Stage 1: Identify Desired Results - Learning Goals. Monday, July 30 th , 2012. Traditional Lesson Planning. Find cool activities to use in the class. UBD Planning. Understand the larger picture of what needs to be learned. . Figure out how to teach and grade activities.
Monday, July 30th, 2012
Find cool activities to use in the class.
Understand the larger picture of what needs to be learned.
Figure out how to teach and grade activities.
Plan for students learning and understanding
Align activities to the standards and core curriculum.
Develop cool activities to use in class that stay with the student FOREVER!What is Understanding by Design?
Stage 1- Establishing what is to be learned.
Stage 2- Determine how the learning is accomplished.
Stage 3- Develop the COOL learning activities.
Don’t forget about technology integration!
We will complete the Established Goal(s) section on Wednesday.
What Enduring Understandings are desired?
They are the unit concepts that:
Specify something to be understood.
Focus on big ideas- abstract and transferable.
The understanding will need to be uncovered, because it is abstract and not immediately obvious.
Phrase, not sentence
Refers to big ideas, but offers no specific claims
Simply states straightforward fact, no inquiry is required
Truism: fails to specify what we want the learner to understand
Refers to set of skills, but does not offer transferable strategies or principles about themEnduring Understandings
Sometimes a correct mathematical answer is not the best solution to messy, “real-world” problems.
Cultural customs in the Hispanic countries regarding interactions between individuals determine if conversation is formal and informal.Sample Enduring Understandings
What Essential Questions will be considered?
Organize programs, courses, units of study, and lessons around the questions.
Select or design assessment tasks that are explicitly linked to the questions.
Edit the questions to make them as engaging and provocative as possible for the particular age group.
Derive and design specific concrete exploratory activities and inquiries for each question.
Is history the story told by the “winners”?
How are materials recycled or disposed of?
Does art have a message?
What is unique about the mystery genre?
Does separation of powers create a deadlock?
How do the structure and behavior of insects enable them to survive?
What do masks and their use reveal about the culture?Overarching vs Topical
Students will know / be able to
Other important pieces of knowledge and skills discovered as you identify the essential understandings
These should be included because they are related to the essential understanding or focus of the unit.
Students will know:
Students may exhibit understanding through six interrelated ability levels:
Students provide evidence to back up claims and assertions and provide thorough, supported, and justifiable accounts of phenomena, facts, and data.
Students tell meaningful stories, offer apt translations, provide revealing historical or personal dimensions to ideas and events, and make learning personal through images, anecdotes, analogies, and models.
Students effectively use and adapt what they know within new settings and real-world situations, including authentic problem-solving, decision-making, and conflict resolution.
Students observe both the big picture and the multiple perspectives that comprise it, examining and assessing various points of view or conflicting issues surrounding a topic, issue, or theme.
Students walk in the shoes of a fictional character, historical figure, or contemporary individual. They find value in what at first may appear to them as odd, alien, or implausible.
Students monitor their own comprehension and revise, rethink, reflect, and revisit their growing understanding. They also can articulate what they understand- and fail to understand- in what they are studying or investigating.