Understanding by Design and From Coast and Camp to the Inland Empire

1. Understanding by Design and From Coast and Camp to the Inland Empire Stacy Hill April 22, 2003 Introduce myself with TLP and UbD history. Their introductions and UbD history. Handouts: Not PP Copyright issues- Notes paper for stages�directions for UbD sign on, EU + EQ= Scenarios, TLP Participant generated EQ�s Load Template because hands on!Introduce myself with TLP and UbD history. Their introductions and UbD history. Handouts: Not PP Copyright issues- Notes paper for stages�directions for UbD sign on, EU + EQ= Scenarios, TLP Participant generated EQ�s Load Template because hands on!

2. This portion is based on The Understanding by Design Handbook by Jay McTighe and Grant Wiggins Show books: Theory then Hand On People go to week long workshops on UbD, I will give you a feel for it in 3 hours!Show books: Theory then Hand On People go to week long workshops on UbD, I will give you a feel for it in 3 hours!

3. Teachers are not running out of things to teach and to some, adding the use of computers was just �one more thing� they had to do. Using UbD allows for teachers to do high-quality, intentional planning. Ubd Creates an overarching rationale (I call an umbrella) for the teacher and students.Teachers are not running out of things to teach and to some, adding the use of computers was just �one more thing� they had to do. Using UbD allows for teachers to do high-quality, intentional planning. Ubd Creates an overarching rationale (I call an umbrella) for the teacher and students.

4. Traditional Planning� What chapter I need to get to� Daily activities What am I going to assign for homework I have to change the test and cross out all of the questions I didn�t get to this year Quickly check to make sure I have some of the EALRS covered Remind yourself that you are probably teaching something that is on the WASL anyway I still do this, UbD Planning takes time and knowledge in your subject area�but also the most fulfilling and satisfying units. I still do this, UbD Planning takes time and knowledge in your subject area�but also the most fulfilling and satisfying units.

5. �Students can hit any appropriate achievement target that is clear and holds still for them.� -Rick Stiggins Assessment Training Institute Bow & Arrow�also backwards planning, where you plan your objectives first- creates bulls eye. UbD is not brand new and other backwards planning models that are great�integrate UbD into those.Bow & Arrow�also backwards planning, where you plan your objectives first- creates bulls eye. UbD is not brand new and other backwards planning models that are great�integrate UbD into those.

6. UbD in a Nutshell Stage 1 � Identify desired results Stage 2 � Determine acceptable evidence Stage 3 � Plan learning experiences and instruction

7. Stage 1: Identify Desired Results Content Standards and Knowledge & Skills Enduring Understandings Essential Questions In Washington state, stage one should include the following questions: Discussion Point: Emphasize that we are targeting the EALRs not just touching on them. The first stage in designing a unit is to decide what it is we want our students to know and be able to do. Curriculum planners should keep the �big picture� in mind as they develop units. Start with the bigger �chunks� (EU) or the EALR or component and become more specific as the lesson is developed . Or if you start with the more specific indicators, keep circling back to the �big picture.� The �big chunks� or big ideas will make up the enduring understandings that we want students to retain long after the minute details or individual facts are forgotten. With so much to teach and so little time,we have to prioritize in the three levels: 1. What information is it worth for students to be familiar with? 2. What information and skills are important for students to know and be able to do? 3. What are the enduring understandings that students should still retain after 5 years? To do this, we need to start by selecting a broad target � an EALR or component, or benchmark and begin to break it down into the more specific information and skills (the indicators) that will lead learners to the enduring understandings. Keep circling back to the �big picture� which answers the questions: So what? Why is this worth learning? We need to be clear with students about both the focus of the lesson and level of specificity for which they will be held accountable. As stated by Rick Stiggins, �Students can hit any appropriate achievement target that is clear and holds still for them�. Our ultimate goal is for all of our students to reach the targets and be successful. These targets will help guide us through the rest of our planning. After we have chosen our targets, then we will begin to create an essential question to help our students begin their journey toward enduring understanding. In Washington state, stage one should include the following questions: Discussion Point: Emphasize that we are targeting the EALRs not just touching on them. The first stage in designing a unit is to decide what it is we want our students to know and be able to do. Curriculum planners should keep the �big picture� in mind as they develop units. Start with the bigger �chunks� (EU) or the EALR or component and become more specific as the lesson is developed . Or if you start with the more specific indicators, keep circling back to the �big picture.� The �big chunks� or big ideas will make up the enduring understandings that we want students to retain long after the minute details or individual facts are forgotten. With so much to teach and so little time,we have to prioritize in the three levels: 1. What information is it worth for students to be familiar with? 2. What information and skills are important for students to know and be able to do? 3. What are the enduring understandings that students should still retain after 5 years? To do this, we need to start by selecting a broad target � an EALR or component, or benchmark and begin to break it down into the more specific information and skills (the indicators) that will lead learners to the enduring understandings. Keep circling back to the �big picture� which answers the questions: So what? Why is this worth learning? We need to be clear with students about both the focus of the lesson and level of specificity for which they will be held accountable. As stated by Rick Stiggins, �Students can hit any appropriate achievement target that is clear and holds still for them�. Our ultimate goal is for all of our students to reach the targets and be successful. These targets will help guide us through the rest of our planning. After we have chosen our targets, then we will begin to create an essential question to help our students begin their journey toward enduring understanding.

