www.bsu.edu/epic january 2007 p.1 evidence-based professional and instructional change
TRANSCRIPT
www.bsu.edu/epic January 2007 p.1
Evidence-based Professional and Instructional Change
www.bsu.edu/epic January 2007 p.2
EPIC is…
A curriculum development project
A professional development initiative
A supporting framework for school improvement
A $705K project funded by IHCE
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The EPIC Model
Connecting curriculum design with evidence-gathering technologies
Unpacking academic standards in curriculum development and assessment instrumentation
Analyzing evidence of meaningful instruction with broader array of assessments
Strengthening professional development with collaboration and dissemination
www.bsu.edu/epic January 2007 p.4
Stages of EPIC Participation
Stage 1 (UbD): Determine desired results
Stage 2 (UbD): Develop performance tasks and instruments
Stage 3 (UbD): Plan for learning activities
Stage 4 (EPIC): Gather and analyze assessment evidence
Stage 5 (EPIC): Revise and disseminate curriculum
*Refer to 5 page template
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The Seven Habits of Highly Effective People
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”
-Stephen Covey
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Understanding in All Stages
Based on Wiggins and McTighe’s six facets of understanding to serve as recursive model in curriculum and assessment development: Explanation Interpretation Application Perspective Empathy Self-knowledge
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Worth BeingFamiliar With
Clarifying Content Priorities
Important toKnow and Do
© 1998 Grant Wiggins and Jay McTighe
EnduringUnderstandings
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Worth BeingFamiliar With
Establishing Curricular Priorities and Assessment-Stage 2
Important toKnow and Do
© 1998 Grant Wiggins and Jay McTighe
EnduringUnderstandings
Traditional Quizzes and Tests
Performance Tasks and Projects
•Paper and pencil•Selected response•Constructed response
•Complex•Open-ended•Authentic
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of (“Backward”) Design
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.10
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
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.11
Misconception Alert:the work is non-linear
It doesn’t matter where you start as long as the final design is coherent (all elements aligned)
Clarifying one element or Stage often forces changes to another element or Stage
The template “blueprint” is logical but the process is non-linear (think: home improvement!)
!
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.12
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 1
Derive the implied learning from Stages 1 & 2
What are the big ideas?
What’s the evidence?
How will we get there?
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.13
What are the big ideas? -Pioneer Spirit Understanding:Successful pioneers rely on courage,…Essential QuestionWhat is pioneer Spirit? Do you consider yourself a pioneer? Why? Why Not?
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What’s the evidence?
Determine Acceptable Evidence
Museum Display(Performance Task)
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How will we get there?
Member of Larkin’s Wagon Train
You’ve got to go below the surface...
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to uncover the really ‘big ideas.’
© 2002 Grant Wiggins & Jay McTighe
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design, elaborated
© 2002 Grant Wiggins & Jay McTighe
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Stage 1 – Identify desired results.
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?
U
K
Q
CS
© 2002 Grant Wiggins & Jay McTighe
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Key: Focus on Big ideas
Enduring Understandings: What specific insights about big ideas do we want students to leave with?
Students will understand that the settlement of the West threatened the lifestyle and culture of the Native American tribes living on the plains.
Stage 1 – Identify desired results.
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Key: Focus on Big ideas What essential questions will frame the teaching and learning,
pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?
What happens when cultures collide?
Stage 1 – Identify
desired results.
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Stage 1 – Identify desired results.
Key: Focus on Big ideas
What should students know and be able to do?
Key factual information about the current status of the Native American tribes who were impacted by the Westward Expansion.
Use research skills to uncover information about the current lives of the Native American tribes.
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Stage 1 – Identify desired results.
Key: Focus on Big ideas
What content standards are addressed explicitly by the unit?
5.5.3--Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States
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The “big idea” of Stage 1:
There is a clear focus in the unit on the big ideasImplications: Organize content around key concepts Show how the big ideas offer a purpose and rationale for
the student You will need to “unpack” Content standards in many
cases to make the implied big ideas clear
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.25
An understanding is a
“moral of the story” about the big ideas
What specific insights will students take away about the the meaning of ‘content’ via big
ideas? Understandings summarize the desired
insights we want students to realize
From Big Ideas to Understandings about them U
© 2002 Grant Wiggins & Jay McTighe
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Understanding, defined: They are...
specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’
deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”
Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood
© 2002 Grant Wiggins & Jay McTighe
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Understandings: examples... The settlement of the West threatened the lifestyle and
culture of the Native American tribes living on the plains.
