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Using Understanding by Design

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  1. Using Understanding by Design Beth Steinen GED 550 Final Project May 6, 2009

  2. Objective:  to create a unit plan in the Understanding by Design model, utilizing 21st century skills and authentic assessments, both formative and summative

  3. What we usually do… • Usually McTighe and Wiggins, 2006

  4. Why the shift in thinking? The mastering of the content is not the primary goal; that is only the means. The ability to effectively and creatively use the content is the goal. McTighe and Wiggins, 2006

  5. What is UbD? A curriculum model which focuses on creating curriculum, rather than “covering curriculum.” It moves backwards from understanding to assessment, rather than vice versa.

  6. How do we use UbD? McTighe and Wiggins, 2006

  7. 21st Century Skills #1 Core subjects English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics 21st Century Themes Global awareness Economic literacy Civic literacy Health literacy

  8. 21st Century Skills #2 Learning and Innovation Skills

  9. 21st Century Skills #3 Information, Media, and Technology Skills

  10. 21st Century Skills #4 Life and Career Skills

  11. Performance Tasks • … are for a grade, reflecting all of the information learning in the unit. • …should require reflection, self-assessment, and self-adjustment, with reasoning or rationale made as evident as possible. • … should include the 6 facets of understanding • McTigheandWiggins, 2005, p. 167

  12. 6 Facets of Understanding Wiggins and McTighe, 2005, p44-47 

  13. What learning experiences and instruction will enable students to achieve the desired results? • How will the design… • W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? • H = Hook all students and Hold their interest? • E = Equip students, help them Experience the key ideas and Explore the issues? • R = Provide opportunities to Rethink and Revise their understandings and work? • E = Allow students to Evaluate their work and its implications? • T = Be Tailored (personalized) to the different needs, interests and abilities of learners? • O = Be Organized to maximize initial and sustained engagement as well as effective learning? McTighe and Wiggins, 2004

  14. Differentiated Instruction and UbD • All students (except those with IEPs indicating otherwise, which is the case for other the givens that follow) should • …work with the big ideas and essential skills of a topic. • …work at high levels of thought and on authentic tasks. • …have consistent support for growing in understanding and skill. • …have opportunity to make personal meaning of important ideas. • …have full knowledge of learning goals and indicators of success. • Student understanding should be teachers’ highest priority. • Assessments, summative and formative, should guide teachers’ thinking and instructional planning. Tomlinson and McTighe, 2006

  15. Standards Clarification Project The intent of the state was to clarify the main priorities from the current standards. In doing so, they have focused on “big ideas,”“enduring understandings,” and “enduring questions.” The new standards follow McTighe and Wiggins’ Understanding by Design framework. New Jersey Standards Clarification Project, 2008

  16. A Successful Curriculum… • Reflects a coherent design -- big ideas and essential questions guide the design of assessments and teaching and learning activities. • Makes clear distinctions between big ideas and essential questions, and the knowledge and skills necessary for learning the ideas and answering the questions. • Uses multiple forms of assessment to accommodate students who need to express their understanding in various ways. • Uses the six facets of understanding in -- the design provides opportunities for students to explain, interpret, apply, shift perspective, empathize, and self-assess.

  17. A Successful Curriculum, cont. • Assesses understanding with authentic performance tasks where students use their understanding while applying their new knowledge and skills. • Uses clear criteria and performance standards for evaluations of student work. • Insists students revisit and rethink important ideas to deepen their understanding. • Uses a variety of resources. The textbook does not act as a course outline. McTighe and Wiggins, 2005

  18. Issues with Current Curriculum • Standards listed are too old and not aligned up with current standards • Forward design • No enduring understandings • No assessments, formative or summative • Student proficiencies (what should students know and be able to do) are not all relevant and some are missing • #1 psychology topics (not allowed to teach) • #2-3 limited sociology topics • #4 international political issues are not social issues • #5-6 can be combined

  19. Interesting resources On “Enduring Understandings” On “Put[ting] Understanding first” On “What is a Big Idea? “ On “Assessment” On “Hyper Media”

  20. References “Introduction.” New Jersey Standards Clarification Project, Phase One. NJ Department of Education, 2008 McTighe, Jay and Grant Wiggins. “UbD: A Professional Development Worksbook.” ASCD, 2004 McTighe, Jay and Grant Wiggins. “Understanding by Design, 2nd Edition.” ASCD, 2005 “Partnership for 21st Century Skills” accessed May 2, 2009 <www.21st> Tomlinson, Carol and Jay McTighe. “Integrating Differentiated Instruction and UbD.” ASCD, 2006