8. Enduring Understandings Enduring Understanding: At the �heart� of the unit. If you walked up to a student on the street 5 years from now, what you would want them to remember. Important to know and do: Concepts that you would want students to achieve mastery on. Worth being familiar: Enrichment or concepts that you are introducing but may not assess.Enduring Understanding: At the �heart� of the unit. If you walked up to a student on the street 5 years from now, what you would want them to remember. Important to know and do: Concepts that you would want students to achieve mastery on. Worth being familiar: Enrichment or concepts that you are introducing but may not assess.

9. Enduring Understandings:How people deal with other people affects their future.Some form of conflict will be present in all lives at some point.Conflict does not just affect humans.Essential Question:What role did conflict play in development of the Constitution of the United States? Knowledge and skills also, but that is what teachers tend to be most familiar with.Knowledge and skills also, but that is what teachers tend to be most familiar with.

10. Essential Questions Have no one obvious right answer Raise important questions across content areas Reflect conceptual priorities Recur naturally Are framed to provoke and sustain student interest Essential Questions lead to inquiry and investigation of key ideas within a unit. These questions do not have one obvious answer; they require inquiry and research by the student. These questions lead to further questions, engaging students to uncover the key knowledge within the unit of study. These questions also help to take the seemingly disconnected activities within a unit and help makes them meaningful to the student. Essential questions can provide the velcro to which learners can attach new learning to previous knowledge, as well as provide a larger context into which new learning can be understood. Using essential questions helps to motivate students to want to find the answer. The more you can add a personal element for the student, the more motivated the student will be to investigate the answer. For instance: rather than using a typical learning objective such as: The student will list 5 different characteristics of each planet, draw the students in with a question such as �which planet would you most like to visit and why? Why would you not want to visit the others? The same learning target is achieved, but using this question provides the opportunity for students to go above and beyond researching the characteristics, and allows them to expand their knowledge to which planet on which they would like to live. The above question is an example of a topical essential question which we will discuss next. Essential Questions lead to inquiry and investigation of key ideas within a unit. These questions do not have one obvious answer; they require inquiry and research by the student. These questions lead to further questions, engaging students to uncover the key knowledge within the unit of study. These questions also help to take the seemingly disconnected activities within a unit and help makes them meaningful to the student. Essential questions can provide the velcro to which learners can attach new learning to previous knowledge, as well as provide a larger context into which new learning can be understood. Using essential questions helps to motivate students to want to find the answer. The more you can add a personal element for the student, the more motivated the student will be to investigate the answer. For instance: rather than using a typical learning objective such as: The student will list 5 different characteristics of each planet, draw the students in with a question such as �which planet would you most like to visit and why? Why would you not want to visit the others? The same learning target is achieved, but using this question provides the opportunity for students to go above and beyond researching the characteristics, and allows them to expand their knowledge to which planet on which they would like to live. The above question is an example of a topical essential question which we will discuss next.

11. Overarching Essential Questions

12. How does conflict affect the economy of a country? How does climate determine population? What if the South had won? What makes the Constitution a living document? Why should I learn slope? How can natural disasters be good for the planet? Topical Essential Questions

13. Kid Friendly EQ�s What societal influences perpetuate pre-adolescent tobacco use? or Why do your friends start smoking?

14. Stage 2: Determine Acceptable Evidence Determine methods of assessment Performance task Other evidence Quizzes, tests, prompts, work samples Observations Student self-assessment Students are guilty of understanding until convicted! We will focus on PT, but not to downplay the importance of all types of assessment.Students are guilty of understanding until convicted! We will focus on PT, but not to downplay the importance of all types of assessment.

15. Enduring Understandings Explain how different methods of assessment fit with different levels of understanding. Traditional goes with worth being familiar with and important to know and do. Performance goes with important to know and do and enduring. Performance tasks take more time for the teacher and the student so would do with really important concepts (like EQ�s) that you want to emphasize.Explain how different methods of assessment fit with different levels of understanding. Traditional goes with worth being familiar with and important to know and do. Performance goes with important to know and do and enduring. Performance tasks take more time for the teacher and the student so would do with really important concepts (like EQ�s) that you want to emphasize.