Price is a function of supply and demand. Friendships can be deepened or undone by hard times Great artists often break with conventions to better
express what they see and feel. F = ma (weight is not mass) Math models simplify physical relations – and even
sometimes distort relations – to deepen our understanding of them
The storyteller rarely tells the meaning of the story
U
© 2002 Grant Wiggins & Jay McTighe
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Knowledge vs. Understanding An understanding is an unobvious and important
inference, needing “uncoverage” in the unit; knowledge is a set of established “facts”.
Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’
Any understandings are inherently fallible “theories”; knowledge consists of the accepted “facts” upon which a “theory” is based and the “facts” which a “theory” yields.
© 2002 Grant Wiggins & Jay McTighe
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Essential QuestionsWhat questions –
are arguable - and important to argue about? are at the heart of the subject? recur - and should recur - in professional work, adult life,
as well as in classroom inquiry? raise more questions – provoking and sustaining
engaged inquiry? often raise important conceptual or philosophical issues? can provide organizing purpose for meaningful &
connected learning?
Q
© 2002 Grant Wiggins & Jay McTighe
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Sample Essential Questions: What happens when cultures collide? Who are my true friends - and how do I know for
sure? Does a good read differ from a ‘great book’? Why
are some books fads, and others classics? To what extent is geography destiny? Should an axiom be obvious? How different is a scientific theory from a plausible
belief? What is the government’s proper role?
Q
© 2002 Grant Wiggins & Jay McTighe
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 2
© 2002 Grant Wiggins & Jay McTighe
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Stage 2 – Assessment Evidence
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?
T
OE
R
© 2002 Grant Wiggins & Jay McTighe
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Scenarios for Authentic Tasks
Build assessments anchored in authentic tasks using GRASPS: What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance challenge? By what Standards will work be judged in the
scenario?
SPS
GRA
T
© 2002 Grant Wiggins & Jay McTighe
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Reliability: Snapshot vs. Photo AlbumWe need patterns that overcome inherent measurement error
Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.35
Assessment Technologies
Providing teachers with tools to translate assessment goals into evidence gathering and analysis
EPIC teachers are currently creating standards-based rubrics in BSU’s rGrade
rGrade’s digital gradebook helps manage rubric-based, performance assessment in everyday practice
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Building Rubrics
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 3
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.38
Stage 3 big idea:
EFFECTIVE
and
ENGAGING
© 2002 Grant Wiggins & Jay McTighe
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Stage 3 – Plan Learning Experiences & Instruction
A focus on engaging and effective learning, “designed in” What learning experiences and instruction will
promote the desired understanding, knowledge and skill of Stage 1?
How will the design ensure that all students are maximally engaged and effective at meeting the goals?
L
© 2002 Grant Wiggins & Jay McTighe
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Think of your obligations via W. H. E. R. E. T. O.
“Where are we headed?” (the student’s Q!) How will the student be ‘hooked’?What opportunities will there be to be equipped, and to
experience and explore key ideas?What will provide opportunities to rethink, rehearse, refine
and revise?How will students evaluate their work?How will the work be tailored to individual needs, interests,
styles?How will the work be organized for maximal engagement and
effectiveness?
WHE
E
R
L
TO
© 2002 Grant Wiggins & Jay McTighe
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Collaboration Technologies
Support professional discourse
EPIC Community will be available in SmartDESKTOP for all teachers in Indiana
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SmartDESKTOP
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For More Information
www.bsu.edu/epic
765-285-7600
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The big ideas provide a way to connect and recall knowledge
The Parallel postulate
S.A.S. Congruence
A2 + B2 = C2
Like rules of a game
Like Bill of Rights
Big Idea: A system
of many powerful inferences from a
small set of givens
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.45
“Big Ideas” are typically revealed via – Core concepts Focusing themes On-going debates/issues Insightful perspectives Illuminating paradox/problem Organizing theory Overarching principle Underlying assumption (Key questions) (Insightful inferences from facts)
U
Q
© 2002 Grant Wiggins & Jay McTighe
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Some questions for identifying truly “big ideas”
Does it have many layers and nuances, not obvious to the naïve or inexperienced person?
Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?
Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?
Is it (therefore) prone to misunderstanding as well as disagreement?
Are you likely to change your mind about its meaning and importance over a lifetime?
Does it reflect the core ideas as judged by experts?
© 2002 Grant Wiggins & Jay McTighe
www.bsu.edu/epic January 2007 p.47
Big Ideas in Literacy: Examples Rational persuasion (vs. manipulation) audience and purpose in writing A story, as opposed to merely a list of events
linked by “and then…” reading between the lines writing as revision a non-rhyming poem vs. prose fiction as a window into truth A critical yet empathetic reader A writer’s voice
© 2002 Grant Wiggins & Jay McTighe
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