Creating an enduring understanding for the primary and elementary teacher
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Creating an Enduring Understanding for the Primary and Elementary Teacher. Norms for a Successful Session. Relax. Socialize. Take Care of Yourself. Give Your Absolute Best. Montage. A Concept-Based Approach to Learning UBD. Big Ideas we want students to understand.

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Creating an Enduring Understanding for the Primary and Elementary Teacher

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Creating an enduring understanding for the primary and elementary teacher

Creating an Enduring Understandingfor the Primary and Elementary Teacher


Norms for a successful session

Norms for a Successful Session

Relax

Socialize

Take Care of Yourself

Give Your Absolute Best


Montage

Montage


A concept based approach to learning ubd

A Concept-Based Approach to LearningUBD

Big Ideas we want students to understand

Students learn more than just facts and knowledge

Students internalize the information


Creating an enduring understanding for the primary and elementary teacher

Knowledge Vs. Concept

Focus on KNOWING

Focus on DOING

Recall of information

Active application

Expected to remember facts and skills

Remembers big ideas

Focus on covering many topics

Fewer, more significant topics

Passive reception of information

Active involvement

Teach to transfer knowledge across time and disciplines

Memorization of facts


Enduring understanding

Enduring Understanding

Big Idea

Lasting Value

Uncover

Transferable


Enduring understanding1

Enduring Understanding

Heart of Our Discipline

What’s Most Important In Our Field

Understanding from the Experience


Student uncovering the big idea

Student ‘uncovering’ the big idea

Covering Subject Matter

Student must be allowed to ‘uncover’ the big idea through inquiry and investigation


To uncover is to find what is important

To Uncover is to find what is important

In what has been hidden

To reveal rather than conceal

The Concept


To uncover is to find what is important1

To Uncover is to find what is important

In what has been hidden

To reveal rather than conceal The Concept


Understand

Understand

UBD Designs Help Us Create Lessons Where Students:

  • Learn

  • Apply

  • Transfer


Creating an enduring understanding for the primary and elementary teacher

Enduring Understanding

Important ideas or thoughts that have lasting value beyond our classroom and can be appliedin various situations throughoutour lives.


Key characteristics of an enduring understanding

Key Characteristics of anEnduring Understanding

  • The Statement has value for years to come.

  • The Statement could apply to several subjects. (Transferable)

  • The Statement is not easily understood. You have to ‘uncover’ to comprehend the meaning.

  • The statement is framed in full-sentence universal generalizations. (Big Idea)


Questions we can ask to identify what an enduring understanding is not

Questions We Can Ask To Identify What An Enduring Understanding Is NOT!

  • Is it a full sentence?

(Enduring understandings are always full sentences.)

  • Is it an assessment or performance task?

(Enduring understandings are big ideas not assessments.)


Questions we can ask to identify what an enduring understanding is not1

Questions We Can Ask To Identify What An Enduring Understanding Is NOT!

  • Is it a question?

(Enduring understandings are never questions.)

  • Is it a truism?


Truisms

Truisms

Truisms are statements that convey a feeling of truth.

Truisms usually generate agreement and are commonly accepted.


Truisms1

Truisms

Things are always changing.

Practice makes perfect.

The early bird gets the worm.

Haste makes waste.


Truisms2

Truisms

Do not require ‘uncovering’ and that keeps them from being a good enduring understanding


Filtering system to identify enduring understandings

Filtering System to Identify Enduring Understandings


Filter 1 lasting value

Filter #1: Lasting Value

  • The idea is universal in application

  • The idea is timeless and carries through the ages

  • The idea has value for years to come


Filter 2 transferable

Filter #2: Transferable

  • The idea can be applied beyond the classroom

  • Applying the idea to new and sometimes confusing situations

  • Capacity to take the idea and use it creatively on our own


Words that identify transferable big ideas

Words that Identify Transferable Big Ideas

Rhythm

Cooperation

Change

Interaction

Systems

Friendship

Movement

Exploration


Filter 3 uncovering

Filter #3: Uncovering

  • Ideas that are not obvious

  • The idea may be baffling to the novice

  • The idea is complex and abstract

  • The idea is counter-intuitive in nature requiring “uncoverage” by the learner for meaning and understanding.


