A presentation outlining the place and purpose of WHERETO in lesson design

1. Understanding by Design, Stage 3 “If you don’t know exactly where you are headed, then any road will get you there.” Learning by Design Parkway School District 2011 - 2012 WHERETO with Technology

2. http://vimeo.com/27450265

3. Engaging & Effective

4. Engaging & Effective -- bit.ly/WTengaging -- bit.ly/WTeffective

5. “ There is no ideology to it: Do what works in Stage 3 to meet the objectives of Stage 1.”-- Wiggins and McTighe, 2005

7. W H E R E T O

8. W here from, where to, why H E R E T O

9. W here from, where to, why H ook and hold E R E T O

10. W here from, where to, why H ook and hold E xplore and experience, explain and equip R E T O

11. W here from, where to, why H ook and hold E xplore and experience, explain and equip R eflect, rethink, revise E T O

12. W here from, where to, why H ook and hold E xplore and experience, explain and equip R eflect, rethink, revise E valuate work and progress T O

13. W here from, where to, why H ook and hold E xplore and experience, explain and equip R eflect, rethink, revise E valuate work and progress T ailor and personalize the work O

14. W here from, where to, why H ook and hold E xplore and experience, explain and equip R eflect, rethink, revise E valuate work and progress T ailor and personalize the work O rganize for optimal effectiveness

15. Examine the “House”. Where does this course fit? Why do you think so?

16. How does this course support the mission/vision/ commitments/ learning principles?

17. The goal of teaching should be to provide students the ability to use the stuff of the subject, not just learning the stuff. Grant Wiggins Handout: UbD in a Nutshell

18. What should educators and learners be doing inside and the outside the classroom to best accomplish Mission? Why teach for understanding and transfer? To what extent can teaching for understanding impact student learning? To what extent is the work of Professional Learning Communities aligned to the stages of the backward planning model? Essential Questions

19. An Overview of the Three Stages of Understanding by Design Connected to PLCs Stage 1 – Desired Results (What do we want our students to learn?) Stage 2 – Assessment Evidence (How will we know that they have learned it?) Stage 3 – Learning Plan (Designing lessons to ensure Stage 1 and to address the work of Professional Learning Communities when students don’t learn it or already know it.)

20. Stage 1: Goals, established content standards (national, state, district), enduring understandings, essential questions, knowledge, and skills. What do we want our students to learn? What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired? Stage 1: Identify Desired Results

21. UbD Template – Stage 1 (Parkway’s Guaranteed Curriculum)What do we want our students to learn?

22. Stage 2: Decide upfront (before designing specific lessons) how student attainment of a desired understanding will be determined How will we know that they have learned it? How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? Stage 2: Determine Acceptable Evidence

23. UbD Template: Stage 2How will we know they learned it?

24. Stage 3: Determine the most appropriate instructional activities for the identified results and evidence of understanding. What are the knowledge and skills the students will need in order to perform effectively and achieve desired results? What will be need to be taught or coached? How should it be best taught in light of the performance goals? What do we do if they don’t learn it? What do we do if they already know it? Stage 3: Plan learning experiences and instruction

25. UbD Template: Stage 3 (Teacher as Lesson Designer)

26. Vocabulary of the Backward Planning Model Stage 1 (Enduring Understandings and Essential Questions) Stage 2 (Assessment) Stage 3 (WHERETO) Performance Event (GRASPS) A – M – T (Acquisition, Meaning Making, Transfer)

27. Stage 1 – What to do we want our students to learn? Stage 2 – How will we know that they have learned it? Stage 3- What is the best way to teach to impact student learning? What do we do if they don’t learn it? What do we do if they already know it? Focus of the Course is……

28. Professional Learning Community Questions What do students need to know, be able to do, and understand? (Stage 1) How will we know that they have learned/ understand it? (Stage 2) What will we do when they haven’t learned it? (Stage 3) What will we do when they already know it? (Stage 3) What are best practices to promote knowledge, skills, and understanding? (Stage 3)

29. Planning and Preparation for Learning Learning Environment Instructional Process Monitoring, Assessment, and Feedback Professional Responsibility Domains of Professional Practice

30. Most Important Point (MIP) On the note card jot down the MIP (Most Important Point) of the overview presentation. Give One, Get One On my signal, find a partner and share your MIP. Ask clarifying questions because you are going to “get” the MIP from your person and then “give” their idea to another person. Repeat Repeat Most Important Point (MIP)Give One, Get One

31. ‘W’

35. ?

36. ? Why am I going there (St. 1, Big Ideas) Where have I been? Where am I going? (St. 2, OE) (St. 1 K & S)

37. ? What opportunities exist for your students to answer these questions in a way that is visible throughout your unit?

38. ? What elements will change, based on student answers?

40. displaying a model performance

42. ‘H’

43. “ Education should be an itch, not a scratch.”-- Frank Lyman, 1992

44. “ The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usable in one’s thinking beyond the situation in which learning has occurred.”-- Bruner, 1960

45. role play real-world problems puzzles oddities and weird facts mysteries provoking questions Types of Hooks

46. Not just a hook, but a hold. Not just entertaining, but essential.

48. How might we use the resources currently around usto create compelling, relevant hooks that pull our students in?

49. One method Show how this new, difficult problem arises from an old, easy problem. Make an appeal to student intuition. Introduce abstraction (labels, notation, etc.) only as a necessary part of solving a problem that interests us.

51. inviting real problems into the classroom

53. bit.ly/LbDday1

54. “ Teaching may best be defined as the organization of learning … It saves us from arguments about whether the teacher ought to guide or direct – arguments that are somewhat futile since the truth is that he should do both.”-- Mursell, Sucessful Teaching, 1969