Parkway School District Day 2

							             THINK
                                     Authentic Education
                                          Presenters:
                                        J. Maranucci,
                                            S. Levy,
                                         F. Champine
          Understanding
TEACH       by Design     DIALOGUE




           COLLABORATE




        Evidence of Understanding
                    And
        Teaching for Understanding
What constitutes
solid evidence of
     student
 understanding?

 How do we
know the kids
  ‘Got it?’

  We need to
teach less and
 assess more.
What went wrong in Mr. Thompson’s
          Class Today?
• View this video of a classroom experience.
• It is Monday morning. Mr. Thompson gave
  the unit test on Friday dealing with the early
  days of World War II.
• Observe his class and “meet” with him after
  the class period to discuss Assessment and
  how its use might have made a difference in
  his class today.
Assessment Array
   Assessment of Desired Results
• To what extent do the assessments provide valid,
  reliable and sufficient measures of the desired
  results (from Stage 1)?
• Go to PP.136-137 – Carefully read the focus
  questions for thinking about Evidence for
  Understanding.
• Preview the work of this stage of thinking and
  action
What does it mean to approach your
    teaching like an assessor?
 – Look at PP. 138 – 140. These pages provide you
   with a thinking model as you approach your
   teaching.
 – IF - THEN - SO Reviewing these pages will put
   you in touch with a model for shaping the
   thinking and preparation for your teaching.
Thinking Like an Assessor
    Assessor vs Lesson Designer
• Assessors ask themselves how will I know my
  students have learned what I intended and
  what they will need to TRANSFER their
  learning to new situations; how will my
  teaching be effective?
• Lesson Designers ask themselves what should
  I do today that will make my lessons
  interesting and fun for the kids, how will I
  keep them engaged?
What is your Assessment Profile?
 – Go to page 143 and take the Self-Assessment of
   your assessment choices.
 – Look at Page 142 to help you with terminology.
 – Dialogue: What have you discovered about
   yourself as an assessor?
 – Look at page 146 and consider the possible
   assessments one might use to determine
   understanding. Page 148 is a blank you can use
   as you think your way through this process next
   year.
           What can people do who
              UNDERSTAND?
    – Collaboration: Work with the people at your table and
      develop a list of all the things students or the average
      person can do to demonstrate their understanding.
    – Lets collect your data and generalize about the ability of
      people who understand.
    – Go to page 155 and look at the Facets of Understanding.
      What do you see as the difference between the Facets of
      Understanding and Bloom’s Taxonomy?
    – Look at page 156 – this can change the dynamic of your
      entire classroom work. Pages 157- 158 will provide you
      with other ideas.
•
TRANSFER work on Assessments
  • Return to pages 152 – 154 – TRANSFER what you have
    learned so far about assessments and Facet questions
    and follow the template.
  • First: Look at the examples – notice they begin with
    the goal in mind/goal or standard.
  • Second: Notice the goal has been UNPACKED –
    Content to be taught is found in the nouns; process for
    assessment is found in the verbs.
  • Third: The understandings of the unit have been noted
  • Fourth: The tasks to prove the understanding have
    been developed.
 Work Backward from your Goal
Consider the unit you want to teach next
year, the one we have worked on
yesterday. What is you Goal for your unit?

 Teacher         The Goal for the unit is to
  needs          have students…

                         So that the students
                         will be able to …
What’s in                     How will you know
it for the                   you both gained what
student?
                                 you needed?
Consider your goal and the needs of the student
and develop at least three FACET OF
UNDERSTANDING QUESTIONS FOR YOUR UNIT.
ONLY QUALITY ASSESSMENTS WILL
HELP YOU AND YOUR STUDENT MEET
THE GOALS OF YOUR PROGRAM.
            TRANSFER TASKS
• Transfer – use new knowledge in unique
  situations demonstrating a sophistication of
  understanding.
• Here is a good example of TRANSFER – Let’s
  take a peek at the German Coast Guard.
• Video
    How to design Transfer Tasks
  – Look at the performance tasks on pages 169 –
    168.
  – Collaborate: Work together to create a list of the
    commonalities found in the Performance or
    Transfer Task.
  – Gather Data
  – Confirm hypothesis: G.R.A.P.S. – LOOK AT
    EXAMPLES ON PP 170 AND 171.
• Pages 172 – 173 gives many examples of
  aspects of the model for you to think about.
         Test your Hypothesis
  – LOOK AT PAGE 177 and figure out if this
    assessment meets your standard of evidence of
    understanding. Read through it with your team
    mates and make a decision.
• Collaboration: Transfer your learning to
  develop a Performance Assessment. Use pp.
  175 -176 to guide you in your work.
• Collaboration: PP 178 – 179 will provide you
  with validation of your hypothesis.
Stage 2 – Teaching for Understanding
 – Collaboration: How and Why does a curriculum
   and assessment program designed around
   understanding require a new approach to
   instruction?
 – WHERETO: Let us look at pp. 212 – 229
 – What does it look like when it all comes
   together?
 – Video – “Using UbD” – 7th grade science
   classroom model.
Watch the video and keep these questions in mind for
discussion.
1. HOW DID THE TEACHER USE THE WHERETO
MODEL TO DESIGN HIS LESSON?
2. WHAT IS YOUR REACTION TO THE LESSON AND
HOW DID A-M-T PLAY A ROLE IN HIS DESIGN?
       Practical Transfer to a Math Class
                 Teach math through genres
•    Mathematical Discussion (Meaning         •   Presenting Work Publicly –
     Making, Formative Assessment, Re-            (Transfer, Summative Assessment,
     think and Revise + Hook + Self-              Self-Evaluation)
     Evaluation)                              •   Individual Student-Teacher
•    Game Shows (Transfer, Formative              Conversation (Meaning Making,
     Assessment, Equip + Self-Evaluation)         Acquire, Equip, Rethink and Revise,
•    Response Group Work – (Meaning               Tailor, Self-evaluation)
     Making, Formative Assessment, Re-        •   Games – (Transfer, Formative
     Think and Revise)                            Assessment, Hook, Tailor, Self-
•    Individual Student Math Book Work            Evaluation)
     – (Meaning Making, Evaluation,
     Summative Assessment or                  •   Math Journal Writing – (Meaning
     Formative)                                   Making, Formative Assessment,
•    Cross-Examination – (Meaning                 Rethink and revise, Tailoring, self-
     Making, Formative Assessment,                evaluation)
     Equip, Re-think and Revise, Tailoring)   •   Tests/Quizzes/Transfer Tasks –
                                                  (Transfer, Summative Assessment, Self-
                                                  Evaluation)

    Article written by Amy Parks published in Phi Delta KAPPAN. April – 2009.
    “Teaching by Genre: Embracing a Diversity of Practices in Mathematics.”
               CLOSURE
How does this video summarize our two days
together? Consider using this WORD SPLASH.



MAKE MEANING




                             SUMMATIVE
                             ASSESSMENT
Our purpose in this workshop