1 / 13

Understanding by Design

Understanding by Design. December 3, 2008 All Faculty Meeting. Understanding & the Logic of UbD. What does understanding mean to us at BFIS?. Understanding & the Logic of UbD. Do we want the same outcome for our students?. Understanding & the Logic of UbD.

azuka
Download Presentation

Understanding by Design

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 Design December 3, 2008 All Faculty Meeting

  2. Understanding & the Logic of UbD What does understanding mean to us at BFIS?

  3. Understanding & the Logic of UbD Do we want the same outcome for our students?

  4. Understanding & the Logic of UbD Are our standards of achievement the same?

  5. Absence of Understanding Would you agree that even in our best students and their work, we sometimes see • Amnesia • Misunderstanding • Rigid knowledge, no transfer

  6. But, what is Understanding? • How do you define it? • What does and doesn’t it look like? • How do you design for it?

  7. So, what is Understanding • Common sense: to “get it” means, in part, that you can: • Make connections: turn isolated facts into a working theory and web of information • Infer meanings that are only implicit • Interpret situations/texts • Generalize from your experience • Apply your “abstract” ideas to concrete tasks & contexts

  8. Understanding- a definition • Effective use of knowledge and skill – in varied, important, realistic, and novel situations; • Insight into key ideas, their rationale, and their connections, as reflected in wise expression – knowing and showing “why?” and “so what?”

  9. Now that we have defined understanding… • What does the goal of understanding require of the learning? • Think of the work the students do and the instructional activities/assessments you plan • What follows from your definition of understanding about what has to happen in class and in assignments/assessments to make student understanding more likely?

  10. So, our assessments must involve asking learners to make connections, infer meanings, etc. with minimal or no scaffolding and cues (since that is the long-term goal: transfer)

  11. Think and Apply • Take a current lesson, an upcoming lesson or assessment and on the index card write 2-3 ways in which you can make student understanding more likely

  12. Share at your table • If time permits, share 1 of your ideas with your table group and listen to others

  13. Please turn in your card at the end of the meeting  If you would like it back, you may write your name on it.

More Related