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Understanding by Design Ensuring Learning through Lesson Design. i.e. Backward Design Grant Wiggins and Jay McTighe. Big Idea …… “Making Best Practices, Common Practice”. We teach so that others may understand . Our challenges:

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understanding by design ensuring learning through lesson design

Understanding by DesignEnsuring Learning through Lesson Design

i.e. Backward Design

Grant Wiggins and Jay McTighe

big idea making best practices common practice
Big Idea …… “Making Best Practices, Common Practice”
  • We teach so that others may understand.
  • Our challenges:
    • Finding time to ‘teach all standards’ and maintain the rigor (teaching for understanding - not just ‘to cover’)
    • Making lessons meaningful
    • Engaging students in the learning process
old saying
Old saying….
  • “If you don’t know exactly where you are headed, then any road will get you there.”
three stages of ubd
Three Stages of UbD
  • Stage 1: Identify the Desired Results
    • Unpack the learning, prioritize learning goals, determine expectations ….
      • Clarify Learning Outcomes
  • Stage 2: Determine Acceptable Evidence
  • Stage 3: Plan learning experiences and instruction
slide6
“Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible.”
  • -Whitehead, 1929
slide7
Understandingis the ability to transfer learning to new, different and unique experiences.”

Wiggins

a big idea bottom line
A Big Idea … (bottom line)
  • Provides a ‘lens for prioritizing’
  • Serves as an organizer for facts, skills and actions … focusing on big ideas, helps students see purpose and relevance of pieces
  • Support Transference … create coherence
  • Manifest itself in many ways and in many content areas
  • Requires Uncovering - its meaning is abstract, so it must be discovered, constructed or inferred by learners
2nd component essential questions
2nd Component:Essential Questions

“To question means to lay open, to place in the open. Only a person who has questions can have real understanding.”

Gadamer, 1994

essential questions
Essential Questions …
  • Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered)
  • Designed to provoke and sustain inquiry
  • Often address the foundational or historical issues of a subject
  • Lead to more questions
  • Naturally come back again when learning
  • Encourage ongoing re-thinking of big ideas, assumptions, prior learning (transference…)
  • Could be overarching or topical
3rd component desired outcomes
3rd Component - Desired Outcomes
  • Determine the Learning Goal (standard)
  • Clarify specifically what the student will know, understand, and be able to do (unpack the standards)
slide12
Stage 1: Identify the Desired Results
  • Stage 2: Determine Acceptable Evidence
    • What evidence could be used to document and validate the learning that has been achieved
    • Evidence is gathered throughout the learning time - includes formative and not only summative assessments
  • Stage 3: Plan learning experiences and instruction
slide13
Stage 1: Identify the Desired Results
  • Stage 2: Determine Acceptable Evidence
  • Stage 3: Plan learning experiences and instruction
    • What specific content and skills must be ‘taught’ to achieve desired results?
    • What is the best way to ‘teach’ the content and skills?
    • What resources will we need?
    • How much time might be required for learning?

"Reduce your plan to writing... The moment you complete this, you will have definitely given concrete form to the intangible desire." - Napoleon Hill

lasting thought
Lasting thought ….

“For any subject taught in primary school, we might ask [is it] worth an adult’s knowing, and whether having known it as a child makes a person a better adult. A negative or ambiguous answer means the material is cluttering up the curriculum.”

  • Bruner, 1960
ubd stage 2

UbD - Stage 2

Assessment Evidence

why assess
Why Assess?
  • Assessments are not just to provide a ‘grade’
  • Purpose of assessment:
    • Determine if learner ‘got it’……Gather evidence which demonstrates learning outcomes were achieved
    • Help teachers determine extent of student understanding
    • Guide next steps of instructions
    • Provide appropriate scaffolding/differentiated instruction for students throughout the learning experience
    • Provide feedback to stakeholders (students/parents)
kinds of evidence
Kinds of evidence …

Continuum of Assessments

Informal checks for understanding

Observations and dialogues

Performance tasks

Tests and quizzes

Academic prompts

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Emerging

Proficient

Advanced

Developing

Heard of it

Know it

Can apply it

Can teach it

Empathy

Explain

Apply

Self-knowledge

Interpret

Perspective

6-Facets of Learning

Knowledge

Application

Synthesis

Bloom’s Taxonomy

Evaluation

Comprehension

Analysis

stage 3

Stage 3

Designing the Lessons