Instructional Design PD Samples

Professional Development 2nd Semester Plan: Instructional Design January 1/25 =1 hour (Begin with the end in mind, driving question) February 2/3 = 1 hour (Review 6As & Assessment) 9 = Refresher (Review 6As & work time to catch up) 16 = Refresher (Balanced Assessment Visual- filling in the rest of assessments) *By the time we see you on March 8th: Teams must schedule meeting with Trisha &/or Amy (Goal: meet teams where they are. Extension- focus on rubrics.)

- Team 7-3: Working on finalizing culminating assessment and come up with balanced assessment plan - Team 7-5: Project with Steve Kroeger, need to re-identify standards & skills in math and social studies if applicable, need to identify at least one habit of mind, need culminating assessment and balanced assessment plan - Team 8-5: Working on culminating event- have guiding question for paper and digital piece, need rubrics, need balanced assessment plan -Team 7-1: Working on culminating assessments still - something along the lines of invention based on society’s needs - expo/gallery walk; need balanced assessment plan -Team 7-2: Working on finalizing details of the culminating assessment plan and balanced assessment plan; ready to move on to learning experiences.

-Team 8-3: Working on finalizing details of the culminating assessment plan and balanced assessment plan; ready to move on to calendaring & learning experiences -Team 7-4: Have decided to split into LA/SS and Math/Sci projects; canceled Mar 5 meeting (again); not sure where they are at in the process not that they have split.

-Team 8-1: Working on deciding how structure/un-structured culminating assessment should be but have a good idea about what it looks like and the balanced assessment plan; ready to move on to details -Team 8-4: Working on details of the culminating assessment plan and balanced assessment plan; ready to move on to learning experiences -Team 8-2: Stepped back and started over, found stronger connections with content; current vision is for the IDU to be in the fall (Octoberish) rather than in May to match the connections; double-checking the standards/skills/habits of mind, driving question still work; working on creating the culminating assessment, haven’t started balanced assessment plan yet.

March 3/8 = Refresher Assessment Vailidity Test (Assess a lesson product then assess own as team) *HW: TPACK Reading 3/15 = Refresher TPACK/Shirkey/TIM Connection (move on with learning experiences) *HW: Critical Friends Protocol) 3/21 = 1 hour (CRITICAL FRIEND....REVIEW OF RUBRIC WITH PARTNER - share Google Doc)

22 = Refresher (WORK TIME to revise/reflect on feedback & continue learning experiences, share Eye of Integration, review pink process sheet) April 4/12= Refresher (Eye of Integration & what sharing will look like on the 18th, WORK TIME) 4/18 = 1 hour (Share plan & how plan has evolved) • Before/After of the Lesson • Focus on the “A” authenticity, academic rigor, applied learning, active exploration, adult relationships, assessment • What transformed in the lesson? o TPACK o Technology Integration matrix o essential skills • Lesson Design should include: o What you want students to know and do? o What is your evidence? o How do you respond when students don’t learn? o How do you extend and enrich learning for students?

*For the Early Release: Eye of Integration Upload a completed Eye of Integration to the Ning by Wednesday Copies (7 copies per team member) We would like a copy shared via the Ning group Groups formed of one member from each grade level content team 8 groups of 5 2 IS groups (1 seventh & 1 eighth) Encores Ask: Is there any information you would like to gain from this sharing time.What would be beneficial for you to hear?

1) Share driving question, overview of all content areas, details about your specific content area.

2) While each person is sharing, audience members will reflect on the Essential Elements checklist and provide feedback 3) End with + Delta Rx as a group to reflect upon the process *Tuesday Before: Share Eye of Integration via the Ning, bring copies of Eye of Integration (7 per person), and bring writing utensil Celebratory Moment: Theme is “Better Together”: cheese & crackers, chips and salsa, cookies & milk, carrots & dip Jack Johnson Theme Song: Better Together

Friday, February 3rd Early Release To-do: Send follow-up email to each team asking them to finish needed items from yesterday by Wednesday. Have Assessment Homework sheet placed in teacher mailboxes by Wednesday – read by Friday.

Assessment Plan 1. Revisit 6 A’s – Read the definition of each one and ask teachers to identify which of the 6 A’s it would be. Half-sheets are available has handouts to remind us of those as we work. The importance of these is to remember that as we work through the process of designing our integrated unit, we are trying to gain a better, deeper understanding of the 6 A’s.

This in turn will further our understanding of sound instructional design.

2. Now that we have identified our theme, driving question, standards, skills and habits of mind, we are moving forward to creating the Assessments. Review the major points from the homework, focusing on the idea of a balanced assessment plan. Share visual – explain that if they were to put all content standards, skills and habits of mind they identified on “Begin with the end in mind” along the side, there should be an assessment at some point during the unit for each one. The largest, and the one we will start on first, is the culminating assessment.

