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McWilliams, 2009

Ver. 2.0. Six Facets of Understanding. Clarifying meaning and defining expectations. Chuck McWilliams, MRH School District Friday, June 5 th 2009. McWilliams, 2009. "There is nothing so terrible as activity without insight." -Johann Wolfgang von Goethe

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McWilliams, 2009

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  1. Ver. 2.0 Six Facets of Understanding Clarifying meaning and defining expectations Chuck McWilliams, MRH School District Friday, June 5th 2009 McWilliams, 2009

  2. "There is nothing so terrible as activity without insight." -Johann Wolfgang von Goethe German Playwright, Poet, Novelist and Dramatist. 1749-1832 McWilliams, 2009

  3. Our Shared Thinking as UbD Designers • The teacher’s job is to “uncover” the big ideas contained in content standards and to ensure they are understood, not to provide merely fun activities or cover a textbook or cover a textbook’s content. • The job of the teacher requires “thinking like an assessor” - doing research into one’s practice, and adjusting practice and designs in light of sought-after results/feedback. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  4. Jay McTighe Benjamin Bloom Grant Wiggins Norman Webb Depth of Knowledge Facets of Understanding Bloom’s Taxonomy A Few Great Thinkers! McWilliams, 2009

  5. High Knowledge Comprehension Application Analysis Synthesis Evaluation Benjamin Bloom Bloom’s Taxonomy Low Introducing… McWilliams, 2009

  6. Knowledge Comprehension Application Analysis Synthesis Evaluation Remembering Understanding Applying Analyzing Evaluating Creating A Newer Look? Lorin Anderson and David Krathwohl Revised Bloom’s Taxonomy McWilliams, 2009

  7. Knowledge or Remembering • Observing and recalling information • Knowledge of dates, events, places • Knowledge of major ideas • Mastery of subject matter • Content knowledge! Key Words:List, Define, Tell, Describe, Identify, Show, Label, Collect, Examine, Tabulate, Quote, Name, Who, When, Where McWilliams, 2009

  8. Comprehension or Understanding • Understanding information • Grasping meaning • Translating knowledge into new context • Interpreting facts, comparing, contrasting • Ordering, grouping, inferring causes • Predicting consequences Key Words: Summarize, Describe, Interpret, Contrast, Predict, Associate, Distinguish, Estimate, Differentiate, Discuss, Extend McWilliams, 2009

  9. Application or Applying • Using information • Using methods, concepts, theories in new situations • Solving problems using required skills or knowledge • Carrying out a procedure that implements previously learned knowledge Key Words: Apply, Demonstrate, Calculate, Complete, Illustrate, Show, Solve, Examine, Modify, Relate, Change, Classify, Experiment, Discover McWilliams, 2009

  10. Analysis or Analyzing • Seeing patterns • Organizing parts • Recognizing hidden meanings • Identifying components • “Connecting the dots” Key Words:Analyze, Separate, Order, Explain, Connect, Classify, Arrange, Divide, Compare, Select, Explain, Infer McWilliams, 2009

  11. Synthesis or Creating • Using old ideas to create new ones • Generalizing from given facts • Relating knowledge from several areas • Preparing a solution • Drawing conclusions Key Words:Combine, Integrate, Modify, Rearrange, Substitute, Plan, Create, Design, Invent, What if?, Compose, Formulate, Prepare, Generalize McWilliams, 2009

  12. Evaluation or Evaluating • Comparing and discriminating between ideas • Assessing value of theories and ideas • Making choices based on reasoned argument • Verifying the value of evidence • Recognizing subjectivity Key Words:Assess, Decide, Rank, Grade, Test, Measure, Recommend, Convince, Select, Judge, Discriminate, Support, Conclude, Compare, Summarize McWilliams, 2009

  13. Using Bloom’s Taxonomy in Unit Planning • How can Bloom’s ideas be applied in unit planning? • What might be some other ways to use Bloom’s taxonomy? • Share examples of ways you’ve used Bloom’s. McWilliams, 2009

  14. Level 4 - Extended Thinking Level 3 - Strategic Thinking Level 2 - Skill/Concept Norman Webb Depth of Knowledge Level 1 - Recall Introducing… McWilliams, 2009

