Creating an Enduring Understanding for the Primary and Elementary Teacher

1. Creating an Enduring Understandingfor the Primary and Elementary Teacher

3. Norms for a Successful Session Relax Socialize Take Care of Yourself Give Your Absolute Best

5. Montage

6. A Concept-Based Approach to LearningUBD Big Ideas we want students to understand Students learn more than just facts and knowledge Students internalize the information

7. Knowledge Vs. Concept Focus on KNOWING Focus on DOING Recall of information Active application Expected to remember facts and skills Remembers big ideas Focus on covering many topics Fewer, more significant topics Passive reception of information Active involvement Teach to transfer knowledge across time and disciplines Memorization of facts

8. Enduring Understanding Big Idea Lasting Value Uncover Transferable

9. Enduring Understanding Heart of Our Discipline What’s Most Important In Our Field Understanding from the Experience

12. Student ‘uncovering’ the big idea Covering Subject Matter Student must be allowed to ‘uncover’ the big idea through inquiry and investigation

13. To Uncover is to find what is important In what has been hidden To reveal rather than conceal The Concept

14. To Uncover is to find what is important In what has been hidden To reveal rather than conceal The Concept

15. Understand UBD Designs Help Us Create Lessons Where Students: • Learn • Apply • Transfer

16. Enduring Understanding Important ideas or thoughts that have lasting value beyond our classroom and can be appliedin various situations throughoutour lives.

17. Key Characteristics of anEnduring Understanding • The Statement has value for years to come. • The Statement could apply to several subjects. (Transferable) • The Statement is not easily understood. You have to ‘uncover’ to comprehend the meaning. • The statement is framed in full-sentence universal generalizations. (Big Idea)

18. Questions We Can Ask To Identify What An Enduring Understanding Is NOT! • Is it a full sentence? (Enduring understandings are always full sentences.) • Is it an assessment or performance task? (Enduring understandings are big ideas not assessments.)

19. Questions We Can Ask To Identify What An Enduring Understanding Is NOT! • Is it a question? (Enduring understandings are never questions.) • Is it a truism?

20. Truisms Truisms are statements that convey a feeling of truth. Truisms usually generate agreement and are commonly accepted.

21. Truisms Things are always changing. Practice makes perfect. The early bird gets the worm. Haste makes waste.

22. Truisms Do not require ‘uncovering’ and that keeps them from being a good enduring understanding

23. Filtering System to Identify Enduring Understandings

24. Filter #1: Lasting Value • The idea is universal in application • The idea is timeless and carries through the ages • The idea has value for years to come

25. Filter #2: Transferable • The idea can be applied beyond the classroom • Applying the idea to new and sometimes confusing situations • Capacity to take the idea and use it creatively on our own

26. Words that Identify Transferable Big Ideas Rhythm Cooperation Change Interaction Systems Friendship Movement Exploration

27. Filter #3: Uncovering • Ideas that are not obvious • The idea may be baffling to the novice • The idea is complex and abstract • The idea is counter-intuitive in nature requiring “uncoverage” by the learner for meaning and understanding.

28. Filter #4: Big Idea • Are major concepts that anchor a unit or course • Universal generalizations remembered by students • Focuses on concepts that apply to new situations within and beyond the subject

29. Filter #4: Big Idea An enduring understanding IS the “BIG IDEA”

31. So How “BIG” Is Big? The degree of “BIGNESS” with an enduring understanding would be whether the understanding is “overarching” or “topical”

32. Overarching Enduring Understandings: Transfer to other subjects Have lasting value

33. Topical Enduring Understandings: More specific and less transferablity Concerned with subject being taught

34. Course, Unit or Day Statements Course:Overarching Big Ideas (Transfer to other subjects and throughout our life experiences) Unit: Topical Big Ideas(Concerned with subject being taught) Day: Usually knowledge, skills or facts needed to comprehend the big idea

35. Who Are You?

36. Course, Unit or Day Statements? The meat group builds strong muscles. Healthy choices enhance our lives. Food choices contribute to our physical and mental health.

37. Course, Unit or Day Statements? Course: Healthy choices enhance our lives. Unit: Food choices contribute to our physical and mental health. Day: The meat group helps build strong muscles.

38. Who Are You?

39. Course, Unit, or Day Statement? Alcohol abuse hurts your liver and brain. There are safe and unsafe substances that can be taken into the body. Safe choices reduce risk and injury.

40. Course, Unit, or Day Statement? Course: Safe choices reduce risk and and injury. Unit:There are safe and unsafe substances that you can take into the body. Day: Alcohol abuse hurts your liver and brain.

41. Filtering System to Identify Enduring Understandings

42. Filtering System To Identify Enduring Understandings Movement and efficiency Exploration through physical activity enhances understanding and efficiency of body movement. Give an example of how behavior and decisions affect one’s lifestyle. Our behavior and the decisions we make affect our lifestyle. Is it our responsibility to be aware of hazards and unsafe practices? Safe choices reduce risk and injury. Food choices contribute to our physical and mental health. An apple a day keeps the doctor away.

43. Creating a Meaningful Enduringunderstanding

44. Three Circle Design

45. What we want students to read, hear or view but not necessarily remember The knowledge and skills we want students to accomplish in order to gain understanding What we want our students to walk away with and apply within their lives Understandings that will anchor our unit Understandings that will last for a long time

46. Four Rules of Thumb in Creating Understandings

47. Four Rules of Thumb in Creating Understandings An enduring understanding is:

48. Four Rules of Thumb in Creating Understandings An enduring understanding is: A priority

49. Four Rules of Thumb in Creating Understandings An enduring understanding is: A priority Prioritize what is most important in our specific field of study Focus on a small number of transferable ideas

50. Four Rules of Thumb in Creating Understandings An enduring understanding is: A priority Prioritize what is most important Focus on a small number of transferable ideas A declarative statement(Students will understand that…)