Understanding by Design
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Understanding by Design. Facilitated by Rosanne Zeppieri, Carol Agnese, and Maggie Maziarz. Understanding by Design. Workshop Questions. What is UbD? Why design curriculum with the end in mind? How does UbD support good curriculum design? Why teach for understanding?

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Understanding by design

Understanding by Design

Facilitated by Rosanne Zeppieri, Carol Agnese, and Maggie Maziarz


Understanding by design

Understanding by Design


Understanding by design

Workshop Questions

What is UbD?

Why design curriculum with the end in mind?

How does UbD support good curriculum design?

Why teach for understanding?

What is the difference between understanding and knowing?

What is “transfer” of learning?

Outcomes

Know the 3 stages of “backward design”

Construct enduring understandings and essential questions

Create a transfer task

Revise/Devise a unit of study using the UbD template


Understanding by design

Understanding by Design

FOUR CORNERS…

  • What is the most important factor in determining student achievement (learning)?

    • A. Student ability

    • B. How teachers treat children

    • C. Student motivation

    • D. Lesson design


Understanding by design

Understanding by Design

What is curriculum and why do we need one?


Understanding by design

Understanding by Design

What is curriculum and why do we need one?

Planned sequence of what students are to learn

How students acquire that learning

How students’ learning is verified


Understanding by design

Understanding by Design

Grant Wiggins and Jay McTighe

"To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction." (Covey, 1994)


Understanding by design

Understanding by Design

Grant Wiggins


Understanding by design

Understanding by Design

Grant Wiggins and Jay McTighe

People are still influenced to believe that writing curriculum means designing a logic of “coverage,” rather than thinking about how learning would unfold in its most engaged and effective way in the subject.

What a curriculum should do is make you more effective as a teacher. It should not be the mere course that the teacher runs; it should be the most likely path for causing learning.”

Grant Wiggins


Understanding by design

Understanding by Design

First, we must know where we are going.

Ice Scraping


Understanding by design

Understanding by Design

Grant Wiggins and Jay McTighe

WHY UbD?


Understanding by design

Understanding by Design

  • UbD moves away from…

  • Focus on teaching and assessing discrete facts only

  • Coverage and activity-oriented, disconnected learning

  • “TEACH, TEST, AND HOPE FOR THE BEST.”


3 stages of backward design

Understanding by Design

  • Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design


3 stages of backward design1

Understanding by Design

  • Identify desired results

3 Stages of (“Backward”) Design

  • “Big Ideas” derived from broad curricular goals such as

  • National and State standards and even your textbooks

  • Enduring Understandings (insights) that you want

  • students to recognize after delving into the “big ideas”

  • Essential Questions that pique interest and invite

  • investigation

  • Knowledge and Skills that students need in order to

  • work with the big ideas


3 stages of backward design2

Understanding by Design

2. Determine acceptable evidence

3 Stages of (“Backward”) Design

  • Evidence of students’ understanding and application of knowledge and skills

  • Tasks in the three modes of communication

  • Traditional paper and pencil quizzes and tests

  • Class participation

  • Observation


3 stages of backward design3

Understanding by Design

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design

  • Compelling experiences that grab students’ interest

  • What the students need to know in order to achieve the desired goal, learning, or understanding

  • • Opportunities for students to demonstrate using language in real-life situations


Understanding by design

Understanding by Design

Step 3 (Middle)

Plan lessons that will enable students to show you the results you want

Step 1 (Start)

Step 2 (End)

Decide what you want students to know and be able to do at the end of the unit

Determine

how students will show you what they can do


Understanding by design

Understanding by Design

Why “backward”?

The stages are logical but they go against some common practices…


Understanding by design

National and State Standards

Enduring Understandings

Theme

Essential Questions


Understanding by design

National and State Standards

Enduring Understandings

GLOBAL CITIZENSHIP

Essential Questions


Understanding by design

Communication * Cultures * Connections * Comparisons * Communities

  • The purpose of language study is to communicate so I can understand others and they can understand me.

