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Understanding by Design and From Coast and Camp to the Inland Empire

Understanding by Design and From Coast and Camp to the Inland Empire. Stacy Hill April 22, 2003. This portion is based on The Understanding by Design Handbook by Jay McTighe and Grant Wiggins.

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Understanding by Design and From Coast and Camp to the Inland Empire

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  1. Understanding by Designand From Coast and Camp to the Inland Empire Stacy Hill April 22, 2003

  2. This portion is based on The Understanding by Design Handbook by Jay McTighe and Grant Wiggins

  3. Many students view classroom activities as “…an arbitrary sequence of exercises with no overarching rationale.” From “Inside the Black Box” by Paul Black and Dylan Wiliam, Phi Delta Kappan, October 1998.

  4. Traditional Planning… • What chapter I need to get to… • Daily activities • What am I going to assign for homework • I have to change the test and cross out all of the questions I didn’t get to this year • Quickly check to make sure I have some of the EALRS covered • Remind yourself that you are probably teaching something that is on the WASL anyway

  5. “Students can hit any appropriate achievement target that is clear and holds still for them.” -Rick Stiggins Assessment Training Institute

  6. UbD in a Nutshell • Stage 1 – Identify desired results • Stage 2 – Determine acceptable evidence • Stage 3 – Plan learning experiences and instruction

  7. Stage 1: Identify Desired Results • Content Standards and Knowledge & Skills • Enduring Understandings • Essential Questions

  8. Worth being familiar with Important to know & do Enduring understanding Enduring Understandings

  9. Enduring Understandings:How people deal with other people affects their future.Some form of conflict will be present in all lives at some point.Conflict does not just affect humans.Essential Question:What role did conflict play in development of the Constitution of the United States? Examples

  10. Essential Questions • Have no one obvious right answer • Raise important questions across content areas • Reflect conceptual priorities • Recur naturally • Are framed to provoke and sustain student interest

  11. Overarching Essential Questions • How does conflict create change? • What are rights and responsibilities that lead to independence? • Does power corrupt? • How does time affect change? • What interactions stimulate growth? • What is the balance between humans and nature? • What is stretching and shrinking around you?

  12. Topical Essential Questions • How does conflict affect the economy of a country? • How does climate determine population? • What if the South had won? • What makes the Constitution a living document? • Why should I learn slope? • How can natural disasters be good for the planet?

  13. Kid Friendly EQ’s • What societal influences perpetuate pre-adolescent tobacco use? or • Why do your friends start smoking?

  14. Stage 2: Determine Acceptable Evidence • Determine methods of assessment • Performance task • Other evidence • Quizzes, tests, prompts, work samples • Observations • Student self-assessment

  15. Worth being familiar with Important to know & do Enduring understanding Enduring Understandings • Kinds of Assessment • Traditional question & answer • paper/pencil • selected-responses • constructed response • Performance tasks & projects • open-ended • complex • authentic

  16. Think “Scrapbook” versus “Snapshot” Adapted from Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD.

  17. GRASPS • Goal • Role • Audience • Situation • Product/Performance and Purpose • Standards for Success

  18. GRASPS Ideas

  19. Stage 3:Plan Learning and Instruction • WHERE • Misunderstandings • Determine the role of technology in enhancing teaching and learning i.e., using the audio documentary content • Instructional activities and the six facets

  20. Do the activities explain by themselves where are your students heading and why? Do the activities hook your students through engaging, thought provoking experiences? WHERE Do the activities help students experience the ideas or issues to make them real? Do the activities cause students to reflect and rethink- to dig deeper into the core idea? Do the activities allow for students to exhibit their understanding through a product or performance?

  21. Six Facets • Explanation: demonstrating understanding • Interpretation: reading between the lines • Application: performing • Perspective: analyzing or inferring • Empathy: assuming a role • Self-Knowledge: being aware or realizing

  22. UbD Website • www.ubdexchange.org • Password: contact your district

  23. Now… UbD and From Coast and Camp in the Inland Empire

  24. EALR Connections • OSPI Website for Social Studies: http://www.k12.wa.us/curriculuminstruct/SocStudies/EALRs

  25. Social Studies • 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington state history 1.1 Understand and analyze historical time and chronology 1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history 1.3 Examine the influence of culture on United States, world, and Washington State history

  26. Step 1: Establish Enduring Understandings for the unit, develop the Essential Questions that will guide students to the understandings, select targeted EALRs • Step 2: Choose your evidence of understanding (assessment) • Step 3: Plan the learning activities (how to use the CD)

  27. Sample Enduring Understandings • The effects of relocation during World War II still affects the future generations of Japanese-Americans. • Prejudice directed the actions of many powerful people after Pearl Harbor. • Hysteria causes people to be suspicious of those around them. • Things are not always as they appear.

  28. Sample Essential Questions • Has the U.S. ever put its own people in internment camps? • Under what circumstances should civil rights be compromised?* • How do you explain prejudice? • What is discrimination? • How do you know when something is true? • What should regular people do to be protected from discrimination?* • What kind of people aren’t accepted at school?

  29. Constructing a Performance Task • Goal • Role • Audience • Situation • Product • Standards

  30. Sample Performance Task • Goal: Teach about the experiences of Japanese-Americans during WW II. • Role: reporter • Audience: college history majors • Situation: report your findings using the audio documentary and other sources • Product: on-line magazine • Standards: use the documentary, report on real-life experiences, utilize the writing process

  31. Samples, con’t. • Newspaper • College tour for credit • Museum wing design • Scrapbook for descendents • Children’s book • Dramatization • Slide show corresponding with audio

  32. Activity Ideas • Vocabulary meet and greet • Storyboards while listening • Literal, Inferential, Evaluative level writing during and after listening • Track title predictions • Comparison/contrast to current events

  33. Conclusion • What should the students know? • How will you know when they know it? • How will you get them there? ubdexchange,.org

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