The big ideas of ubd
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The big ideas of UbD. ‘Backward’ Design. Plans need to be well aligned to be effective. Aimless activity & coverage. Understanding: Transfer. It is the essence of understanding and the point of schooling. Students fail to apply, poor results on tests. Understanding:

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The big ideas of UbD

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The big ideas of ubd

The big ideas of UbD

‘Backward’

Design

Plans need to be

well aligned to be effective

Aimless activity & coverage

Understanding:

Transfer

It is the essence of understanding and the point of

schooling

Students fail to apply,

poor results on tests

Understanding:

via big ideas

that’s how transfer

happens, makes

learning more connected

Learning is fragmented,

more difficult, less engaging


Key 3 stages of backward design

1. Identify desired accomplishments

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

KEY: 3 Stages of (“Backward”) Design

Then, and only then


What we typically incorrectly do

Without checking for

alignment

Identify content

Brainstorm activities & methods

Without checking for

alignment

Come up with an assessment

What we typically (incorrectly) do:


Stage 1 design questions

Stage 1 Design Questions

  • What are the long-term transfer goals? In the end, students should be able, on their own, to...(Big Ideas)

  • What are the desired (enduring) understandings? (What misunderstandings must be avoided, overcome?)

  • What are the essential questions to be continually explored?

  • What knowledge & skill should they leave with?


Stage 2 design questions

Stage 2 Design Questions

  • What evidence for assessment (of skills and

    knowledge) is required by our Stage 1 goals?

  • What performances are indicative of

    understanding - transfer of learning and understanding of content via big ideas?

  • What other evidence is required by the goals?

  • What scoring rubrics/criteria/indicators will be used to assess student work against the goals?


Stage 2 assessment

Stage 2: Assessment

  • The analytic challenge is to identify the ULTIMATE tasks embodying the Standard - reflecting the kind of accomplishment the Standard envisions - and other long-term goals

    • What real-world important tasks epitomize the Standard?

    • What projects should a student who has met the Standard be able to do well?

    • What challenges in the world should students be prepared to handle and accomplish?


Stage 3 design qs

Stage 3 - design Qs

If those are the desired STAGE 1 goals and STAGE 2 performance tasks . . .

  • What do students need to acquire?

  • What inquiries and meaning making must they actively be made to engage in?

  • What transfer must they practice and get feedback on?

  • What formative assessments are essential for feedback, adjustment, meeting goals?

  • What sequence is optimal for engagement and success?

  • How will the work be differentiated - without sacrificing goals - to optimize success of all?


Whereto

WHERETO

  • Guidelines for Stage 3 learning design

    • Where is the work headed (learning goals, relevance)?

    • Hook and hold the learner (inquiry, research, problem solving,

      experimentation)

    • Equip with key learning & experience (experiential and inductive learning,

      direct instruction, homework and other)

    • Rethink and revise thinking/work (rehearse, refine)

    • Evaluate your progress (self-reflection, feedback)

    • Tailored to personal need, interest, profile (differentiation)

    • Organized for optimal learning (sequencing)


Stage 3 design

Stage 3 Design

  • Determine what needs to be uncovered

    vs. covered

  • Test design against WHERETO

  • How will students demonstrate learning

    and understanding? (6 Facets or Bloom’s)

  • Diagnostic and formative assessments—

    preassessment (summative is Stage 2)


The big ideas of ubd

Unit Design Cycles

DESIGN, based on:

•Goals/Standards

• Performance gaps

In-class

observations

Draft:

• Stage 1

• Stage 2

• Stage 3

Analysis of

formative student work

Pre-assess, tweak

Adjust, as needed

Teach it with revisions, as needed

Design it

Unit self-assessed against UbD design standards

Student feedback - what works, what doesn’t

Analysis of

summative student work

Peer and/or Expert review


Misconception alert

!

Misconception Alert

  • No one expects such “recipes” and “cooking” every day

    The aim is “gourmet” unit design -

    work smarter, not harder: keep adding each year to a database of units:


Next steps

Next Steps . . .

  • Refer to the handouts (UbD Stages in a Nutshell, stage checklists, Observable Indicators of Teaching for Understanding, UbD Roadmap)

  • Use the wikispace (school homepage then click on UbD)

  • Try using essential questions next week

  • Design (a) model unit(s) individually or as grade level teams within a subject area


Next cont d

Next cont’d . . .

  • Peer review those units informally or formally

  • Consult with the UbD trainers

  • Pilot those units

  • Use the unit to provide data for your data team

  • Request follow up work/consultation time individually, as

    grade level, cross school grade level/subject area


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