Filter 4 big idea

Filter #4: Big Idea

  • Are major concepts that anchor a unit or course

  • Universal generalizations remembered by students

  • Focuses on concepts that apply to new situations within and beyond the subject


Filter 4 big idea1

Filter #4: Big Idea

An enduring understanding IS the “BIG IDEA”


So how big is big

So How “BIG” Is Big?

The degree of “BIGNESS” with an enduring understanding would be whether the understanding is “overarching” or “topical”


Overarching enduring understandings

Overarching Enduring Understandings:

Transfer to other subjects

Have lasting value


Topical enduring understandings

Topical Enduring Understandings:

More specific and less transferablity

Concerned with subject being taught


Course unit or day statements

Course, Unit or Day Statements

Course:Overarching Big Ideas (Transfer to other subjects and throughout our life experiences)

Unit: Topical Big Ideas(Concerned with subject being taught)

Day: Usually knowledge, skills or facts needed to comprehend the big idea


Who are you

Who Are You?


Course unit or day statements1

Course, Unit or Day Statements?

The meat group builds strong muscles.

Healthy choices enhance our lives.

Food choices contribute to our physical and mental health.


Course unit or day statements2

Course, Unit or Day Statements?

Course: Healthy choices enhance our lives.

Unit: Food choices contribute to our physical and mental health.

Day: The meat group helps build strong muscles.


Who are you1

Who Are You?


Course unit or day statement

Course, Unit, or Day Statement?

Alcohol abuse hurts your liver and brain.

There are safe and unsafe substances that can be taken into the body.

Safe choices reduce risk and injury.


Course unit or day statement1

Course, Unit, or Day Statement?

Course: Safe choices reduce risk and and injury.

Unit:There are safe and unsafe substances that you can take into the body.

Day: Alcohol abuse hurts your liver and brain.


Filtering system to identify enduring understandings1

Filtering System to Identify Enduring Understandings


Creating an enduring understanding for the primary and elementary teacher

Filtering System To Identify Enduring Understandings

Movement and efficiency

Exploration through physical activity enhances understanding and efficiency of body movement.

Give an example of how behavior and decisions affect one’s lifestyle.

Our behavior and the decisions we make affect our lifestyle.

Is it our responsibility to be aware of hazards and unsafe practices?

Safe choices reduce risk and injury.

Food choices contribute to our physical and mental health.

An apple a day keeps the doctor away.


Creating a meaningful enduring understanding

Creating a Meaningful Enduringunderstanding


Three circle design

Three Circle Design


Creating an enduring understanding for the primary and elementary teacher

What we want students to read, hear or view but not necessarily remember

The knowledge and skills we want students to accomplish in order to gain understanding

What we want our students to walk away with and apply within their lives

Understandings that will anchor our unit

Understandings that will last for a long time


Four rules of thumb in creating understandings

Four Rules of Thumb in Creating Understandings


Four rules of thumb in creating understandings1

Four Rules of Thumb in Creating Understandings

An enduring understanding is:


Four rules of thumb in creating understandings2

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

A priority


Four rules of thumb in creating understandings3

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

A priority

Prioritize what is most important in our specific field of study

Focus on a small number of transferable ideas


Four rules of thumb in creating understandings4

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

A priority

Prioritize what is most important

Focus on a small number of transferable ideas

A declarative statement(Students will understand that…)


Four rules of thumb in creating understandings5

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

Stated as an insightful universal generalization


Four rules of thumb in creating understandings6

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

Stated as an insightful universal generalization

Stated as a sentence

Relationship between two or more concepts

Is written in present tense


Four rules of thumb in creating understandings7

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

Stated as an insightful generalization

Stated as a sentence

Relationship between two or more concepts

Relationship between two or more concepts

Either overarching or topical


Four rules of thumb in creating understandings8

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

Stated as an insightful generalization

Stated as a sentence

Relationship between two or more concepts

Either overarching or topical

Overarching being more transferable


Four rules of thumb in creating understandings9

Four Rules of Thumb in Creating Understandings

An enduring understanding is:

Stated as an insightful generalization

Stated as a sentence

Relationship between two or more concepts

Either overarching or topical

Overarching being more transferable

Topical being more specific to the subject area


Six potential approaches in creating an enduring understanding

Six Potential Approaches in Creating an Enduring Understanding

1 Begin with Content Standards:

  • Look for key concepts in the content overview.

