Slides to support a workshop with high school teachers on using the Understanding by Design, SAMR, and 5C's (Communication, Collaboration, Creativity, Critial Thinking, Citizernship) planning frameworks to support deep learning that transfers across learning contexts.

1. Planningfor understanding
creative commons licensed (BY-NC-ND) flickr photo by THINKGlobalSchool:
http://flickr.com/photos/thinkglobalschool/9653287732

2. Recap: What is a SAMR Ladder?
It’s a planning framework,
... we start at the end
“Students will understand that ...”

3. Our Goal for today:
Understanding by Design
What role does SAMR play in this?
Where do the 5C’s fit in this?
Enduring
Understanding »
Summative
Assessment »
Formative
Assessment »
Instruction

5. Redefinition
Tech allows for the creation of new tasks,
previously inconceivable
Modification
Tech allows for significant task redesign
Augmentation
Tech acts as a direct tool substitute, with
functional improvement
Substitution
Tech acts as a direct tool substitute, with no
functional change
Enhancement
Transformation

6. Redefinition
Tech allows for the creation of new tasks,
previously inconceivable
Modification
Tech allows for significant task redesign
Augmentation
Tech acts as a direct tool substitute, with
functional improvement
Substitution
Tech acts as a direct tool substitute, with no
functional change
Enhancement
Transformation
TOOLS

7. TASKS
Redefinition
Tech allows for the creation of new tasks,
previously inconceivable
Modification
Tech allows for significant task redesign
Augmentation
Tech acts as a direct tool substitute, with
functional improvement
Substitution
Tech acts as a direct tool substitute, with no
functional change
Enhancement
Transformation

8. What does it look like at the ...
Substitution Level: Documentation. Collecting and Sharing
Information (web search, note-taking, worksheets).
Pro Tip: Set the stage for later levels by using a tool like Google
Docs, Titan Pad, digital notes, or a mind mapping tool. Little to no
collaboration here.
creative commons licensed (BY-NC-SA) flickr photo by Eva the Weaver:
http://flickr.com/photos/evaekeblad/1169803024

9. What does it look like at the ...
Augmentation Level: Content connections. Personalizing. Use
a visualization tool to show connections between ideas and
information (Timeline, Mindmap, Infographic).
creative commons licensed (BY-NC-SA) flickr photo by michael.heiss:
http://flickr.com/photos/michaelheiss/3090102907

10. e.g. What if we renamed each of the US states with the Country
whose GDP most closely matches the GDP of that state?

11. What does it look like at the ...
Modification Level: Explain/Teach what you've learned;
networks of ideas connecting content to larger ideas/patterns.
Create an artifact that summarizes your learning for an audience
other than the teacher and published online somewhere (Video,
Comic, Slide Presentation). A key feature of moving from
Augmentation to Modification: Students have access to learning
tasks that would be unavailable without technology being used.
creative commons licensed (BY-NC-SA) flickr photo by duane.schoon:
http://flickr.com/photos/duaneschoon/4530185934

12. What does it look like at the ...
Redefinition Level: Recontextualize. Still creating an
artifact, but the context for what you are creating changes
(relating your learning to a global context, a different
disciplinary or cultural context).
creative commons licensed (BY-NC) flickr photo by Huasonic:
http://flickr.com/photos/huasonic/249440214

13. Students will
understand that…

14. Cultures use available resources to
meet their basic needs.
The beliefs, values and heritage of a
people help shape their cultural identity.
based on a slide by Anne Reimer

15. GENERALIZATION
Two or more concepts in a
relationship...
Concept Concept
• CONCEPTUAL IDEAS THAT TRANSFER
• DEVELOP “DEEP UNDERSTANDING’
based on a slide by Anne Reimer

16. BASIC GENERALIZATION
Cultures
Celebrations
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

17. BASIC GENERALIZATION
Cultures
Celebrations
• All cultures have celebrations.
• The verb ‘have’ is not a strong enough verb to
relate the concepts ‘cultures’ and ‘celebrations’.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

18. MORE SOPHISTICATED…
…ASK A WHY OR HOW QUESTION
Level 1 - All cultures have celebrations.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

19. MORE SOPHISTICATED…
…ASK A WHY OR HOW QUESTION
Level 1 - All cultures have celebrations.
Why do cultures have celebrations?
• Celebrations express traditions of a culture.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

20. EVEN MORE SOPHISTICATED…
…ASK A ‘SO WHAT’ QUESTION
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

21. EVEN MORE SOPHISTICATED…
…ASK A ‘SO WHAT’ QUESTION
Level 1 - All cultures have celebrations.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

22. EVEN MORE SOPHISTICATED…
…ASK A ‘SO WHAT’ QUESTION
Level 1 - All cultures have celebrations.
Level 2 (why?) - Celebrations express traditions of a
culture.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

