1 / 36

Understanding By Design Introduction September 17 th , 2009

Understanding By Design Introduction September 17 th , 2009. Office of Learning and Support Services. I taught spot to whistle. I said I taught him. I didn’t say he learned it!. I can’t hear him whistling. Survey.

juro
Download Presentation

Understanding By Design Introduction September 17 th , 2009

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Understanding By DesignIntroductionSeptember 17th , 2009 Office of Learning and Support Services

  2. I taught spot to whistle. I said I taught him. I didn’t say he learned it! I can’t hear him whistling. Survey

  3. ABC BrainstormingWorking with a partner, brainstorm and write down any background knowledge you have about instructional planning or lesson planning. You must write information that corresponds to the specific letter and your goal is to brainstorm the entire alphabet. ABC Sheet

  4. You got to be careful if you don’t know where you’re going, because you might not get there. Yogi Berra

  5. Understanding By DesignGrant Wiggins and Jay McTighe • Understanding by Design is not a prescriptive, lock- step program or curriculum. • Understanding by Design • is a conceptual framework, design process and template, and an accompanying set of design standards. • Understanding by Design • is a methodology to design or redesign any curriculum to • increase student understanding.

  6. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design

  7. The blueprints and plans are to building a house as Understanding by Design is to teaching. -Think-Pair-Share

  8. Putting It Together WP 1

  9. Figure 1.6 (1st Edition) The Big Picture of a Design Approach p.34(2nd Ed.)

  10. Curricular Priorities and Assessments • Assessment Types • Traditional quizzes and tests • Paper/pencil • Selected-response • Constructed-response • Performance tasks and projects • Open-ended • Complex • authentic Figures 1.5 – UbD book

  11. “Big Ideas” are typically revealed via – • Core concepts • Focusing themes • On-going debates/issues • Insightful perspectives • Illuminating paradox/problem • Organizing theory • Overarching principle • Underlying assumption • (Key questions) • (Insightful inferences from facts)

  12. You’ve got to go below the surface...

  13. to uncover the really ‘big ideas.’

  14. Stage 1 – Identify desired results. • Key: Focus on Big ideas • Enduring Understandings: What specific insights about big ideas do we want students to leave with? • What essential questionswill frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? • What should students know and be able to do? • What content standardsare addressed explicitly by the unit? ISBE/ACT College Readiness WP 1

  15. The “big idea” of Stage 1: • There is a clear focus in the unit on the big ideas • Implications: • Organize content around key concepts • Show how the big ideas offer a purpose and rationale for the student • You will need to “unpack” Content standards in many cases to make the implied big ideas clear WP 1

  16. From Big Ideas to Understandings about them • An understanding is a “moral of the story” about the big ideas • What specific insights will students take away about the meaning of ‘content’ via big ideas? • Understandings summarize the desired insights we want students to realize p. 128, 131(2nd Ed.)

  17. Design Tool with Prompts What essential questions are raised by this idea or topic? What, specifically, about the idea or topic do you want students to come to understand? Why study ___? So what? What makes the study of ___ universal? What’s the Big Idea implied in the skill or process of ___? What is a real-world insight about ___? What is the value of studying ___? Essential Questions: Understandings: p. 136(2nd Ed.)

  18. Knowledge vs. Understanding KNOWLEDGE UNDERSTANDING • The facts • A body of coherent facts • Verifiable claims • Right or wrong • I know something to be true • I respond on cue with what I know • The meaning of the facts • The “theory” that provides coherence and meaning to those facts • Fallible, in-process theories • A matter of degree or sophistication • I understand why it is, what makes it knowledge • I judge when to and when not to use what I know

  19. Integrating the Six Facets of Understanding Explain Self Knowledge Interpret UNDERSTANDING Empathize Apply Perspective

  20. Explain - provide thorough, supported, and justifiable accounts of phenomena, facts and data Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. Apply - effectively use and adapt what is known in diverse contexts. Perspective - can see and hear points of view through critical eyes and ears; see the big picture. Empathize - find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. Self-Knowledge - perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; having an awareness of what one does not understand and why understanding is so hard Six Facets of Understanding

  21. Uncoverage vs. Coverage Don’t just learn about a subject, but experience directly. “Students have to do the subject, not just learn its results.”

  22. Essential Questions • What questions – • are arguable - and important to argue about? • are at the heart of the subject? • recur - and should recur - in professional work, adult life, as well as in classroom inquiry? • raise more questions – provoking and sustaining engaged inquiry? • often raise important conceptual or philosophical issues? • can provide organizing purpose for meaningful & connected learning? p. 116(2nd Ed.) p. 105-106(2nd Ed.)

  23. Putting It Together WP 1

  24. Stage 2 – Assessment Evidence • Template fields ask: • What are key complex performance tasks indicative of understanding? • What other evidence will be collected to build the case for understanding, knowledge, and skill? • What rubrics will be used to assess complex performance? WP 1

  25. The big ideafor Stage 2 • The evidence should be credible & helpful. • Implications: the assessments should – • Be grounded in real-world applications, supplemented as needed by more traditional school evidence • Provide useful feedback to the learner, be transparent, and minimize secrecy • Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

  26. Just because the student “knows it” … • Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer • Understanding is inferred, not seen • It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

  27. Assessment of Understanding via the 6 facets • You really understand when you can: • explain, connect, systematize, predict it • show its meaning, importance • apply or adapt it to novel situations • see it as one plausible perspective among others, question its assumptions • see it as its author/speaker saw it • avoid and point out common misconceptions, biases, or simplistic views

  28. Scenarios for Authentic Tasks Build assessments anchored in authentic tasks using GRASPS: • What is the Goal in the scenario? • What is the Role? • Who is the Audience? • What is your Situation (context)? • What is the Performance challenge? • By what Standards will work be judged in the scenario? G R A S P S

  29. Putting It Together WP 1

  30. E F F E C T I V E E N GAGING and Stage 3 big idea:

  31. Stage 3 – Plan Learning Experiences & Instruction • A focus on engagingandeffective learning, “designed in” • What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1? • How will the design ensure that all students are maximally engaged and effective at meeting the goals? WP 1

  32. Think of your obligations via W. H. E. R. E. T. O. W • “Where are we headed?” (the student’s Q!) • Howwill the student be ‘hooked’? • What opportunities will there be to be equipped, and to experience and explore key ideas? • What will provide opportunities to rethink, rehearse, refine and revise? • How will students evaluate their work? • How will the work be tailored to individual needs, interests, styles? • How will the work be organized for maximal engagement and effectiveness? H E R E T O WP 1

  33. Putting It Together WP 1

  34. Standard(s): Unpack the content standards and ‘content’,focus on big ideas Understandings Essential Questions s t a g Content Knowledge Process And Skills e 1 Assessment Evidence Other Evidence GRASPS Performance T ask(s): Other Evidence: s Analyze multiple sources of evidence, aligned with Stage 1 t a g e 2 Derive the implied learning from Stages 1 & 2 Learning Activities s t a g e 3 The “big ideas” of each stage: Purpose: What are the big ideas? What’s the evidence? W.H.E.R.E.T.O How will we get there? WP 3 WP 3

  35. WP 2

  36. Helpful Online Resources http://www.jaymctighe.com/ubdweblinks.html http://ritter.tea.state.tx.us/ssc/ubd.html http://www.authenticeducation.org/bigideas/resource_ubdlinks2.lasso http://ubdeducators.wikispaces.com/

More Related