

Facts and Topics (state and local standards)

Important to know and do

Topics, Skills, and Disciplinebased Concepts

Enduring understanding

Concepts (micro & macro), Principles, Generalizations, & Theories


(Wiggins & McTighe)

Aligning Assessments with Learning Outcomes

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Part 1: Reliability (Does it measure Ks and Ds?)


1. In what year was George Washington born? 1736 1732 1740 1741 1. In what year was George Washington born? 1900 1732 1450 2000

2. How many blood vessels are in the human body? A) 60,000 B) 61,000 C) 62,000 D) 63,000

2. How many blood vessels are in the human body? A) 500 B) 25 C) 62,000 D) 5,000,000
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Part 1
3. Recognition of individual sounds is known as: A) phonemic awareness B) phonological awareness C) phonics D) phoneme segmentation 3. Recognition of individual sounds is known as: A) phonemic awareness B) sight words C) comprehension D) fluency

4. A triangle that has two equal sides and two equal angles is known as: A) scalene B) equilateral C) isosceles D) acute

4. A triangle that has two equal sides and two equal angles is known as: A) scalene B) square C) lopsided D) oval
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Part 2: Application (Goal: Students will understand that written language can be used to persuade or sway somebody to a new way of thinking.)
Part Two: Your teacher is considering the option of allowing you to do your final project in small groups, as opposed to doing the work independently. Write a 3-5 sentence persuasive paragraph to convince your teacher whether or not to offer this option.

Part Two: Fill in the missing words. Use the context to determine the word that best fits: Persuasive texts are a part of our daily lives. Children learn at an early age to express their __________, or points of view. Television, newspapers, radio, and internet make strong use of persuasive ___________ and in our daily exchanges, we use persuasive language to express opinions to try to ______________ others. Learning how to create systematic and organized persuasive texts empowers young people to ________________ an opinion, be involved in decision making, and be critical users of the English _____________________.

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La maquina mas infernal de hacer dinero se llama Pedroso, un osito electronico que (4) ha derramado sobre sus fabricantes beneficios superioresa los 100 millones de dolares en el (5) ano. La (6) de Pedroso es que habla. Claro, no hay ningun misterio en la cinta sin fin y el grabador (7) en el interior del osito. Pero lo (8) novedoso es que (9) hablar su boca se mueve en sincronia con las palabras y sus ojos pestanean. El juguete (10)vende a precios que oscilan entre 60 y 80 dolares.

Part 3: Fairness (Is assessment fairness present here?)

4. (A) todavia 5. (A) primero 6. (A) oportunidad 7. (A) ocultos

(B) nunca (B) primer (B) mayoria (B) lejanos

(C) ya (C) primo (C) desventaja (C) cobrados (C) ansiosamente (D) de (D) lo

(D) tampoco (D) primario (D) particularidad (D) llenos (D) perezosamente
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8. (A) verdaderamente (B) antiguamente 9. (A) del (B) en 10. (A) se (B) le (C) al (C) lo

?Or here
: ) ) ) : ) ) ) )
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Aligning Assessments with Learning Outcomes


Alignmentdegree to which measurements of learning outcomes match how and what we teach

Think back to the 3 stages of UbD unit planning. What elements of planning occurred in Stage 1, Stage 2, and Stage 3?

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UbD= Understanding by DESIGN

The tasks to which students are asked to respond on an assessment are not arbitrary. They must be carefully designed to provide evidence that is linked to the cognitive model of learning and to support the kinds of inferences and decisions that will be based on the assessment results.

National Research Council. Knowing what students know: The science and design of educational assessment . Washington, D.C.: National Academy Press, 2001, p. 47.

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Assessments of Transfer
Can learners do something with what theyve learned outside of the school/classroom setting? Meaning making is essential, but if learners dont transfer that meaning into unfamiliar contexts that meaning is lost. Assessments of transfer must:
Have a novel look and feel Context that requires learners to tailor prior learning to a concrete situation Must make these judgments and applications independently

Long Term Transfer Goals

What is Transfer in UbD speak?

Why and when these are transfer goals


Real life communication to affect some kind of change, not completing a graphic organizer, following a 5-paragraph essay formula
Problem solving without following rote formulas, step-by-step procedures, or plugging in numbers into a memorized algorithm Consider the relevance of events past and present to make personal judgments and apply them (voting) Successfully communicate in global society in real world situations when teachers arent available

Writing in various genres, for various audiences, in order to explain, entertain, persuade, explain a technical task, or challenge a prevailing idea (satire)
Mathematics- recognize and solve never before seen problems. Figuring out what is known, unknown, and what the problem demands History- Discuss the applicability of past, current, and future events World languages- communicate effectively in target language (speed, dialect, accent, customs)

Two-Question Validity Test


How likely is it that a student could do well on the assessment by:
Making clever guesses with accurate recall but limited or no understanding? Making a good faith effort with lots of hard work and enthusiasm but limited understanding? Producing a lovely product or an engaging and articulate performance but with limited understanding?

