Understanding by Design

1. Understanding by Design Facilitated by Rosanne Zeppieri, Carol Agnese, and Maggie Maziarz

2. Understanding by Design

3. Workshop Questions What is UbD? Why design curriculum with the end in mind? How does UbD support good curriculum design? Why teach for understanding? What is the difference between understanding and knowing? What is “transfer” of learning? Outcomes Know the 3 stages of “backward design” Construct enduring understandings and essential questions Create a transfer task Revise/Devise a unit of study using the UbD template

4. Understanding by Design FOUR CORNERS… • What is the most important factor in determining student achievement (learning)? • A. Student ability • B. How teachers treat children • C. Student motivation • D. Lesson design

5. Understanding by Design What is curriculum and why do we need one?

6. Understanding by Design What is curriculum and why do we need one? Planned sequence of what students are to learn How students acquire that learning How students’ learning is verified

7. Understanding by Design Grant Wiggins and Jay McTighe "To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction." (Covey, 1994)

8. Understanding by Design Grant Wiggins

9. Understanding by Design Grant Wiggins and Jay McTighe People are still influenced to believe that writing curriculum means designing a logic of “coverage,” rather than thinking about how learning would unfold in its most engaged and effective way in the subject. What a curriculum should do is make you more effective as a teacher. It should not be the mere course that the teacher runs; it should be the most likely path for causing learning.” Grant Wiggins

10. Understanding by Design First, we must know where we are going. Ice Scraping

11. Understanding by Design Grant Wiggins and Jay McTighe WHY UbD?

12. Understanding by Design • UbD moves away from… • Focus on teaching and assessing discrete facts only • Coverage and activity-oriented, disconnected learning • “TEACH, TEST, AND HOPE FOR THE BEST.”

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

14. Understanding by Design • Identify desired results 3 Stages of (“Backward”) Design • “Big Ideas” derived from broad curricular goals such as • National and State standards and even your textbooks • Enduring Understandings (insights) that you want • students to recognize after delving into the “big ideas” • Essential Questions that pique interest and invite • investigation • Knowledge and Skills that students need in order to • work with the big ideas

15. Understanding by Design 2. Determine acceptable evidence 3 Stages of (“Backward”) Design • Evidence of students’ understanding and application of knowledge and skills • Tasks in the three modes of communication • Traditional paper and pencil quizzes and tests • Class participation • Observation

16. Understanding by Design 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design • Compelling experiences that grab students’ interest • What the students need to know in order to achieve the desired goal, learning, or understanding • • Opportunities for students to demonstrate using language in real-life situations

17. Understanding by Design Step 3 (Middle) Plan lessons that will enable students to show you the results you want Step 1 (Start) Step 2 (End) Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do

18. Understanding by Design Why “backward”? The stages are logical but they go against some common practices…

19. National and State Standards Enduring Understandings Theme Essential Questions

20. National and State Standards Enduring Understandings GLOBAL CITIZENSHIP Essential Questions

21. Communication * Cultures * Connections * Comparisons * Communities • The purpose of language study is to communicate so I can understand others and they can understand me. • We live in a diverse but increasingly interrelated world. • Language and culture reflect and influence each other constantly. • People behave differently in different regions of the world. • Learning a language leads to greater understanding of others and why people think and act in different ways. Theme Essential Questions

22. Communication * Cultures * Connections * Comparisons * Communities Enduring Understandings Theme • What does global citizenship mean to me? • What do I need to know about another culture in order to be able to communicate successfully? • What influence has this civilization had on the U.S.?

23. STANDARDS: Communication * Cultures * Connections * Comparisons * Communities ENDURING UNDERSTANDINGS: We live in a diverse but increasingly interrelated world. Language prepares us to communicate successfully in the world. THEME: Global Citizenship ESSENTIAL QUESTIONS: What does global citizenship mean to me? How does understanding the perspectives (beliefs, attitudes, customs) of a culture help me to communicate effectively ?

24. UbD is: focused on developing and deepening understanding a way of thinking, planning and reviewing curriculum designs a set of design tools and resources UbD is not: a prescriptive program an “add on” to other programs an instructional model that dictates how teachers must teach Understanding by Design Clarifying the Content and Process of Reform

25. UbD is: a framework for assessing understanding and raising student achievement on standardized tests “standards-based” UbD is not: opposed to traditional testing practices at odds with improving scores on standardized tests Understanding by Design Clarifying the Content and Process of Reform

26. Understanding by Design Stage 1: Identify desired results • Big Ideas • Enduring Understanding • Essential Questions • Knowledge and Skills

27. Understanding by Design National Standards • Communities: • Language use both within and beyond the school • Language use for personal enjoyment • Communication: • Interpersonal • Interpretive • Presentational Cultures: The relationship between the practices & perspectives and the products and perspectives of the target culture. Comparisons: Comparisons between the target and native languages and cultures • Connections: • Knowledge of other disciplines • Distinctive viewpoints from language and culture

28. Understanding by Design NJ CCC Standard 7 ALL STUDENTS WILL BE ABLE TO USE A WORLD LANGUAGE IN ADDITION TO ENGLISH TO ENGAGE IN MEANINGFUL CONVERSATIONS, UNDERSTAND AND INTERPRET THE SPOKEN AND WRITTEN LANGUAGE, AND PRESENT INFORMATION, CONCEPTS AND IDEAS WHILE GAINING AN UNDERSTANDING OF THE PERSPECTIVES OF OTHER CULTURES. THEY WILL MAKE CONNECTIONS WITH OTHER CONTENT AREAS, COMPARE THE LANGUAGE AND CULTURE STUDIED WITH THEIR OWN, AND PARTICIPATE IN HOME AND GLOBAL COMMUNITIES.