16. Adapted from Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD. Think �Scrapbook� If you travel on a vacation you take more than one picture to capture the experience. Similarly teachers need to take many snapshots of students understanding using various assessment forms and methods.If you travel on a vacation you take more than one picture to capture the experience. Similarly teachers need to take many snapshots of students understanding using various assessment forms and methods.

17. GRASPS Goal Role Audience Situation Product/Performance and Purpose Standards for Success Grasps are an example of a scaffold for creating a performance task. Webquests are also a scaffold for creating performance tasks.Grasps are an example of a scaffold for creating a performance task. Webquests are also a scaffold for creating performance tasks.

18. GRASPS Ideas If you have ever tried to create a PT you know how hard it is and this gives you a starting point and some structure.If you have ever tried to create a PT you know how hard it is and this gives you a starting point and some structure.

19. Stage 3:Plan Learning and Instruction WHERE Misunderstandings Determine the role of technology in enhancing teaching and learning i.e., using the audio documentary content Instructional activities and the six facets Now that you have provided clear targets and created a tool to evaluate student learning, it is time to create the activities students will use to achieve the targeted understanding. Determine what prerequisite knowledge and skills are needed to develop enduring understandings. Then begin designing the activity. The activities that we provide for the students need to be both engaging and effective. They need to both stimulate students to actively participate as well as include appropriate evidence that desired results have been achieved. Finally, we need to see if the use of technology within these activities enhance student learning. To do that we need to make sure we are always taking the technology through the 4 filters of how it is improving student learning. Least time here, most familiar with! Shortest amount of time because this is the stage teachers are the most familiar with. UbD gives some tools or filters to help you make the most of your instructional time. Now that you have provided clear targets and created a tool to evaluate student learning, it is time to create the activities students will use to achieve the targeted understanding. Determine what prerequisite knowledge and skills are needed to develop enduring understandings. Then begin designing the activity. The activities that we provide for the students need to be both engaging and effective. They need to both stimulate students to actively participate as well as include appropriate evidence that desired results have been achieved. Finally, we need to see if the use of technology within these activities enhance student learning. To do that we need to make sure we are always taking the technology through the 4 filters of how it is improving student learning. Least time here, most familiar with! Shortest amount of time because this is the stage teachers are the most familiar with. UbD gives some tools or filters to help you make the most of your instructional time.

20. WHERE is a way to filter your planning of activities.WHERE is a way to filter your planning of activities.

21. Six Facets Explanation: demonstrating understanding Interpretation: reading between the lines Application: performing Perspective: analyzing or inferring Empathy: assuming a role Self-Knowledge: being aware or realizing The six facets are �lenses� or filters to view your activities though. Am I asking student to� TLP has not delved into 6 facets, not because they are not important,but because UbD is SO rich!The six facets are �lenses� or filters to view your activities though. Am I asking student to� TLP has not delved into 6 facets, not because they are not important,but because UbD is SO rich!

22. UbD Website www.ubdexchange.org Password: contact your district Pass out half page handout on how to do this and show on web or with screen shotsPass out half page handout on how to do this and show on web or with screen shots

23. Now� UbD and From Coast and Camp in the Inland Empire

24. EALR Connections OSPI Website for Social Studies: http://www.k12.wa.us/curriculuminstruct/ SocStudies/EALRs

25. Social Studies 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington state history 1.1 Understand and analyze historical time and chronology 1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history 1.3 Examine the influence of culture on United States, world, and Washington State history

26. Step 1: Establish Enduring Understandings for the unit, develop the Essential Questions that will guide students to the understandings, select targeted EALRs Step 2: Choose your evidence of understanding (assessment) Step 3: Plan the learning activities (how to use the CD)

27. Sample Enduring Understandings The effects of relocation during World War II still affects the future generations of Japanese-Americans. Prejudice directed the actions of many powerful people after Pearl Harbor. Hysteria causes people to be suspicious of those around them. Things are not always as they appear.

28. Sample Essential Questions Has the U.S. ever put its own people in internment camps? Under what circumstances should civil rights be compromised?* How do you explain prejudice? What is discrimination? How do you know when something is true? What should regular people do to be protected from discrimination?* What kind of people aren�t accepted at school?

29. Constructing a Performance Task Goal Role Audience Situation Product Standards

30. Sample Performance Task Goal: Teach about the experiences of Japanese-Americans during WW II. Role: reporter Audience: college history majors Situation: report your findings using the audio documentary and other sources Product: on-line magazine Standards: use the documentary, report on real-life experiences, utilize the writing process

31. Samples, con�t. Newspaper College tour for credit Museum wing design Scrapbook for descendents Children�s book Dramatization Slide show corresponding with audio

32. Activity Ideas Vocabulary meet and greet Storyboards while listening Literal, Inferential, Evaluative level writing during and after listening Track title predictions Comparison/contrast to current events

33. Conclusion What should the students know? How will you know when they know it? How will you get them there? ubdexchange,.org