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

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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