23. EVEN MORE SOPHISTICATED…
…ASK A ‘SO WHAT’ QUESTION
Level 1 - All cultures have celebrations.
Level 2 (why?) - Celebrations express traditions of a
culture.
So what? What significance does this have? What is the
broader impact to society or an individual?”
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

24. EVEN MORE SOPHISTICATED…
…ASK A ‘SO WHAT’ QUESTION
Level 1 - All cultures have celebrations.
Level 2 (why?) - Celebrations express traditions of a
culture.
So what? What significance does this have? What is the
broader impact to society or an individual?”
• Traditions reflect the beliefs, values, and heritage of a
culture.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

25. organism
environment
EXAMPLE: SCIENCE
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

26. EXAMPLE: SCIENCE
organism
environment
! Level 1 (connect): Organisms exist in diverse environments.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

27. EXAMPLE: SCIENCE
organism
environment
! Level 1 (connect): Organisms exist in diverse environments.
! Level 2: (how?): Biological adaptations change structures, behaviours,
or physiology and enhance reproductive success.
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

28. EXAMPLE: SCIENCE
organism
environment
! Level 1 (connect): Organisms exist in diverse environments.
! Level 2: (how?): Biological adaptations change structures, behaviours,
or physiology and enhance reproductive success.
! Level 3: (so what?): An organism’s biological response to stimuli
evolves through natural selection.”
Video Journal of Education. (1999) Creating Concept-based Curriculum for Deeper Understanding. Featuring H. Lynn Erickson based on a slide by Anne Reimer

29. EXAMPLE: “LIFE IN MANITOBA”
BASIC LINKING OF CONCEPTS
• Manitoba has richness and diversity.
based on a slide by Anne Reimer

30. EXAMPLE: “LIFE IN MANITOBA”
BASIC LINKING OF CONCEPTS
• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?
based on a slide by Anne Reimer

31. EXAMPLE: “LIFE IN MANITOBA”
BASIC LINKING OF CONCEPTS
• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?
• Manitoba’s land, environment and people vary
because of its size and its history.
based on a slide by Anne Reimer

32. EXAMPLE: “LIFE IN MANITOBA”
BASIC LINKING OF CONCEPTS
• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?
• Manitoba’s land, environment and people vary
because of its size and its history.
SO WHAT?
based on a slide by Anne Reimer

33. EXAMPLE: “LIFE IN MANITOBA”
BASIC LINKING OF CONCEPTS
• Manitoba has richness and diversity.
HOW DOES? / WHY DOES?
• Manitoba’s land, environment and people vary
because of its size and its history.
SO WHAT?
• Manitoba’s rich land, environment, and people
deserve protection and preservation.
based on a slide by Anne Reimer

34. Bottoms Up!
Enduring Understanding

35. Bottoms Up!
Summative Assessment
Produce to show understanding
Enduring Understanding

36. Bottoms Up!
Formative Assessment
Learning Experiences
Summative Assessment
Produce to show understanding
Enduring Understanding

37. Bottoms Up!
Instruction
Formative Assessment
Learning Experiences
Summative Assessment
Produce to show understanding
Enduring Understanding

38. based on a slide by Warren Nickerson

39. 5C’sbased on a slide by Warren Nickerson

40. What does it look like at the ...
Modification Level: Explain/Teach what you've learned;
networks of ideas connecting content to larger ideas/patterns.
Create an artifact that summarizes your learning for an audience
other than the teacher and published online somewhere (Video,
Comic, Slide Presentation). A key feature of moving from
Augmentation to Modification: Students have access to learning
tasks that would be unavailable without technology being used.
creative commons licensed (BY-NC-SA) flickr photo by duane.schoon:
http://flickr.com/photos/duaneschoon/4530185934

41. What does it look like at the ...
Modification Level: Explain/Teach what you've learned;
networks of ideas connecting content to larger ideas/patterns.
Create an artifact that summarizes your learning for an audience
other than the teacher and published online somewhere (Video,
Comic, Slide Presentation). A key feature of moving from
Augmentation to Modification: Students have access to learning
tasks that would be unavailable without technology being used.
creative commons licensed (BY-NC-SA) flickr photo by duane.schoon:
http://flickr.com/photos/duaneschoon/4530185934

43. What you need to do: No matter what you choose to
investigate, you must use and acknowledge appropriate
source material. No sources, no marks… Simples!
You can present your findings in any way you choose. This
might be an essay, a PowerPoint presentation, a video, a
song, an annotated painting, a website… in other words,
in any way you think will best help you demonstrate an
answer or point-of-view on the question, What is beauty?

45. thanks
creative commons licensed (BY-NC-ND) flickr photo by THINKGlobalSchool:
http://flickr.com/photos/thinkglobalschool/9653287732