  • We live in a diverse but increasingly interrelated world.

  • Language and culture reflect and influence each other constantly.

  • People behave differently in different regions of the world.

  • Learning a language leads to greater understanding of others and why people think and act in different ways.

Theme

Essential Questions


Understanding by design

Communication * Cultures * Connections * Comparisons * Communities

Enduring Understandings

Theme

  • What does global citizenship mean to me?

  • What do I need to know about another culture in order to be able to communicate successfully?

  • What influence has this civilization had on the U.S.?


Understanding by design

STANDARDS:

Communication * Cultures * Connections * Comparisons * Communities

ENDURING UNDERSTANDINGS:

We live in a diverse but increasingly interrelated world.

Language prepares us to communicate successfully in the world.

THEME:

Global Citizenship

ESSENTIAL QUESTIONS:

What does global citizenship mean to me?

How does understanding the perspectives (beliefs, attitudes, customs) of a culture

help me to communicate effectively ?


Clarifying the content and process of reform

UbD is:

focused on developing and deepening understanding

a way of thinking, planning and reviewing curriculum designs

a set of design tools and resources

UbD is not:

a prescriptive program

an “add on” to other programs

an instructional model that dictates how teachers must teach

Understanding by Design

Clarifying the Content and Process of Reform


Clarifying the content and process of reform1

UbD is:

a framework for assessing understanding and raising student achievement on standardized tests

“standards-based”

UbD is not:

opposed to traditional testing practices

at odds with improving scores on standardized tests

Understanding by Design

Clarifying the Content and Process of Reform


Understanding by design

Understanding by Design

Stage 1: Identify desired results

  • Big Ideas

  • Enduring Understanding

  • Essential Questions

  • Knowledge and Skills


Understanding by design

Understanding by Design

National Standards

  • Communities:

  • Language use both within and beyond the school

  • Language use for personal enjoyment

  • Communication:

  • Interpersonal

  • Interpretive

  • Presentational

Cultures:

The relationship between the practices & perspectives and the products and perspectives of the target culture.

Comparisons:

Comparisons between the target and native languages and cultures

  • Connections:

  • Knowledge of other disciplines

  • Distinctive viewpoints from language and culture


Understanding by design

Understanding by Design

NJ CCC Standard 7

ALL STUDENTS WILL BE ABLE TO USE A WORLD LANGUAGE IN ADDITION TO ENGLISH TO ENGAGE IN MEANINGFUL CONVERSATIONS, UNDERSTAND AND INTERPRET THE SPOKEN AND WRITTEN LANGUAGE, AND PRESENT INFORMATION, CONCEPTS AND IDEAS WHILE GAINING AN UNDERSTANDING OF THE PERSPECTIVES OF OTHER CULTURES.

THEY WILL MAKE CONNECTIONS WITH OTHER CONTENT AREAS, COMPARE THE LANGUAGE AND CULTURE STUDIED WITH THEIR OWN, AND PARTICIPATE IN HOME AND GLOBAL COMMUNITIES.


Understanding by design

Understanding by Design

“Big Ideas”

Derived from Standards

Are worthy of investigation

Require understanding

Acquire wisdom, not merely important facts

Transfer outside the school setting and across content areas


Understanding by design

Understanding by Design

Stage 1: Identify outcomes:

  • Enduring Understandings

  • Insights about big ideas that we want students to comprehend


Understanding by design

Understanding by Design

From Big Ideas to Understandings about them

  • Students grapple with big ideas

  • Understanding has 6 facets:

    • Explanation

    • Interpretation

    • Application

    • Perspective

    • Empathy

    • Self knowledge


Understanding by design

Understanding by Design

Example…

“Students will understand THAT the decisions that make when choosing courses and extra-curricular activities reflect their family values as well as the culture where they live.


Understanding by design

Understanding by Design

Enduring UnderstandingsEvoke Essential Questions

These questions cannot be googled.

