Please introduce yourself to your table mates and tell them what you teach and where.

Tell them something interesting about yourself professionally.

When you’ve finished, please select someone to be a table facilitator for the day.

There will be a second facilitator, a UbD teacher leader who will rotate among tables close to you.

1. Someone who teaches the same school, subject area or grade _____________

4. Freebie, Your Choice______________

2. Someone who has been teaching about as long(years) as you______________

3. Someone who teaches different school, subject area or grade__________________

We learn:10% of what we read

20% of what we hear

30% of what we see

50% of what we both see and hear70% of what is discussed with others

80% of what we experience personally95% of what we teach each other

Review and refine your thinking and practice about using Understanding by Design (UbD) as a curriculum framework and instructional planning process.

Maintain focus on developing understanding based classroom through use of learning principles of acquisition, meaning making, and transfer.

GOAL

Understand nine research-based instructional strategies identified by Robert Marzano in Classroom Instruction That Works and the Art and Science of Teaching and how they align with the AMT principle

Apply 9 strategies in design effective and engaging learning experiences for student understanding

An 11-year national and international effort in improving the design skills of educators- UbD is textbook in over 300 school of

education courses

- The text is in the hands of over 700,000 educators

Overcoming the prevalence of “Aimless Activity” and “Superficial Coverage”

Moving beyond micro-managing of teaching via discrete lesson plans

A focus on big ideas and complex performance leading to understanding

As a framework to plan:

CurriculumAssessmentInstruction

To promote transfer and retention of learning through development of in-depth understanding

A way of thinking about getting students to explore the most important questions and concepts in their subjects in school

A framework to help students transfer knowledge and skill into novel contexts that require understanding through explanation, interpretation,application,empathy,

perspective or self knowledge

1. Identify desire results

2. Determine Acceptable Evidence

3. Plan learning experiences and instruction

UbD big idea Why important?

If not…

Backward Design

Plans need to be well aligned to be effective

Aimless activity and coverage

Transfer goalIt is the essence of understanding

Students fall to apply, poor results on tests

Focus on big ideas

That’s how transfer happens, makes learning more connected

Learning is fragmented, more difficult, less engaging

1. Identify desired results

What is “transfer of learning”?- “Transfer of learning” is the use of knowledge and skills (acquired in an earlier context) in a new context. It occurs when a person’s learning in one situation influence that person’s learning and performance in other situations.- When transfer of learning occurs, it is in the form of meanings, expectations, generalizations, concepts or insights that are developed in one one learning situation being employed in others.

After learning and studying Newton’s 3 laws, solve a never-before-encountered roller coaster or ballistics problem.

After learning different forms of persuasive writing, tackle new and varied audience/purpose situations where someone is to be persuaded.

Consists of 5 components:◦Transfer goals◦Understandings◦Essential questions◦Knowledge and skills◦Established goals

Pamantayang Pangnilalaman:

Pamantayan sa Pagganap:

(Mga) Kakailanganing Pag-unawa :

Mahahalagang Tanong :

Nauunawaan ng mag-aaral ang: (kaalaman)

Ang mag-aaral ay: (kasanayan/kakayahan)

Key: Focus on Big ideas- Enduring Understandings: What specific insights

about big ideas do we want students to leave with?- What essential questions will frame the teaching

and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?

- What should students know and be able to do?- - What content standards are addressed explicitly by the unit?

1. Identify desired results

2. Determine acceptable evidence

3.

Design assessments before you design lessons and activities.

Be clear about what evidence of learning you seek.

authentic tasks and projectsacademic exam questionsprompts and problemsquizzes and test itemsinformal checks for understanding

student self-assessment

The evidence should be credible and helpful Implications: the assessments should –

- Be grounded in real-world applications, supplemented as needed by more traditional school evidence

- Provide useful feedback to the learner, be transparent and minimize secrecy

- Be valid, reliable – aligned with the desired results of Stage 1 (and fair)

Template fields ask:- What are key complex performance tasks indicative of understanding?

- What other evidence will be collected to build the case for understanding, knowledge and skill?

- What rubrics will be used to assess complex performance?

Produkto/Pagganap Sa Antas ng :Pag-unawa Pagganap

How can using AMT principles in learning plans lead to student understanding, transfer of learning principles to new situations and meaning making?

How can I use selected research based instructional strategies in lesson design to align with AMT to support student learning?

Participants will understand that effective instructional design is guided by these types

of questions:

1. What will I do to establish and communicate learning goals, track student progress, and celebrate success?

2. What will I do to help students effectively interact with new knowledge?

3. What will I do to help students practice and deepen their understanding of new knowledge?

4. What will I do to help students generate and test hypotheses about new knowledge?

5. What will I do to engage students?6. What will I do to establish or maintain

classroom rules and procedures?7. What will I do to recognize and

acknowledge adherence to and lack of adherence to classroom rules and procedures?

8. What will I do to establish and maintain effective relationships with students?

9. What will I do to communicate high expectations for all students?

10. What will I do to develop effective lessons organized into a cohesive unit?

EFFECTIVE

ENGAGING

1. Guaranteed and Viable Curriculum2. Challenging Goals and Effective

Feedback3. Parent and Community Development4. Safe and Orderly Environment5. Collegiality and Professionalism6. Instructional Strategies7. Classroom Management8. Classroom Curriculum Design9. Home Environment10. Learning Intelligence/Background Knowledge11. Motivation

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

•Identifying similarities and differences•Summarizing and note taking•Reinforcing effort and providing recognition•Homework and practice•Nonlinguistic representations•Cooperative learning•Setting objectives and providing feedback •Generating and testing hypotheses •Cues, questions, and advance organizers

1. We must address all the elements in Stage 1

2. We have to prepare students to be successful on the performances and other evidences including self-assessment

3. Activities and lessons must be meaningful and engaging and address the needs of diverse populations

4. This is the primary stage for differentiation

enhances students’ understanding of and ability to use knowledge

Venn Diagram

Summarizing*To effectively summarize, delete some information, substitute some information and keep some information.

Delete trivial material that is unnecessary to understanding

Delete redundant materialSubstitute superordinate terms for lists

Select a topic sentence, or invent one if it is missing

Notes should be considered a work in progress

Notes should be used as study guide for tests

The more notes that are taken, the better

Informal Outline Webbing

1. Feedback should be “corrective” in nature.2. Feedback should be timely.

1. Set objectives that are not too specific.

2. Have students personalize their objectives.

3. Plan various ways of communicating the goals.

4. Help individualize goals through negotiated contracts with students.

Conclusion…”The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback.”

Generalizations from the Research Not all students realize the importance of

believing in effort Students can learn to operate from a belief that

effort pays off even if they do not initially believe.

Rewards do not necessarily have a negative effect on intrinsic motivation.

Rewards most effective when it is contingent on the attainment of a standard of performance.

Abstract symbolic recognition is more effective than tangible rewards.

Generalizations from Research

Recommendations for Classroom Practice

Organizing groups based on ability levels should be done sparingly.

Cooperative learning groups should be rather small in size.

Cooperative learning should be used consistently and systematically but should not be overused.

Teach the 5 components of Cooperative Learning

1. Positive interdependence

2. Face-to-face intersection3. Individual accountability

and parental responsibility

4. Interpersonal and small group skils

5. Group processing