• How issues of backward transfer relate to the Common Core.
• Grant Wiggins Pearson Webinar February 2011
• Essential Questions:
• 4 ideas
• Big idea #1: Higher Order Thinking
• Think Driver’s Ed: with limited time and ordinary students, the goal is still ‘real driving’
• Hint: not a good way to learn to drive...
• Big idea #2: Independence
• Big Idea #3: Backward design, from real use, NOT simplistic and over-scaffolded ‘doing’
• Big Idea #3: Backward design, from real use, NOT simplistic and over-scaffolded ‘doing’
• Big Idea #4: Non-fiction focus
• 3 Stages of (“Backward”) Design
• Backward Design: IF… THEN…
• Example, with a Standard:
• Content is a ‘tool’; design backward from use
• What may be weaknesses of your current approach to planning, assessing, and instruction, in light of this preliminary analysis?
• Slide 16
• Think: Standards as a text, staff as good readers!
• Tip #1: verbs
• Tip #3: key qualifiers
• The C. C. example, in full
• Tip #2: Noun phrases
• The C. C. example, in full
• An example from Common Core (color coded)
• Your turn:
• Tip #4: indicators
• Tip #5: Exemplars – of assessments and of student work
• A process: use T-charts for each standard:
• Last tips are CRITICAL
• “portrait of students meeting standards”
• ON THEIR OWN: “independence” as defined in the ELA document
• Tip #6: use a rubric for ‘degree of independent transfer’
• Do you and your colleagues understand the Standards as well as plumbers and electricians understand building ‘code’?
• Slide 33
• Curriculum is NOT a step-by-step march through topics
• Old idea: Ralph Tyler (1949)
• The Common Core Standards are structured to encourage this, as are many state standards
• Using a matrix to plan - reading
• Using a matrix to plan: reading
• Using a matrix to plan units with EQs
• Schooling by Design
• Using UbD to frame the work
• Using UbD– Grade 8 Reading
• How does your current approach to curriculum and unit planning need to change to reflect the goal of independent transfer?
• We’d like to, but…
• Slide 47
• The tests
• External tests demand independent meaning & transfer!
• Irony: all difficult test questions involve Understanding
• Q on Dylan song, MCAS 10th grade (lyrics provided)
• FCAT 10th grade Reading
• FCAT – 4th grade reading
• NAEP: Dishpan Ducks by Margaret Springer
• NAEP: High Score described
• 2 Typical lower-level Responses (52% of students)
• MCAS 10th-grade English non-fiction reading item
• The most wrong item on the state test: 64% incorrect!
• Students said it couldn’t be an essay…..
• Slide 61
• What’s needed:
• Slide 63
• Slide 1
• “portrait of students meeting standards”
• Tip #6: use a rubric for ‘degree of independent transfer’
• Slide 63
• Special Thanks…
• Slide 3
• Slide 4
• . . . the effort to strengthen content and performance standards will fall flat unless administrators can find ways to increase teachers’ capacity to successfully instruct students to meet new standards. Teacher training and professional developme...
• Slide 6
• Slide 7
• 8
• 9
• Pearson Professional Development
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