False positive understandings


Create a diorama that shows what we learned about Christopher Columbus, the New World Explorer from Spain

Two-Question Validity Test:


How likely is it that a student could do poorly on the assessment by:
Failing to meet the requirements while nonetheless revealing a good understanding of the ideas? Not being skilled at certain aspects of the task but those skills are not central to the goal (e.g., require acting or computer ability unrelated to stage 1 goals)

False negative understandings


One student has written language disability- task is to write how pioneer life is similar to and different from life today.

How do you know its a good assessment?


Stage 2
The specified assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1 The specified assessments include authentic transfer tasks based on one or more facets of understanding The specified assessments provide sufficient opportunities for students to reveal their Stage 1 goals Evaluative criteria for each assessment are aligned to desired results
KEY 3=Meets the standard; 2=partially meets the standard; 1= does not yet meet the standard

Today we will focus on these aspects

Six Facets of Understanding


Explain Interpret Apply & Adjust Use what is learned in unique situations, go beyond context and apply to other contexts and situations Perspectiv e See the big picture, consider, various points of view, take a stance Empathy SelfKnowledge Show metacogniti ve awareness, reflect on meaning of new experiences and learning, aware of own habits of mind and biases

Make connections , draw inferences, express in OWN words, teach others

Make sense of, provide a personal dimension to ideas & events, make it personal through images, stories, etc., turn data into information

Perceive sensitively, can walk in anothers shoes

Developing Assessments with Six Facets


Explanation
Demonstrate Derive Describe Design Exhibit Express Induce Instruct Justify Model Predict Prove Show Synthesize Teach

Interpretation
create analogies Critique Document Evaluate Illustrate Judge Make meaning of Make sense of Provide metaphors Read between the lines Represent Tell a story of Translate

Application
Adapt Build Create Debug Decide Design Exhibit Invent Perform Produce Propose Solve Test Use

Perspective
Analyze Argue Compare Contrast Criticize Infer

Empathy
Be like Be open to Believe Consider Imagine Relate Role play

Selfknowledge
Be aware of Realize Recognize Reflect Self-assess

BREAK

The World Peace Game


Movie Trailer

Examples of Assessment Types

Tests/Quizzes

Observations /Dialogues
Learn about these first

Academic Prompts

Acceptable Evidence

Performance Tasks

Informal Checks for Understanding

Examples of Performance Tasks:


Explanation Interpretation Write letters home describing what the pioneer life is really like compared to you expected. Compare English and Spanish versions of Cinderella to determine if language influences meaning. Adapt events from history that contributed to societal reaction to the Civil Rights Movement by recreating a scene and presenting to a group.

Application

Perspective

Debate whether the First Amendment could negatively impact a group by participating in a roundtable discussion with classmates.
Create a diary that reflects the day in the life of an electron. Write a self-assessment reflecting on your writing process.

Empathy Self-Knowledge

That cant be all you do! How do you write a COMPLETE performance task?
G=
R= A=

Goal
Role Audience

G.R.A.S.P.S

S=
P= S=

Situation
Product/Performance and Purpose Standards for Criteria and Success

*GRASPS
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

Closer look at Role: Who does this in real life?

Discover. Create. Change.

Museum Curator
Examples:
Design museum exhibits Create museum exhibit brochure Compete for grant money with other designers

Ad agency director
Design advertising campaign or book jackets

Psychologist/sociologist
Conduct surveys, perform analyses, graph results, interpret others results (graphs) write newspaper articles on the meaning of results (interpret)

Archaeologist
Determine the culture or time frame of a mystery artifact or person Create documentary script on given time period based on artifacts

Newspaper editor or writer


Write articles and editorials set in the studied historical time

Policy Analyst
Predict future in a country being studied

Product Designer/Campaign Manager


Conduct research, design ad campaign, present proposal to panel

Expert Witness
Testify on behalf of or against advertising claims, policies on energy regulations, current event (in current or past tense)

Closer look at Products: What will they actually be doing?

Discover. Create. Change.

Possible Products

Design a flyer to advertise an event. Assemble an emergency survival kit.

Produce and distribute a newsletter informing parents about school events.


Adhere to a budget to order classroom supplies from a mail-order catalog. Plan and grow a community garden. Participate in a mock job interview. Conduct a menu preference survey for the school cafeteria and compile and report the results. Conduct an Internet search on selected topics and report findings along with an assessment of the web sites used. Demonstrate how to take care of a goldfish, including cleaning the bowl. Design and create greeting cards to be sold as a fundraiser. Rewrite and stage "Medea" setting it in modern times.

How do you present it to students?


http://parallaxproject.org/Curriculum/MathUnits/F oodUnit/index.html

http://parallaxproject.org/Teachers/GRADE_3/Uni t3/Video/garycody.html

Your Turn!
1.

Using one of the standards or unit themes at your table, complete the GRASPS sheet detailing your performance assessment Share with others at your table and see if they can identify the GRASPS elements

2.