Understanding by Design

1. Understanding by Design the ‘big ideas’ of UbD

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

3. Why “backward”? • The stages are logical but they go against habits • We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students • By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

4. Unit Template Overarching understandings Essential Questions Knowledge and skill to be acquired Understanding by Design Template • The UBD template embodies the 3 stages of “Backward Design” • The DDN Curriculum site provides an easy mechanism for exchange of ideas.

5. ! Misconception Alert:the work is non-linear • It doesn’t matter where you start as long as the final design is coherent (all elements aligned) • Clarifying one element or Stage often forces changes to another element or Stage • The template “blueprint” is logical but the process is non-linear (think: home improvement!)

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

7. to uncover the really ‘big ideas.’

8. 1. Identify desired results 3. Plan learning experiences & instruction 3 Stages of Design, elaborated 2. Determine acceptable evidence

9. 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 questions will 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 standards are addressed explicitly by the unit? U Q K CS

10. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 2

11. 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

12. A Performance Task is Authentic if it… • Is realistic. • Requires judgment and innovation. • Asks a student to “do” the subject. • Replicates or simulates the contexts in which adults are tested in the workplace. • Assess a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task. • Allows appropriate opportunities to rehearse, practice, and consult resources; obtain feedback on performances; and refine performances and products.

13. UBD Templates Holistic Frame Analytic Frame Analytic Frame for the Facets RubiStar PBL Checklists QuizStar http://4teachers.org Rubrics,Checklists and Other Evidence

14. 1. Identify desired results 3. Plan learning experiences & instruction 3 Stages of Design: Stage 3 2. Determine acceptable evidence

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