  • From the key concepts found in the content overview establish your own goal.

  • From your established goal look for key nouns.

  • Use those nouns as your transferable words to create an enduring understanding.


Creating an enduring understanding for the primary and elementary teacher

Instruction is guided by national, state, and district standards that specify what students should know and be able to do.


Content standards

Content Standards

Goals we want students to achieve

Establish priorities for instruction and assessment


Creating an enduring understanding for the primary and elementary teacher

Providing opportunities for children to develop proficiency

in human movement and performance


Creating an enduring understanding for the primary and elementary teacher

Learning fundamental movement skills and the principles of human movement.


Creating an enduring understanding for the primary and elementary teacher

Established Goal from the Content Overview

Provide opportunities for children to develop proficiency in movement and performance through participation in games and lifetime activities.


Creating an enduring understanding for the primary and elementary teacher

Established Goal from the Content Overview

Provide opportunities for children to develop proficiency in movement and performance through participation in games and lifetime activities.


Creating an enduring understanding for the primary and elementary teacher

Key nouns:

proficiency + movement + activities

Enduring Understanding: Students will understand that….

Proficiency of movement is developed through activity.


Six potential approaches in creating an enduring understanding1

Six Potential Approaches in Creating an Enduring Understanding

2 Begin with desired real-world applications:

  • What does the content enable you to do in the real world if you master it?


Six potential approaches in creating an enduring understanding2

Six Potential Approaches in Creating an Enduring Understanding

3 Begin with an important skill:

  • Locate the content standard that refers to the skill.

  • Identify the key concepts that support the skill.


Important skill balance

Important Skill: Balance

Content Standard:

Balance is a complex part of physical activity. Balance is static and dynamic and reflects the ability to maintain equilibrium in relation to the force of gravity. (HP4)


Important skill balance1

Important Skill: Balance

Content Standard:

Balance is a complex part of physical activity. Balance is static and dynamic and reflects the ability to maintain equilibrium in relation to the force of gravity. (HP4)


Creating an enduring understanding for the primary and elementary teacher

Key concepts that support balance: Balance + Physical activity + Equilibrium

Enduring Understanding (The student will understand that…)

Physical activity requires balance to maintain one’s equilibrium.


Six potential approaches in creating an enduring understanding3

Six Potential Approaches in creating an Enduring Understanding

4 Begin with a favorite activity:

  • Identify the skills, facts, and understandings the activity is meant to accomplish.

  • Locate appropriate content standards that apply to this activity.

  • Identify key concepts.


Favorite activity bowling

Favorite Activity: Bowling

Identify skills required for the activity:

--Finger position---Rolling the ball---Eyes on target--Proper footwork

Locate appropriate content standards that apply to this activity:

--Specific concept (spatial and body awareness) and skills (rolling) in the primary grades are the foundation for a broad spectrum of sport and physical activities. (HP1,4)

Identify key concepts:

--Spatial and body awareness.

--Skills (rolling, finger and eye position, footwork).


Creating an enduring understanding for the primary and elementary teacher

Enduring Understanding (The student will understand that….)

Spatial and body awareness develops fundamental skills required to pursue a variety of physical activities.


Six common entry points to create an enduring understanding

Six Common Entry Points to Create an Enduring Understanding

5Begin with GLES:

  • Look for similar concepts found in your grade level expectations.

  • Determine the key concepts that run throughout the chosen GLES.


Creating an enduring understanding for the primary and elementary teacher

Course: Health

Strand 3: Risk Assessment and Reduction

Unit 1: Disease Prevention and Control

Topic E: HIV/AIDS Prevention Education

Identify how gloves protect us from bodily fluids


Creating an enduring understanding for the primary and elementary teacher

Course: Health

Strand 3: Risk Assessment and Reduction

Unit 2: Injury Prevention and Safety

Topic C: Activity Related Injuries and Environmental Conditions

Recognize that safety equipment is necessary to protect the body during participation in sports and recreational activities


Creating an enduring understanding for the primary and elementary teacher

Course: Health

Strand 3: Risk Assessment and Reduction

Unit 2:Injury Prevention and Safety

Topic D: Water-Related Emergencies

Identify specific safe practices in and around water


Creating an enduring understanding for the primary and elementary teacher

Course: Health

Strand 3: Risk Assessment and Reduction

Unit 4: Environmental Health

Topic B: Individual Responsiblity

Identify ways to protect the body from the environment (sunscreen, insect repellant, sunglasses, goggles, hat)


Creating an enduring understanding for the primary and elementary teacher

Key Concept: Body Protection

Enduring Understanding: (Students will understand that…) Proper body protection promotes a healthy lifestyle.