They cannot be answered satisfactorily in a sentence.


Understanding by design

Understanding by Design

  • Who is an Hispanic? Says who?

  • How can I make myself understood when I

  • am just beginning to learn a language?

  • What does it mean to lead a healthy life? Is it

  • the same in all cultures?

  • What is wellness?

  • How do celebrations reflect the cultural

  • perspectives of the people in a given culture?


Understanding by design

Understanding by Design

Essential Question?


Understanding by design

Understanding by Design

Theme:Living An Environmentally-Friendly Lifestyle


Understanding by design

Understanding by Design

Identifying Enduring Understandings and Essential Questions

In your group, create enduring understandings and essential questions for the theme, “Living an Environmentally-Friendly Lifestyle.”


Understanding by design

Understanding by Design

Given the targeted understandings and assessment evidence identified, what knowledge and skill are needed?


Understanding by design

Understanding by Design

KNOWLEDGE VS UNDERSTANDING


Understanding by design

Understanding by Design

KNOWLEDGE and SKILLS

In your group, identify what students will need to know and be able to do in order to delve into the theme, “Living an Environmentally-Friendly Lifestyle.”


Understanding by design

Understanding by Design

Stage 2: Determine Acceptable Evidence

  • Assess what we value, and value what we assess

  • Move beyond

    • "Teach, test, and hope for the best"


Understanding by design

Understanding by Design

Good Assessment

  • Consists of many different components in order for students to demonstrate all they can do

  • Reflects clear and concise scoring criteria which are shared with students before the performance

  • Provides students with meaningful feedback on their progress


Understanding by design

Understanding by Design

Performance Tasks

  • Require students to use discrete skills and facts to solve real-life situations

  • Involve students in “doing” the subject

  • Test the extent to which the students have learned to apply their understanding in a new, unprompted situation (Transfer of learning)


Understanding by design

Understanding by Design

Transfer—What is it?

  • The ability to use the knowledge and skills in a different context, setting, or situation from how it was originally learned on one’s own, with few to no cues or supports.

  • The more complexities or variables the task contains, the more it demonstrates transfer and true understanding.

  • Thoughtful use of a repertoire, as opposed to just cued, simple plug-in or rote response.


Understanding by design

Understanding by Design

Performance Assessment in the Three Modes

Our Communication Standard

Interpretive Mode Tasks

React to info, infer

Interpersonal Mode Tasks

Acquire new info, negotiate

Presentational Mode Tasks

Create a product, recreate text


Interpretive mode

Interpretive Mode

Comprehension of words, concepts, ideas, meaning of entire piece

Must be motivated by a culturally authentic piece they hear, view, listen to or read.

Text, poem, film, work of art, song, poem, advertisement, music video, book

Translation is not an Interpretive mode task.

Jennifer Eddy (2006)


Understanding by design

Interpretive Tasks

  • Read an authentic recipe in the target language and answer a series of questions about the ingredients, the preparation, and cooking of the item.

  • Before traveling to the target culture, you want to make sure you are up to date with hip European fashion. Read an article on fashion trends for teenagers. Then summarize in English what you read in as much detail as possible.

  • ?


Interpersonal mode

Interpersonal Mode

Interpersonal mode tasks are spontaneous exchanges that involve negotiation of meaning between people, unrehearsed, non-scripted. Use information from the interpretive task.

Come with information the other learner does not have, creating an info gap to provide and obtain information

Memorized, or scripted dialogue readings are not Interpersonal Mode tasks.


Understanding by design

INTERPERSONAL TASKS

  • Imagine that you are traveling by train in Spain. You need to get from Madrid to Sevilla by early evening. You have lots of luggage with you and would like to avoid transferring trains as much as possible. Ask the person at the counter (played by another student) for the information that will help you decide which train to take.

  • Research unemployment issues in a target language country at the library or on the Internet. Working in groups of four, exchange ideas and information about the topic and generate your own solutions to the unemployment issue.