  15. Level 1 - Recall • Automatic recognition • Remembering lists/numbers • Recognition of concept/formula • Simple processes/procedures • Application in situations or tasks • Basic facts Key Words: Recite, Recognize, Name, Use, Illustrate, Measure, Define, Draw, List, Identify, Memorize Recall, Repeat, State, Tell McWilliams, 2009

  16. DOK Level 1 Examples • List animals that survive by eating other animals. • Identify elements of music using musical terminology. • Recall facts explicitly found in text. • Describe physical features of places. • Determine the perimeter or area of rectangles given a drawing or labels. • Identify basic rules for participating in simple games and activities. McWilliams, 2009

  17. Level 2 - Skills/Concepts • Understanding of concepts • Recognition of skills • Application of skills in new problems • Gather, organize, and remember data • Interpret simple graphics • Drawing proper conclusions Key Words: Compare, Classify, Infer, Categorize, Construct, Predict, Interpret, Relate, Estimate, Distinguish, Summarize, Show McWilliams, 2009

  18. DOK Level 2 Examples • Compare desert and tropical environments. • Identify and summarize the major events, problems, solutions, conflicts in text. • Explain the cause-effect of historical events. • Predict a logical outcome based on information in a reading selection. • Explain how good work habits are important at home, school, and on the job. • Describe various styles of music. McWilliams, 2009

  19. Level 3 - Strategic Thinking • Examine all aspects of a problem • Reflect on circumstances • Synthesize concepts for use in problem solving • Generate new ideas/solutions • Evaluate effectiveness • Provide rationale in decision-making • Justifies procedures Key Words: Revise, Assess, Construct, Investigate, Differentiate, Formulate, Draw Conclusions, Develop a Logical Argument, Cite Evidence, Hypothesize McWilliams, 2009

  20. DOK Level 3 Examples • Compare consumer actions and analyze how these actions impact the environment. • Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures). • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer. McWilliams, 2009

  21. Level 4 - Extended Thinking • Thinking “outside the box” • Expanding on ideas • Asking “What if…” • Producing a complex product • Interpreting different points of view without demonstrating personal bias Key Words: Create, Prove, Analyze, Critique, Apply Concepts, Synthesize, Connect, Design, Simulate McWilliams, 2009

  22. DOK Level 4 Examples • Develop a scientific model for a complex idea. • Propose and evaluate solutions for an economic problem. • Explain, generalize or connect ideas, using supporting evidence from a text or source. • Create a video that represents the characteristics of a culture. McWilliams, 2009

  23. Using the DOK in Unit Planning • How can DOK be applied in unit planning? • What might be some other ways to use the DOK model? • Share examples of ways you’ve used DOK. McWilliams, 2009

  24. Jay McTighe Grant Wiggins Facets of Understanding Hey! What’s the Big Idea? McWilliams, 2009

  25. Declarative Knowledge Knowing WHAT Procedural Knowledge Knowing HOW Structural Knowledge Knowing WHY What is knowledge? -Jonassen, Computers as Mindtools for Schools, 2000 McWilliams, 2009

  26. BIG IDEAS Structure of Knowledge Principles and Generalizations Key Concepts and Core Processes Facts and Skills Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  27. worth being familiar with “nice to know” important to know and do foundational concepts & skills “big ideas” worth understanding enduring understandings Establishing Curricular Priorities Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  28. How It All Fits Together McWilliams, 2009