Remember from the homework, all work and learning of the unit should build toward the culminating assessment. This doesn’t mean that the culminating project has to assess all skills, standards and habits of mind, rather an understanding of all these must be applied to the culminating assessment to be successful.

3. Teams begin work on “Creating a Culminating Performance or Project,” keeping in mind the 6 A’s – how are those playing out in the culminating assessment.

4. When teams feel that they have finalized their ideas, they should take the “UbD Assessment Validity Test”.

Homework: Give teams the integrated unit rubric (we still need to decide what this looks like, which one we are going to use, etc.). Ask them to become familiar with it, use it to evaluate their own unit and be prepared to use it to evaluate another team’s unit in the future.

We shared our work on our Ning group (screenshot below).

Under Instructional Design Resources you see links to the various resources we used to work through the process.

The Discussion Forum was used to share the Eye of Integrations and Final Products.

Turning Points Model for Curriculum Planning

THEME AND ESSENTIAL QUESTIONS These anchor the unit of study and drive student inquiry.

LEARNING GOALS These goals are based on: Habits of mind Skills Content standards

ASSESSMENT How students are assessed determines the work they will do.

Assessment tasks are designed so students and teachers can gather evidence of student learning and growth.

Culminating assessment Ongoing assessment Reflection and self-assessment

SEQUENCE OF LEARNING EXPERIENCES Teachers choose work that will enable students to learn the content and develop the skills and habits of mind.

FINAL REFLECTION Teachers and students ask these questions: How did we do in relation to the goals?

What can we do better next time?

What should we do next?

Turning Points Transforming Middle Schools 15

UbD Assessment Validity Test Very Likely* 1.

2.

How likely is it that a student could do well on the assessment by

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Making clever guesses, parroting back, or “plugging in” what was learned, perhaps with accurate recall but limited or no understanding

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Making a good-faith effort, with lots of hard work and enthusiasm, but with limited understanding?

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Producing a lovely product or an engaging and articulate performance, but with limited understanding?

How likely is it that a student could do poorly on the assessment by

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Failing to meet the requirements of this particular task while nonetheless revealing a good understanding of the ideas?

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Not being skilled at certain aspects of the task, but those skills are not central to the goal or involve outside learning or natural talent (e.g., require acting or computer ability unrelated to goals)?

*”Very Likely” means that the assessment is not aligned with goal(s).

Source: © 2004 ASCD

Somewhat Likely

Very Unlikely

NMS TEAM ____ Eye of Integration

8-1 Brainstorming: ●

Create a Nation – decide where (lat/long; natural resources); make government, currency, imports, exports, SS=PEGS, LA=writing, Science=climate, natural resources, Math=currency PE=have sports that define your culture

LA

SS

Science

Math

Writing skills Getting meaning from text

Push factors Pull factors Economics Supply & demand

Reproduction (asexual/sexual) Heredity Traits Genetics

Algebraic representations Compound probability Data review Counting

● ●

Cloning – Controversies of Genetics Genetically engineered farming vs. organic farming http://www.mnn.com/green-tech/research-innovations/photos/12-bizarre-examples-of-ge netic-engineering/mad-science ● http://news.cincinnati.com/article/20101212/NEWS01/312140001/1055/NEWS/-Tissue-g rown-from-stem-cells● Genetic testing

Begin with the End in Mind Summarize the theme or “big ideas” for this project. Why do this project?

The Controversies of Genetics (high-interest) --genetically engineered crops --cloning Why do this project? This “big idea” is a current controversy in the world. More and more organically grown foods are becoming mainstreamed. From the human perspective, is cloning plausible? Our culture is fascinated with genetic engineering.

Gaining the “edge” in any walk of life...

Selecting the sex of our children is also becoming more mainstreamed. The human genome is interesting to look at.

“Gene-doping” is a high interested topic.

Websites that might be useful Rose

http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_bioengfood/ http://www.nclark.net/Genetics Great resources http://www.pbs.org/wgbh/nova/search/results/?q=+bioengineering&x=15&y=14

Identify the content standards that students will learn in this project (two to three per subject).

Math: Data and probability --#11 Compound Probabilities, #10 Counting Possible Outcomes, #9 Construct Convincing Arguments Based on Data Language Arts:#3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Science: Life science, inherited traits, sexual and asexual reproduction Social Studies: Economic Risks and benefits; economic future and present consequences

Identify key skills students will learn in this project.

List only those skills you plan to assess (two to four per person).

Math:Computation of probability, count permutations and combinations) Language Arts: Reading process, application, research, communication Science: differences between sexual and asexual reproduction, the advantages and disadvantages of each; inherited traits - dominant and recessive genes; Mendalian genetics (punnett square, etc.); genetically engineered traits incorporated into crops Social Studies: economic risks and benefits

Identify the habits of mind that students will practice in this project (one to two per project). “Thinking Flexibly�--They have the capacity to change their mind as they receive additional data. They engage in multiple and simultaneous outcomes and activities, draw upon a repertoire of problem solving strategies and can practice style flexibility, knowing when it is appropriate to be broad and global in their thinking and when a situation requires detailed precision.

