Understanding by Design in English Language Teaching
- 1. Assess for Success Understanding by Design in ELT Sheri Henderson, MSc, OCT TESL Ontario 2018 Conference 2 November 2018 Toronto Sheraton CentreToronto Hotel
- 3. Understanding by Design (1998) GrantWiggins and Jay McTighe With Jay McTighe, October 2015 Abu Dhabi Community School 1950 -26 May 2015
- 4. What is Understanding by Design? A framework to improve student achievement ➔ Aids student understanding Knowledge, skills, abilities ➔ Authentic, performance-based Guide students to the end goal ➔ Formative, reflective Learning is an ongoing process ➔ Uses “Backward Planning” Start with the end in mind
- 5. Think like an Assessor Design the assessment first, then plan the path to success! - Jay McTighe, October 2015
- 6. Why use Understanding by Design? Teaching and learning for understanding ➔ Clarifies expectations For both teachers and learners; deeper learning ➔ Rubrics Tools – to guide and grade (formative, summative, self/peer/teacher) ➔ Engages learners Students take charge of their learning ➔ Assessment & Grading Transparency = fewer grade complaints
- 7. UbD because… The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. – Ontario Ministry of Education, Growing Success, p. 28
- 8. How does UbD work? Start with the end in mind ➔ Desired Result What must students do/learn/produce? ➔ Evidence How will learners demonstrate their level of understanding? ➔ Learning & instructional activities What experiences and learning tasks will support student achievement of the desired result?
- 9. 3 STAGES OF BACKWARD DESIGN Desired Result What students will learn Evidence How they will demonstrate learning Learning Activities & Instruction Designed for success Understanding by Design, Ch.1: https://www.fitnyc.edu/files/pdfs/Backward_design.pdf Start with the end in mind
- 10. Understanding by Design in English Language Teaching Supports learners ➔ Identifies required skills What do I need to do? ➔ Explains performance expectations How can I demonstrate what I know? ➔ Reflective Better teaching, better learning ➔ Stresses continuous improvement Practise, practise, play the game!
- 11. UbD: Essential Questions What knowledge and skills will students acquire? What performance/product constitutes evidence of this? What activities, experiences and lessons will lead to the desired results and success?
- 12. Teach the terms Teach the process Watch learners flourish Understanding by Design in ELT
- 13. Bulletin Board Task Desired Result: Student SuccessTips Evidence: Bulletin Board Learning plan: • Examine communicative purpose of bulletin boards; conventions • Identify topic/purpose/audience • Start with individual slide task (formative) • Design/display/present slides • Self-select groups for bulletin board • Research topic • Design/display/present work
- 14. FormativeTasks: - promote learning through reflection Pre-Bulletin BoardTask Design one slide to recommend a useful study tool, app or website; display on college televisions, post in LMS Discussion Board
- 15. “… students need multiple opportunities to be tested on the same information. A formative assessment does not look backwards…it focuses on the present of where the student is right now, it looks to the future.” - Grant Wiggins Why bother with formative assessment?
- 17. Rubrics • are NOT for every task! • take time, and save time • measure student performance against identified criteria • make learners accountable – can reduce plagiarism • used to guide and grade • can reduce grade complaints
- 18. Whether holistic or analytic, rubrics need: Criteria what students must do, produce, learn (usually 4-6) Levels of Achievement how well they demonstrate learning (usually 4) Assessment Criteria Performance Levels/Descriptors* A B C D and below Exemplary Proficient Developing Beginning Exceeding Expectations Meets Expectations Approaching Expectations Below Expectations *Organization will vary
- 19. Assessment Resources ➢ Growing Success. (2010). Ontario Ministry of Education. p. 28 Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf ➢ Secondary ESL/ELD (2007). Ontario Ministry of Education. pp. 36-37. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb. pdf
- 20. UbD & Rubric Resources ➢ Jay McTighe & Associates - Resources http://jaymctighe.com/resources/websites/ ➢ Authentic Education by Grant Wiggins. https://www.authenticeducation.org/whoweare/grant.lasso ➢ Authentic Assessment Toolbox by Jon Mueller. http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm ➢ Rubrics at Edutopia. http://www.edutopia.org/blogs/tag/rubrics ➢ Assessment for learning https://iclba.language.ca/toc/ And the BEST site to find a rubric for anything: ➢ Kathy Schrock’s Guide to Everything. Assessment and Rubrics http://www.schrockguide.net/assessment-and-rubrics.html
- 21. Rubric Resources for Higher Education ➢ Could Rubric-Based Grading Be the Assessment of the Future? By Katrina Schwartz in MindShift. Retrieved from https://ww2.kqed.org/mindshift/2015/10/14/could-rubric-based-grading-be-the-assessment-of-the-future/ ➢ Carnegie Mellon University. https://www.cmu.edu/teaching/designteach/teach/rubrics.html ➢ Centre forTeaching and Learning, Humber College. http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course- development-tools/creating-assignment-rubrics.html ➢ Cornell University, Center forTeaching Excellence. https://teaching.cornell.edu/teaching-resources/assessment- evaluation/using-rubrics ➢ VALUE Rubrics from Association of American Colleges and Universities. https://www.aacu.org/value-rubrics ➢ VALUE Rubrics at UMassAmherst. https://www.umass.edu/oapa/tools-and-services/aacu-value-rubrics
- 22. WHAT PEOPLE ARE SAYING What activities, experiences and lessons will lead to the desired results and success? What knowledge and skills will students acquire? What product constitutes evidence of this learning? To design for understanding, ask:
- 23. Assess for Success Understanding by Design in ELT Sheri Henderson, MSc, OCT TESL Ontario 2018 Conference 1-2 November 2018 Toronto Sheraton CentreToronto Hotel