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UbD Stage 1: Identify Desired Results

UbD Stage 1: Identify Desired Results. Essential Questions, Enduring Understandings, Key Knowledge and Skills. Objectives. Identify and describe components of Stage 1 in Understanding by Design Essential Questions Enduring Understandings Key Knowledge and Skills

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UbD Stage 1: Identify Desired Results

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  1. UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills

  2. Objectives • Identify and describe components of Stage 1 in Understanding by Design • Essential Questions • Enduring Understandings • Key Knowledge and Skills • Identify and critique (or create) Stage 1 components of first unit plan

  3. Essential Questions “It is through the process of actively interrogating the content that students strengthen and deepen their understanding.” Big Ideas Essential Questions Standards

  4. Essential Questions - Inquiry Look at the handouts on your table. Examine the “Essential Questions” vs. the “Not Essential Questions” and the Additional examples for your content. • What traits to the essential questions have in common? • How do they differ from the others?

  5. Essential Questions – Defining Characteristics • Open-ended: no single, final, and correct answer • Thought-provoking and intellectually engaging: sparks discussion and debate • Require higher-order thinking: analysis, inference, evaluation, prediction • Include important, transferable ideas within or across disciplines • Raise additional questions: spark inquiry • Require support and justification • Recur over time: should be revisited frequently

  6. Essential Questions – Identify Activity • In what year was the Battle of Hastings fought? • How do effective writers hook and hold their readers? • Is biology destiny? • Onomatopoeia – what’s up with that? • What are examples of animals adapting to their environment? • What are the limits of arithmetic?

  7. Essential Questions – 3 Types • Overarching: frame entire courses and programs of study; provide conceptual framework for curriculum that spirals around the same EQs unit to unit and grade to grade. • Topical: help students come to particular understandings around specific topics and skills; specific to the topic of a unit. • Metacognitive and Reflective: essential to effective learning and performance

  8. Essential Questions – Intent Trumps Form Why you ask a question matters more than how you phrase it. “What’s the pattern?” • A 2nd grade teacher asks, "Boys and girls, look at the numbers 2, 4, 6, 8, ___. What comes next? What's the pattern?" • An Algebra 1 teacher presents students with a set of data and asks them to plot two related variables on a graph. "What do you notice? What's the pattern?" • A science teacher shows a data table of incidents of AIDS cases over a 15-year period, disaggregated by age, gender, region, and socioeconomic status. His question to students is "What's the pattern (or patterns)?"

  9. Essential Questions - Application • Log in to Atlas and select your course and first unit. • Examine the essential questions for that unit: • Do they fit the characteristics we’ve identified? • Are they overarching, topical, or metacognitive? • Is the number of questions sufficient for the unit of study (do more need to be added or do some need to be deleted)? • Make any necessary adjustments.

  10. Understanding-The Bridge from Essential Questions to Understanding • How do essential questions and understandings relate? • Our essential questions point toward important transferable ideas that are worth understanding, even as they provide a means for exploring those ideas. Understanding Essential Questions

  11. Understanding-The Bridge from Essential Questions to Understanding

  12. Understanding-The Big Ideas Understandings synthesize what students should understand, —not just know or do— as a result of studying a particular content area.

  13. Understandings-The 6 Facets • When we truly understand, we… • Can explain- via generalization and principles; make insightful connections and provide examples or illustrations • Can interpret- tell meaningful stories, make the object of understanding personal or accessible • Can apply- effectively use and adapt what we know in diverse and real contexts • Have perspective- see and hear points of view through critical eyes and ears; see the big picture. • Can empathize- find value in what others might find odd or different; perceive sensitively on the basis of prior experience • Have self-knowledge- show metacognitive awareness; perceive the factors that shape and impede our own understanding

  14. Understanding-Knowledge vs. Understanding Knowing is not understanding. There is a great difference between knowing and understanding: you can know a lot about something and not really understand it.” -Charles Kettering • Knowledge: is what you know (facts and information • Understanding: is the ability to apply what you know and use it to develop a deeper meaning-an inference drawn from facts

  15. Understanding-The Difference Between Knowledge and Understanding

  16. Understandings-Identify Activity • An effective story engages the ready by setting up tensions about what will happen next. • Water covers three-fourths of the earth’s surface. • Things are always changing. • Correlation does not ensure causality. • Decoding is necessary but not sufficient in reading for meaning.

  17. Understanding-Defining Characteristics • An understanding: • Is an important inference, drawn from experience • Refers to transferable, big ideas having enduring value beyond a specific topic. • Involves abstract ideas • Is best acquired by “uncovering” and “doing” • Summarizes important strategic principles in skill areas

  18. Understanding-2 types • Overarching: frame entire courses and programs of study; provide conceptual framework for curriculum that spirals around the same Understandings unit to unit and grade to grade. • Topical: help students come to particular understandings around specific topics and skills; specific to the topic of a unit.

  19. Understanding-Application • Log in to Atlas and select your course and first unit. • Examine the understanding for that unit: • Do they fit the characteristics we’ve identified? • Are they overarching or topical • Is the number of questions sufficient for the unit of study (do more need to be added or do some need to be deleted)? • Make any necessary adjustments.

  20. Knowledge and Skills • In order for students to perform well on assessments and competently answer essential questions, … • What should they KNOW? • What should they BE ABLE TO DO?

  21. Key Knowledge • What key knowledge will the learner acquire during this unit? • Students will know… • Vocabulary/terminology • Definitions • Key factual information • Important events and people • Sequence/timeline

  22. Key Skills • What should learners be able to do as a result of such knowledge? • Students will be able to … • Basic skills • Research/inquiry/investigation skills • Thinking skills (problem-solving, decision making) • Study skills

  23. Key Knowledge and Key Skills • Formulas for calculating surface area and volume • General health problems caused by poor nutrition • The steps in the writing process • Calculate surface area and volume for various 3-dimensional figures • Plan balanced diets for themselves and others • Apply the writing process to produce

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