Revised Driving Question: Based on the risks and benefits of genetic alternations, what areas of limitation, if any, should be placed on further exploration?

CREATING A CULMINATING PERFORMANCE OR PROJECT 1. Brainstorm how people outside of school use the habits of mind, skills, and content that students will be learning.

2. Select one or more of the ideas you thought of and shape them into a culminating project or performance that students could do.

3. Check to see if this project will ask students to apply the Habits of Minds and the Skill Goals of the unit.

4. Check to see if this project will ask students to demonstrate their understanding of the Content Goals.

5. What opportunities will there be for students to do original work or construct knowledge?

6. In front of what public audiences will students demonstrate their learning?

7. What value does this project have beyond the assignment?

Based on the process above, describe the Culminating Project or Performance that will allow students to demonstrate their mastery of the Learning Goals.

We would like to have a core of common articles for students to read about the topic. In that way, we can assure that students share a common foundation about the topic. Hopefully, other articles from the same site that these articles came from would be available for students further explore.

We would also like to have a common group of possible culminating projects for students to choose from rather than opening up projects to complete freedom for students to do. Ideas include: Glogster, Power Point (or similar presentation product), pamphlet advertising a company (for example) that is advocating their company’s seed

(or something like that), a video debate talkshow.

Trisha suggests storyboarding the project first before jumping in with their project as this would probably help us get projects from students that are better thought out with sufficient supporting details. She suggested an infographic.

Team Assessment Ideas...

EARLY-- Math and Social Studies “checks” MIDDLE-- L.A. and Science LATE-- L.A. and Science Product Assessment Ideas-Each of us assess in the flexroom, others watch Gadica in Robin and Pam’s room.

John and Cathy involved in ALL assessments.

Robin, Pam, and Joy assist in a rotation.

Pam would like to teach the “end result” possibilities within her classroom at the start of the project.

Notes on End Product Ideas: 3/22/12 Title: “The Power of Genetics” or “Food for Thought”--Cathy QUESTION: Express the risks and benefits of genetic alterations in a chosen area, i.e. animals, foods, humans.

-Presentation of some kind -

Begin with the End in Mind How can we design a reading experiment Can you design a reading experiment and sell the results?

How can using reading strategies build my confidence as a reader?

“Teacher-Talk” question: IF students self-identify an area of reading difficulty, and IF students self-select evidence based reading strategy to address that difficulty, THEN will students be more inclined to make use of the strategy and will their reading improve? (possibly in content area reading - Social Studies)

Identify the content standards that students will learn in this project (two to three per subject).

Math:

Language Arts: ● Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension. ● Make meaning through asking and responding to a variety of questions related to the text.

Science: ● Identify questions that can be answered through scientific investigations. ● Design and conduct a scientific investigation Social Studies:

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Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy.

Identify key skills students will learn in this project.

List only those skills you plan to assess (two to four per person).

Math:

Language Arts: Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension.

Science: ● ● ● ●

Observing: Identify obvious similarities and differences between reading strategies.

Which reading strategies are most effective?

Raising Questions: Are students able to turn their questions into researchable form?

Planning: Are students able to choose a realistic way of measuring their use of a reading strategy to obtain a result?

Predicting: Identify patterns or trends when a reading strategy is used and measured.

Social Studies: Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions.

Make critical comparisons across text, noting author’s style as well as literal and implied content of text.

Identify the habits of mind that students will practice in this project (one to two per project).

Thinking About our Thinking (Metacognition)

Revised Driving Question: Can you design a reading experiment and sell the results?

CREATING A CULMINATING PERFORMANCE OR PROJECT 1. Brainstorm how people outside of school use the habits of mind, skills, and content that students will be learning.

2. Select one or more of the ideas you thought of and shape them into a culminating project or performance that students could do.

3. Check to see if this project will ask students to apply the Habits of Minds and the Skill Goals of the unit.

4. Check to see if this project will ask students to demonstrate their understanding of the Content Goals.

5. What opportunities will there be for students to do original work or construct knowledge?

6. In front of what public audiences will students demonstrate their learning?

7. What value does this project have beyond the assignment?

Based on the process above, describe the Culminating Project or Performance that will allow students to demonstrate their mastery of the Learning Goals.

The culminating project that students plan, design, create, and test will be showcased for community experts in the reading field at a symposium. These community experts will include high school English teachers, authors, university professors, doctoral students, librarians, and seniors in AP English at Turpin and Anderson High School. The purpose will be to have students demonstrate the validity of their reading strategy.