I’m In Activity
• Reflect on the
morning in 1-2
sentences
• “I’m in”
Social Emotional Learning Standards
applied to
Understanding by Design
and
Leah Evans, Congregation
Universal Design for Learning
Purpose
• In this presentation you will see that:
– SEL Standards help frame the essential understanding
– Curriculum planning can occur in the context of
social-emotional learning
– The UbD template provides a process with which to
define learning, as well as a common language
– The UDL framework creates access for students and
builds capacity for teachers
Outcomes
• You will have an opportunity to:
– Design lessons around SEL Standards
– Identify essential understanding and essential questions
related to a context
– Learn about and engage with the Understanding by
Design template
– Learn about and apply the principles of Universal
Design for Learning
Reflection #1
In what ways do you currently support
your students’ social and emotional
needs?
Universal Design for Learning
Universal Design for Learning
a framework
for
improving
and
a mindset
the
increasing
Understanding by Design
college/career readiness standards
literacy
SELS
instructional
core
access
cultural relevance
common core standards
the roadmap
PBS
What is
Universal Design for
Learning?
“UDL”
Why UDL?
• Early 1990’s:
•
•
•
•
CAST applied universal design
to the learning sciences
Recognizes the reality of diversity
Identifies and breaks down barriers
More efficient than individual solutions
Benefits more people
+
Why Neuroscience?
Neuroscience
is an alternate representation
of what underlies what we do
and how we learn
If we consider neuroscience in our instructional planning,
we will meet the needs of more student brains.
The Brain Networks
**Affective**
Strategic
SEL
Recognition
3 Principles of
Universal Design for Learning
Affective
**Engagement**
• Multiple Means of
Representation
(Action &
Expression)
SEL
• Multiple Means of
Action & Expression
• Multiple Means of
Engagement
Strategic
Recognition
(Representation)
Principles of
Universal Design for Learning
Multiple Means of Representation
– Recognition Network of the brain
• The “WHAT” of learning
– Provide multiple examples
– Highlight critical features
– Provide multiple media and formats
– Support background context
…Recognition network…
Multiple Means of Representation
Principles of
Universal Design for Learning
Multiple Means of Action & Expression
- Strategic Network of the brain
• The “HOW” of learning
–
–
–
–
Executive functioning
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
…Strategic Network…
Multiple Means of Action & Expression
Principles of
Universal Design for Learning
Multiple Means of Engagement
**This is where SEL lives
- Affective Network of the brain
• The “WHY” of learning
– Offer choices of content and tools
– Offer adjustable levels of challenge
– Offer choices of rewards
– Offer choices of learning context
…Affective Network…
Multiple Means of Engagement
Reflection #2
Recall a time when you activated a
student’s affective network.
What were the outcomes for this
student?
Checkpoint
• What questions
do you have
about
Universal Design
for Learning?
What is
Understanding
by Design?
“UbD”
The
UbD
Template
…backwards design…
To begin with the end in mind means to start with a
clear understanding of your destination. It means to
know where you’re going so that you better understand
where you are now so that the steps you take are always
in the right direction.
Stephen Covey, 7 Habits of Highly Effective People
The three stages of backwards design
1. Identify
Desired
Results
2. Determine
Acceptable
Evidence
3. Learning Plan
- Experiences
- Instruction
Stages in Understanding by Design
Stage 1:
IDENTIFY DESIRED RESULTS
What do we want our students to learn ~ What are the BIG IDEAS?
What are your instructional goals?
What are your essential understandings?
What are your essential questions?
Stage 2:
ASSESSMENT
How will we know that our students have learned the content?
What performance tasks measure learning?
What other evidence can you collect?
Stage 3:
LEARNING PLAN
What are learning activities/instruction will enable students to achieve desired results?
What background knowledge, skills, or abilities will our students need?
What are the most effective instructional methods?