29. Understanding by Design “Big Ideas” Derived from Standards Are worthy of investigation Require understanding Acquire wisdom, not merely important facts Transfer outside the school setting and across content areas

30. Understanding by Design Stage 1: Identify outcomes: • Enduring Understandings • Insights about big ideas that we want students to comprehend

31. Understanding by Design From Big Ideas to Understandings about them • Students grapple with big ideas • Understanding has 6 facets: • Explanation • Interpretation • Application • Perspective • Empathy • Self knowledge

32. Understanding by Design Example… “Students will understand THAT the decisions that make when choosing courses and extra-curricular activities reflect their family values as well as the culture where they live.

33. Understanding by Design Enduring UnderstandingsEvoke Essential Questions These questions cannot be googled. They cannot be answered satisfactorily in a sentence.

34. Understanding by Design • Who is an Hispanic? Says who? • How can I make myself understood when I • am just beginning to learn a language? • What does it mean to lead a healthy life? Is it • the same in all cultures? • What is wellness? • How do celebrations reflect the cultural • perspectives of the people in a given culture?

35. Understanding by Design Essential Question?

36. Understanding by Design Theme:Living An Environmentally-Friendly Lifestyle

37. Understanding by Design Identifying Enduring Understandings and Essential Questions In your group, create enduring understandings and essential questions for the theme, “Living an Environmentally-Friendly Lifestyle.”

38. Understanding by Design Given the targeted understandings and assessment evidence identified, what knowledge and skill are needed?

39. Understanding by Design KNOWLEDGE VS UNDERSTANDING

40. Understanding by Design KNOWLEDGE and SKILLS In your group, identify what students will need to know and be able to do in order to delve into the theme, “Living an Environmentally-Friendly Lifestyle.”

41. Understanding by Design Stage 2: Determine Acceptable Evidence • Assess what we value, and value what we assess • Move beyond • "Teach, test, and hope for the best"

42. Understanding by Design Good Assessment • Consists of many different components in order for students to demonstrate all they can do • Reflects clear and concise scoring criteria which are shared with students before the performance • Provides students with meaningful feedback on their progress

43. Understanding by Design Performance Tasks • Require students to use discrete skills and facts to solve real-life situations • Involve students in “doing” the subject • Test the extent to which the students have learned to apply their understanding in a new, unprompted situation (Transfer of learning)

44. Understanding by Design Transfer—What is it? • The ability to use the knowledge and skills in a different context, setting, or situation from how it was originally learned on one’s own, with few to no cues or supports. • The more complexities or variables the task contains, the more it demonstrates transfer and true understanding. • Thoughtful use of a repertoire, as opposed to just cued, simple plug-in or rote response.

45. Understanding by Design Performance Assessment in the Three Modes Our Communication Standard Interpretive Mode Tasks React to info, infer Interpersonal Mode Tasks Acquire new info, negotiate Presentational Mode Tasks Create a product, recreate text

46. Interpretive Mode Comprehension of words, concepts, ideas, meaning of entire piece Must be motivated by a culturally authentic piece they hear, view, listen to or read. Text, poem, film, work of art, song, poem, advertisement, music video, book Translation is not an Interpretive mode task. Jennifer Eddy (2006)

47. Interpretive Tasks • Read an authentic recipe in the target language and answer a series of questions about the ingredients, the preparation, and cooking of the item. • Before traveling to the target culture, you want to make sure you are up to date with hip European fashion. Read an article on fashion trends for teenagers. Then summarize in English what you read in as much detail as possible. • ?

48. Interpersonal Mode Interpersonal mode tasks are spontaneous exchanges that involve negotiation of meaning between people, unrehearsed, non-scripted. Use information from the interpretive task. Come with information the other learner does not have, creating an info gap to provide and obtain information Memorized, or scripted dialogue readings are not Interpersonal Mode tasks.

49. INTERPERSONAL TASKS • Imagine that you are traveling by train in Spain. You need to get from Madrid to Sevilla by early evening. You have lots of luggage with you and would like to avoid transferring trains as much as possible. Ask the person at the counter (played by another student) for the information that will help you decide which train to take. • Research unemployment issues in a target language country at the library or on the Internet. Working in groups of four, exchange ideas and information about the topic and generate your own solutions to the unemployment issue. • ?

50. Presentational Mode:Tasks must involve Transfer The best tasks or activities are those that transfer or transpose knowledge to a new and different context from that in which it was initially learned. These tasks require learners to solve problems, create a new product, use the content for a real world purpose other than display for the teacher or classroom. Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time. Jennifer Eddy (2006)