  29. The Six Facets of Understanding Superficial Coverage vs. Uncovering Big Ideas Explanation Interpretation Application _______ Perspective Empathy Self-Knowledge Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  30. What’s the name of this facet? Reviewing the SIX FACETS of Understanding • It’s described as… • Telling meaningful stories • Offering apt translations • Revealing historical or personal dimension to ideas and events • Making the object of understanding personal • Why it’sInterpretation, of course! I Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  31. What’s the name of this facet? Reviewing the SIX FACETS of Understanding • It’s described as… • Making generalizations • Justifying facts and data • Providing insightful connections, illuminating examples, and detailed illustrations • Why it’sExplanation, of course! E Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  32. What’s the name of this facet? Reviewing the SIX FACETS of Understanding • It’s described as… • Effectively using knowledge • Adapting knowledge and skills in diverse and real contexts • “Doing” the subject • Whyit’s, of course! A Application Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  33. What’s the name of this facet? Reviewing the SIX FACETS of Understanding • It’s described as… • Seeing and hear points of view through critical eyes and ears • Seeing the “big picture” • Why it’sPerspective, of course! P Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  34. What’s the name of this facet? Reviewing the SIX FACETS of Understanding • It’s described as… • Showing metacognitive awareness • Being aware of what we don’t understand • Perceiving what shapes our own understanding • Why it’sSelf-Knowledge, of course! SK Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  35. What’s the name of this facet? Reviewing the SIX FACETS of Understanding • It’s described as… • Finding value in what others might find odd, alien, or implausible • Perceiving sensitivity on the basis of prior direct experience • Why it’sEmpathy, of course! E Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  36. The Six Facets of Understanding Superficial Coverage vs. Uncovering Big Ideas Explanation Interpretation Application _______ Perspective Empathy Self-Knowledge Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

  37. Using the Six Facets in Unit Planning • How can the Theory of Understanding be applied in unit planning? • What might be some ways to use the Six Facets? • Share examples of ways you’ve used the Six Facets McWilliams, 2009

  38. Using UbD in a Sophomore Biology Class Chuck McWilliams, Biology Teacher Maplewood-Richmond Heights HS Maplewood, MO McWilliams, 2009

  39. Planning For a “New” Course • Develop Course Enduring Understandings Ex.) Life functions as a complex system that exists at many different levels • Develop Essential Questions Ex.) How can scientists lead us to understanding how life functions as a system? • Develop course assessments - semester exams • Develop individual units and assessments McWilliams, 2009

  40. A “New” Biology Course • How does a(n) ________ come to know the world and humans’ place in it? • Each of the eight instructional units focuses on the Perspective of a scientist • During the year, each student will become a: • Biologist • Ecologist • Biochemist • Cell Biologist • Molecular Biologist • Geneticist • Naturalist • Taxonomist McWilliams, 2009

  41. Learning from Different Perspectives Cell Biologist Molecular Biologist Biochemist Geneticist Ecologist Naturalist Student Biologist Taxonomist Biology: Exploring Multiple Scientific Perspectives McWilliams, 2009

  42. EU Sample Unit: Unit 6 - Geneticist Enduring Understandings: • Patterns of inheritance can be predicted in living things. • Genetic and environmental factors determine the physical characteristics of living things. • As genetic research continues, society will face ethical challenges. Participating in the ethical decision making process will require carefully analyzing scientific research and understanding different points of view. McWilliams, 2009

  43. Essential Questions What will Guide My Students? • If offspring inherit their parents genes, then why don’t they look exactly like their parents? • What effect does the environment have on gene expression? • How will scientists use the information from generated the Human Genome Project? McWilliams, 2009

  44. Performance Assessment How will I know my students understand? • PersonaGen® Array 119™ Genetic Test • Students receive a simulated genetic test (multiple tests all at once) • They must interpret their profile • Research and learn about their assigned “mutations” • Write a 6 paragraph essay detailing their profile and the effect it would have on their personal and career life • Also included in the essay is a discussion/analysis concerning genetic testing in general • In class discussion and rubrics included McWilliams, 2009

  45. How It All Fits Together McWilliams, 2009

  46. W Where are we going? Why? What is expected? W H E R E T O H How will we hook and hold student interest? E How will we equip students for expected performances? R How will we help students rethink and revise? E How will students self-evaluate and reflect on their learning? T How will we tailor the learning plan? O How will we organize and sequence the learning? How It All Fits Together McWilliams, 2009

  47. How It All Fits Together McWilliams, 2009

  48. Protecting your favorite activities? Including FUN activities? Be aware of TIME and pacing Scaffold toward the Performance Task and other assessments Unit Planning vs. Lesson Planning Some Lessons Learned About Stage 3 McWilliams, 2009

  49. Reviewing the Ideas • In your groups: • Compare/contrast the three models: Bloom’s - DOK - Six Facets • Group sharing and discussion McWilliams, 2009

  50. The Thinking Game! McWilliams, 2009

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