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Understanding by Design

Understanding by Design. Making Sense of. Questions to Answer. Why should I care about UbD? How will this help my students?. What is the difference?. Knowing Doing Understanding. In terms of UbD…. Knowing The Three Stages Doing Writing a Unit Understanding Why should we care?.

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Understanding by Design

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  1. Understanding by Design Making Sense of

  2. Questions to Answer • Why should I care about UbD? • How will this help my students?

  3. What is the difference? • Knowing • Doing • Understanding

  4. In terms of UbD… • Knowing • The Three Stages • Doing • Writing a Unit • Understanding • Why should we care?

  5. The Three Stages • Stage 1: Goals • What should students know at the end of the unit? • Stage 2: Assessment • How will we know that students understand? • Stage 3: Instruction • How will we help students learn the material?

  6. Writing a Unit • Insert picture of Unit Template

  7. Understanding Why Should I Care? Is it worth my time? How will this help my students?

  8. Without understanding… • Insert pictures (I thought waste of time)

  9. I felt… • Insert frustrated pictures

  10. At ASCD - Eureka! Now UbD makes sense to me! I hope I can share this feeling…

  11. Key Ideas • Backwards • Transfer • Big Ideas • Meaningful Instruction

  12. Backwards 1. Destination 2. How will we know we’ve arrived? 3. How will we get there?

  13. Backwards • This is the point of the 3 stages: • 1. GOAL (Destination) • 2. ASSESS (How will we know?) • 3. INSTRUCT (How will we get there?)

  14. Without Backwards Planning… Aimless Activity and Coverage When we write the test: “Oh no! I forgot to teach them about…” What a neat activity! That’s a fun fact!

  15. Transfer • How many times has this happened? 10 Minutes Later Similar Questions Same Student I get it! I don’t get it!

  16. KNOW DO UNDERSTAND We’re good at these! This one is so hard! Transfer • This is the:

  17. Without Transfer… • Students can’t apply their knowledge • Memory is very short term • Teacher frustration is high… We JUST DID THAT!!

  18. Big Ideas • Insert scanned in image of final puzzle. • This is more in class - I dump puzzle pieces from bag on someone’s desk and ask them to put it together. • Ask - what is missing?

  19. Without Big Ideas • Learning is • Fragmented • More difficult • Less engaging • Especially for our big picture thinkers!

  20. Most of us are the best at this part. Where we normally put all of our energy. Includes: Engagement Connections Differentiation And more! Meaningful Instruction

  21. Without Meaning… • Teaching and learning are not very fun or interesting.

  22. UbD is NOT… • A unit plan to be filled in • A checklist • A fixed instructional design

  23. UbD IS… • A reminder • An awareness • And for some of us • An awakening

  24. Putting it into Practice • Choose one of the main ideas that calls to you. • Backwards, Transfer, Big Ideas, or Meaningful Instruction • Jot a few notes on why you like it and how you could apply it in your class. • Turn to a partner and share your thoughts.

  25. Can you answer… • What is UbD? • Why should I care about UbD? • How will UbD help my students?

  26. Questions?

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