Six common entry points to create an enduring understanding1

Six Common Entry Points to Create an Enduring Understanding

6 Begin with an existing unit:

  • Take your traditional lesson and place the elements in the proper parts of the UBD template.

  • Look at the template and try to find the big idea.


Creating an enduring understanding for the primary and elementary teacher

There is no absolute way to create an enduring understanding


Creating an enduring understanding for the primary and elementary teacher

Real-world applications

Important Skill

Content standards

Methods to Create a Meaningful Enduring Understanding

Favorite Activity

Existing Unit

GLES


Creating an enduring understanding for the primary and elementary teacher

Use content standards to find key nouns that will give us the big ideas needed for the desired enduring understanding.

Content standards

Real-world applications

Important Skill

Methods to Create a Meaningful Enduring Understanding

Existing Unit

Favorite Activity

GLES


Creating an enduring understanding for the primary and elementary teacher

Examine how our desired goals and performance tasks will help students in real-world applications.

Real World Applications

Content Standards

Important Skill

Methods to Create a Meaningful Enduring Understanding

Existing Unit

Favorite Activity

GLES


Creating an enduring understanding for the primary and elementary teacher

What is the most important skill you want your students to walk away with in your subject area.

Important Skill

Real-world applications

Content Standards

Methods to Create a Meaningful Enduring Understanding

Existing Unit

Favorite Activity

GLES


Creating an enduring understanding for the primary and elementary teacher

Identify the big idea associated with that skill.

Important Skills

Real-world applications

Content Standards

Methods to Create a Meaningful Enduring Understanding

Existing Unit

Favorite Activity

GLES


Creating an enduring understanding for the primary and elementary teacher

Identify your favorite activity and see how it relates to your content standards.

Favorite Activity

Real-world applications

Important Skill

Methods to Create a Meaningful Enduring Understanding

Content Standard

Existing Unit

GLES


Creating an enduring understanding for the primary and elementary teacher

If there is a correlation then examine the key concepts needed in that activity to make it something worth knowing in future years.

Favorite Activity

Real-world applications

Important Skill

Methods to Create a Meaningful Enduring Understanding

Content Standards

Existing Unit

GLES


Creating an enduring understanding for the primary and elementary teacher

Look at the grade level expectations and find a common goal needed in them to accomplish the outcomes.

GLES

Real-world applications

Important Skill

Methods to Create a Meaningful Enduring Understanding

Existing Unit

Content Standards

Favorite Activity


Creating an enduring understanding for the primary and elementary teacher

Look at your goal and uncover the enduring understanding you want the students to comprehend and keep.

GLES

Real-world applications

Important Skill

Methods to Create a Meaningful Enduring Understanding

Existing Unit

Content Standards

Favorite Activity


Creating an enduring understanding for the primary and elementary teacher

Take an existing unit and plug it’s components into the UBD template.

Existing Unit

Real-world applications

Important Skill

Methods to Create a Meaningful Enduring Understanding

Content Standards

Favorite Activity

GLES


Creating an enduring understanding for the primary and elementary teacher

The more we think the learner can immediately ‘get it’ by hearing it or reading it the more likely it is a fact and not an enduring understanding.


Creating an enduring understanding for the primary and elementary teacher

Now It’s Your Turn!!!


Creating an enduring understanding for the primary and elementary teacher

Real-world applications

Important Skill

Content standards

Methods to Create a Meaningful Enduring Understanding

Favorite Activity

Existing Unit

GLES


The teacher

The Teacher

“I’ve come to a frightening conclusion that I am the decisive element in the classroom.


The teacher1

The Teacher

It’s my personal approach that creates the climate.


The teacher2

The Teacher

It’s my daily mood that makes the weather.


The teacher3

The Teacher

As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.


The teacher4

The Teacher

I can be a tool of torture or an instrument of inspiration.


The teacher5

The Teacher

I can humiliate or humor, hurt or heal.


The teacher6

The Teacher

In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”

Haim Ginot


Congratualtions

Congratualtions


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