Stage 1: Essential Understandings
• Summarize big ideas students should know
20 years from now
• Have lasting value beyond the classroom
• Synthesize what students should understand
Stage 1: Essential Questions
• Probe deep issues
• Foster inquiry
• Foster transfer of learning
• Often interdisciplinary in nature
Clarify
Content
Priorities
Worth Being
Familiar With
Important to
Know and Do
Essential
Understandings
Pair Share
• Consider your area of expertise
• Identify a concept or a skill you teach students that has
lasting value beyond the classroom
Tsunami in Japan
Essential Understandings
• Empathy is the core of
effective relationships
Essential Questions
• What is empathy?
• How can people show
empathy toward others?
Knowledge & Skills:
Students will know and be able to…
•Use key terms: relationship
•Identify ways in which they are empathetic
•Recognize ‘self ’ compared to ‘others’
SEL Standard
Power Standard 1:
EMOTIONAL
DEVELOPMENT
Empathy: Recognize and understand others' feelings while
building awareness of how one's behavior influences others
Being on Time to Class
Essential Understandings
• Being on time is important in
the working world because
the people who are on time
to work are the people the
boss wants to keep.
Essential Questions
• Why is being on time important
for academic success?
• Why is being on time is
important for keeping a job?
Knowledge and Skills:
Students will know and be able to…
•Use key terms: professionalism, responsibility
•Identify the meaning of “on time”
•Identify strategies that will contribute to being “on time”
•Plan in advance-setting clocks, getting clothes ready etc
SEL Standard
Power Standard 2:
• Go to bed on time
• Have a back up plan for transportation.
• Articulate the importance of being on time
• Communicate transportation issues with a staff
member
SELF CONCEPT
Lifelong Learner: Set and achieve goals to enhance
personal success
Checkpoint
• What questions do you have about identifying
essential understandings or essential questions?
Practice
Essential Understandings
Essential Questions
•
Big ideas - 20 years from now
•
Probe deep issues
•
Value beyond the classroom
•
Foster inquiry
•
Synthesize what students should
understand
•
Foster transfer of learning
•
Often interdisciplinary in nature
SEL Standard:
You choose 1
Stages in Understanding by Design
Stage 1:
IDENTIFY DESIRED RESULTS
What do we want our students to learn ~ What are the BIG IDEAS?
What are your instructional goals?
What are your essential understandings?
What are your essential questions?
Stage 2:
ASSESSMENT
How will we know that our students have learned the content?
What performance tasks measure learning?
What other evidence can you collect?
Stage 3:
LEARNING PLAN
What are learning activities/instruction will enable students to achieve
desired results?
What background knowledge, skills, or abilities will our students need?
What are the most effective instructional methods?
“You don't change performance without
changing the instructional core”
Richard Elmore, Harvard University Professor
The Instructional Core
Richard Elmore, Harvard University
Content
(curriculum)
3 Points of entry for improvement
of instruction
All 3 points have equal importance
Learning Task
Teacher
(instructional
strategies)
Student
(engagement)
Reflection #3
In what ways could you collaborate around SEL
Standards with your colleagues?
Resources
•
Center for Applied Special Technology. http://www.cast.org/
•
Collaborative to Advance Social and Emotional Learning. http://www.casel.org
•
Evans, Leah. Congregation. Used with permission.
•
McTighe, Jay and Grant Wiggins. Understanding by Design: Expanded 2nd Edition
•
McTighe, Jay and Grant Wiggins. Understanding by Design: Professional Development Workbook
•
http://udl2009.wikispaces.com/file/view/UDL+word+cloud.bmp
•
http://www.arps.org/users/ms/coaches/backward%20design%20101.htm
•
Zins, Joseph, et al (1998). Enhancing Learning Through Social and Emotional Education. Think: The Journal of
Critical and Creative Thinking, 9, 18-20.
Presenter Contact:
Amy Clements, Program Support Teacher – Ed. Services
608.442.2166 aclements@madison.k12.wi.us
Stoplight Activity
• Think about your students and your work…
3. STOP
2. CONTINUE
1. START