PHILIPPE ERNEWEINDIRECTOR OF EDUCATIONDENVER ACADEMYWWW.REMEMBERIT.ORG
DI: Mindset, Theory & Practice or Best Practices For Engaging All
Students
Part Three
5-step lesson plan
1. DO NOW/Grabber2. Review (5-8)3. ML/NC4. Guided Practice5. Independent Practice/Close
StructuresEnvironmental: the look, feel and sound
Overall arrangement of classroom: walls, traffic patterns, teacher/TA work area, bulletin boards, bookcases/cabinets, chalkboard/dry erase/SB, entry.
Spatial: the use of space in the classroom Lecture: all desks in rows, facing forward. Independent/seatwork: focus on maximizing quiet and private time. Tribes/partner: used when students meet to collaborate, discuss. Family circle: used for all-group class discussions, processing & open
discussion of issues
Structures (2)
• Relationship: the teacher is consistent in his/her positive interactions with students.– Greet students with a smile; inquire how they are doing,
respond playfully with some students & generally model positive social behavior.
• Pragmatic: systems in place in the classroom for anything done more than once.– Class time can be split into two big periods/settings:
• Formal = students raise hands and are called on prior to speaking.• Informal = working with partners, group work, family circle; speaking
without use of hands when another student finishes talking.
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of UbD
Why “backward”?
•The stages are logical but they go against habits– We’re used to jumping to lesson and activity ideas
before clarifying our performance goals for students
– By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results
Overarching understandings
Knowledge and skill to be acquired
Essential Questions
Understanding by Design Template: the foundation of our planning
–The UbD template embodies the 3 stages of “Backward Design”–The template provides
an easy mechanism for exchange & capturing of ideas
The “big ideas” of each stage:
Assessment Evidence
Learning Activities
Understandings Essential Questions
stage
2
stage
3
Standard(s):
stage
1
Performance Task(s): Other Evidence:
Unpack the content standards and ‘content’, focus on big ideas Analyze multiple
sources of evidence, aligned with Stage 1Derive the implied learning from Stages 1 & 2
What are the big ideas?
What’s the evidence?
How will we get there?
Not necessary to fill in the template “in order”
•There are many ‘doorways’ into successful design – you can start with...–Content standards–Performance goals–A key resource or activity–A required assessment–A big idea, often misunderstood–An important skill or process–An existing unit or lesson to edit
PACE Project Steps
Identify-Diagnostic learning profile, learning modalities,personality inventory, MI survey, formativeassessment, exit slips.
Facilitate-Dedicate classroom workshop time, offer examples, conduct conferences, environmental structure.Celebrate-Create on-going opportunities for students to share process and final products.
Select one question & discuss with partner:
1. Why is it important to have a checklist for teaching?
2. List 2 items that you think are critical to have on a checklist for you “as a learner.”
3. List 2 items that you think are critical to have on a checklist for you “as a teacher.”
4. What might be a danger for being too closely controlled by a checklist?
5. How do checklists or differentiated instruction relate to your previous studies?
For the next example…
How is it taking into account the following:
Readiness Content
Interest Process
Learning Profile Product
Affect Learning Environment
Math & Science Projects
• Stairs Project: slope, equation of a line• Cookie Project: multi-step equations, point of
equilibrium, TOV• Postcard Project: estimating profit, price-setting,
supply & demand, equations• Mural Project: scale, ratios, proportions
The Cookie Project: Systems of Equations
• “You bring the cookies, I’ll bring the milk!”– Goal: To determine the expense of making cookies
and decide on an appropriate selling price in an effort to make a profit.
Math: calculations, solutions, mistakes
Cookies & Recipe
Essay: drafts, evidence of self-edits, conferences
TI-83 Calculator & Graphing Paper
Presentation: hand-outs, examples
Presentation Folder
Math Part: Finances
• Cost Equation:– Calculate the cost of the ingredients in one batch of cookies– Variable: receipt versus actual ingredients used
• Profit Equation:– Research a reasonable price for selling individual cookies– Think about quality versus quantity
• Analyzing Data:– Create a table & graph to model cost and profit– Illustrate the point at which you would make profit– Create a hand-out that shows this data
Written Part: Mixing the Ingredients
• Write a report (at least 3 paragraphs) about your capitalistic cookie adventure.
• Keep the following questions in mind:– What decisions did you make concerning
ingredients, labor, costs and pricing?– How could you market this product outside the
classroom?– How and why do manufacturer’s prices differ from
yours?– Consult friends, family, and foes regarding price;
how much would they be willing to pay?
Presentation: Milk & Cookies
• Presentation Day– Business attire– Hand-outs & visuals– Cookies for all students– Write, solve & graph equation– Self-evaluation
WARNING!
Do not mix chocolate & mint in your cookie recipe; this will result in a major deduction of points.
How did this project take the following into account?
Readiness Content
Interest Process
Learning Profile Product
Affect Learning Environment
WorkshopRAFT GRASPS PROJECT
PRES JOURNAL MUSICAL CONNECTIONS
PRES StructuresPragmatic
The systems & routines in place for anything done more than once.
RelationshipThe quality of the interactions the teacher has with students.
EnvironmentalThe look, feel and sound of a classroom.
SpatialThe use of the learning space.
RAFT Activities
• Acronym: Role, Audience, Format & Topic
• Students take on a particular role, develop a product for a specified audience in a particular format and on a topic that gets right at the heart of what matters most in a particular lesson.
GRASPS: performance assessmentG: GOAL -provide a statement of the task
-establish the goal, problem or obstacle in the task
R: ROLE -define the role of the students in the task-state the job of the students for the task
A: AUDIENCE -identify the target audience-examples: client, committee
GRASPS: performance assessmentS: Situation -set the context of the scenario
-explain the situation
P: Product or Performance
-clarify what the students will create and why they will create it
S: Standard -provide students with a clear picture of success-identify specific standards of success-share rubrics or create with students
26
GRASPS IdeasG Design, teach, explain, inform, create, persuade, defend,
critique, improve
R Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster, editor, news show host, politician
A Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure, community, school board, government
S The context of the situation – Create a real life scenario.
P Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal, brochure, slide show, puppet show
S What success looks like: Scoring guide, rubric & examples
Non-Examples
• Teaching to the lowest students in your class.
• Lowering expectations (i.e. using easier texts for whole class instruction, accepting partial work or inadequate effort).
• Teaching low level skills instead of grade level standards.
• Individualized instruction for each student.
Everyday Ideas for All Students
• Activate and build background• Pre-teach vocabulary• Include words and visuals in your
lessons• Most students are not auditory, so
write down what you say.• Provide a graphic organizer and/or
guided notes whenever possible
Everyday Ideas for All Students
• Offer students time and tools to process ideas (every 7-15 minutes)
• Integrate a way for students to express themselves other than writing (draw, teach, give analogy, etc)
• Give directions in manageable chunks