Deep Learning by Design - Professional Development · PDF fileDeep Learning by Design ... What differentiates backward design from other methods of ... learning targets from the student’s

Deep Learning

by Design

Diane Graves

Professional Development Seminar

August 21, 2015

“Deep Learning is the goal of the new pedagogy.” John Hattie

● will have a sense of the

new pedagogy

● will be able to plan with

the End in Mind

● will be able to create

powerful questions

● will understand the

importance of

accessing student’s

background knowledge

Learning Goals

By the end of this session, I

This is the goal of the new pedagogy which

our new curriculum reflects.

John Hattie

What differentiates backward design from other methods of

curriculum design is the emphasis on assessment as part of

the early planning: End in Mind

BACKWARD DESIGN: WHAT DO WE ASK OURSELVES?

What do we want students to know and be able to do?

How will you assess this?

What would evidence of proficient work look like?

Exemplars?

What instructional strategies will you use?

How will you involve students in this learning plan?

Where am I going?

(Learning Intentions, goals, success criteria)

How am I going?

(self –assessment)

Where to next?

(progression, new goals)

BACKWARD DESIGN: STUDENT LANGUAGE

New Curriculum: The Dawn of a New Era?

Curriculum

• Orientation: Rethinking Curriculum & Redesigning Assessmenthttp://www.curriculum.gov.bc.ca

“Learning Targets guide learning

• They describe in language that students understand, the lesson-sized chunk of information, skills, reasoning processes that students will come to know deeply. We write learning targets from the student’s point of view and share them throughout the lesson so that students can guide their own learning.”

-Moss & Brookhart, Learning Targets: Helping Students

Aim for Understanding in Today’s Lesson (2012)

Fa

cts

Fa

cts

Fa

cts

Topics

Fa

cts

Fa

cts

Fa

cts

Topics

Concepts

Big Ideas/

Enduring

Understandings

The Structure of Knowledge (Know) and How it Connects to the “Do”

Drake, Reid and Kolohon

(2014)

End in Mind Planning

Learning

Intentions

“...the new story in

education sees

knowledge

differently from the

factual subject-

based {traditional}

curriculum…” p. 30

KDB Framework:

1. KnowThe content that is mandated by the

curriculum (factual, conceptual,

procedural, metacognitive).

2. DoCross-curricular skills and

competencies. Higher Order

Thinking skills. Habits of. Mind.

3. BeCharacter Education. Personal and

social competencies, Historical

Thinker.

Finding the Know, Do, BeThe template for the K,D,B Umbrella

Know Do

BeEssential Questions

21st C Skills

Values, Attitudes, & Behaviours

Big Ideas

Enduring

Understandings

Doing Projects vs.

Teaching for

Understanding

What question is the

project answering?

What are you

making/doing vs. what

are you learning?

Provocations

in Reggio

Fertile Questions

(Birkdale Intermediate School)

Open: Have several different or competing answers

Undermining: Make learners question their basic

assumptions

Rich: Cannot be answered without careful and in-

depth research

Connected: Relevant to the learners

Practical: Can be researched given the available

resources/student ability

★ Number 1 through 13.

★ Try this on your own. You’ll have a chance

to share later.➢ You only need enough space for a Y or a N

Essential Questions Self Pre-

Assessment

What makes a Question

Essential?

In your group, discuss:

❏ What do you noticeabout the EQs?

❏What do you noticeabout the not EQs?

❏ Brainstorm criteria forEQs.

❏Look to the 7 defining characteristics on page 3 (handout)

❏Sort and organize the criteria you generated by these 7 categories.

❏What fits?

❏What doesn’t?

❏Do you need to add or eliminate anything?

⦿“What students already

know about the content

is one of the strongest

indicators of how well

they will learn new

information relative to

the content.” Robert Marzano (p.1, 2004)

⦿At your table, share

some of the

activities/strategies

you already use to:

• Activate

Student’s

Background

Knowledge

Next Steps…

If I try …

then

students will

…