July 18 and 19, 2011

www.21stcenturyschoolteacher.com/-ascd-presentations.html
 UbD
is an evolving framework for writing
curriculum
 The ideas of AMT live in varying degrees in the
common core standards
 AMT transcends all three stages
 The ultimate goal is transfer via a performance
task
 Technology is one means to the desired end:
transfer (not an end in and of itself)
 Teacher roles vary based on the purpose of the
lesson
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Monday, July 18th
Morning
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Reflection / Catching up / New Design Guide
Writing a New Unit & the New Template
Stage One
Incorporating the Common Core Standards
AMT in Stage One
Transfer Goals
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Stage Two
Performance Tasks and Other Evidence
Incorporating the 21st Century Skills into Assessment
Coding Activity
Rubrics Again
Sharing Protocol
Afternoon
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Tuesday, July 19th
Morning
– Stage 3
– Teacher and Student Roles
– Web Tools for AMT
– Designing Learning Experiences for Meaning
Making and Transfer
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Afternoon
– Teaching the lessons
– Reflecting and Coaching
– School Improvement Plans
 How
would you rate your experience with the
new Understanding by Design Guide?
• Read it and have started using it
• Read it
• Skimmed it
• Haven’t looked yet
 Go
to www.ascd.org/downloads
 Enter
your unique key code, found on after the
table of contents (or the page before page
one)
 Summarize
the 2010-2011 school year.
• What about UbD worked really well?
• What are our struggles/frustrations?
• Poster paper these—yellow post-its for struggles—blue
for worked well
 Summarize
the 2010-2011 school year.
• To what extent has the work affected student
performance ?
• What evidence do we have?
 See
page 60 for examples
 Choose
a Topic
 Write a knowledge goal
 Write a skill goal
 Write a meaning making goal
 Write a transfer goal
Common Core Download available here
– Identifying/writing overarching understandings
for math/ELA
– Understandings
– Essential questions
– Poster paper and post for sharing
 New
 Lends
itself more to a performance task than
an academic prompt
Where are there connections between the
common core and the Louisiana state standards
for your unit?
Possible questions: Which common core
standards are represented? Which are missing,
if any? Are there any Louisiana standards that
are not reflected in the common core?
Unpacking Common Core Standards handout:
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What is the standard?
What skills must students have to master the
standard? What knowledge must be acquired?
What must the student understand?
What new situation should a student be able to
manage with this understanding?
What skills/knowledge/activities must I include to
fully teach the standard? (AMT/stage three)
 Page
16
 Established
Goals
• Common core
• 21st Century Skills
• Allen Parish Alignment
“Transfer” refers to the ultimate desired
accomplishment: what, in the end, should
students be able to do with all this content, on
their own, if this and other related units are
successful?
 “Only
in education, never in the life of farmer,
sailor, merchant, physician, or scientist, does
knowledge mean primarily a store of
information.”
 —John Dewey
 Transfer
Goals
• States the long-term accomplishments that students
should be able to do with knowledge and skill, on their
own.
• Answers the questions
 “Why should I learn this?”
 “What can I do with this?”
• Design Guide pages 65-66
 Meaning
Making Goals
• Understandings
• Essential Questions
• Reference figures F3 and F4 (pages 91-92) in your UbD
downloads
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Acquisition Goals
– Knowledge
– Skills
 Spokane
 What
 Use
Algebra Course Learning Targets
feedback might you provide?
standards on page 27
Unit 6 Learning Targets
Target 6A
Understanding Graphs of Radical Functions
• I can determine which radical rule best fits a table or graph.
• I can sketch the basic shape of a graph of a radical function.
• I can determine the domain and range of a radical function.
Target 6B
Understanding Radical Expressions
• I can simplify basic square and cube roots.
• I can approximate values involving square and cube roots.
Target 6C
Understanding Radical Functions as Models
• I can write and solve problems that can be represented by
radical functions.
Provide:
 Evidence of Transfer Goal
 Authenticity
 40 year value
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Six facets verbs—page 100
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Facet-based performance task ideas—95
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Pages 106-110 in UbD downloads
 For
multiple goal types
 In multiple modes
 Transfer
should not just be relegated to final
performance task—it requires continual focus,
as students need to know it is the ultimate
goal
resource: sample 21st Century skills
district rubric
 Possible
Rubrics for Stage 1
Coding Stage 2 for AMT
 Figure
G1 – page 91
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Pg. 91–Applying the two-question validity
test
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Groups of three
First designer outlines stages one and two
Other two members listen and take notes
Both score independently based on notes
Unit designer listens while scorers discuss
Repeat
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