  • ?


Presentational mode tasks must involve transfer

Presentational Mode:Tasks must involve Transfer

The best tasks or activities are those that transfer or transpose knowledge to a new and different context from that in which it was initially learned.

These tasks require learners to solve problems, create a new product, use the content for a real world purpose other than display for the teacher or classroom.

Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.

Jennifer Eddy (2006)


Presentational tasks

PRESENTATIONAL TASKS

  • A new student from France just enrolled in your school. The guidance counselor asks you to give the girl/boy a tour of the school. You have to speak in French because she/he does not understand much English.

  • During a trip to Latin America, you write a post card to your Spanish teacher describing your experiences.

  • ?


Overview of an integrated performance assessment unit

OVERVIEW OF AN INTEGRATED PERFORMANCE ASSESSMENT UNIT

Your Spanish exchange student calls attention to an article he/she found online about the obesity problem in Spain. You read the piece and find some of the information interesting. The two of you discuss the problem in Spain as well as your own eating habits and the steps you take to stay in shape. You compare and contrast your habits with those described in the online text.

Later, you decide to host a party for your exchange student. You research the types of foods that Spaniards enjoy because you want to make your exchange student feel comfortable and welcome. You also keep in mind that the foods should be healthy and nutritional and taste good.


Understanding by design

Understanding by Design

INTEGRATED PERFORMANCE ASSESSMENT UNIT (IPA)

In your group, write an overview of an IPA for the unit, “Living an Environmentally-Friendly Lifestyle.”


Understanding by design

Understanding by Design

Feedback

The Key to Great Gains

We know no other way of raising standards than to use formative assessments and rich feedback to improve student performance.


Understanding by design

Understanding by Design

Rubricshttp://flenj.orgConsortium for Assessing Performance Standards (CAPS)Three years in the making, the assessment tasks found on this web site are the product from teachers in four New Jersey school districts. All work for this project was funded by a Foreign Language Assistance Program grant that was awarded in September, 2003.


Understanding by design

Understanding by Design

Stage 3:

Plan Learning Experiences and Instruction

Learning occurs in the mind of the learner. It is the result of attempts by the learner to make sense of the work, to try it out that leads to understanding.


Understanding by design

Understanding by Design

Study the following number. You have 20 seconds…

17766024365911


Understanding by design

Understanding by Design

Write the number from memory…

You’ve got 20 seconds.


Understanding by design

Understanding by Design

How did you do?

17766024365911

What helped you remember the number?


Understanding by design

Understanding by Design

How did you do?

What helped you remember the number?


Understanding by design

Understanding by Design

American Revolution/Declaration of Independence

Minutes/hours/days

Emergencies


Understanding by design

Understanding by Design

W.H.E.R.E.T.O.

WHERE

HOOK

EXPERIENCE & EXPLORE

RETHINK

EVALUATE

TAILOR

ORGANIZE


Understanding by design

Understanding by Design

In small groups, revise/devise a curriculum unit.

Include the components of

STAGE 1

( Identify Desired Results),

STAGE 2

(Determine Acceptable Evidence),

STAGE 3

(Learning Plan)


Understanding by design

Understanding by Design

  • Consider the following questions:

  • Are the goals clear?

  • Do the goals require students to “uncover” big ideas or merely remember discrete information?

  • How will you determine if students have achieved the goals?

  • What is your teaching plan?

  • Are all parts of the curriculum/unit coherent?

  • Has the unit veered from the end goals?


Understanding by design

Understanding by Design

Debriefing


Understanding by design

Understanding by Design

CLOSURE

3 understandings I now have

2 ideas I want to try

1 question I still have


Understanding by design

Understanding by Design

Carol Agnese

Educational Consultant

[email protected]

Dr. Margaret Maziarz

Educational consultant

[email protected]

Rosanne Zeppieri

Supervisor of World Languages K-8

West Windsor-Plainsboro Regional School District

[email protected]


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