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Backwards Planning Using the Understanding by Design Template

Backwards Planning Using the Understanding by Design Template.

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Backwards Planning Using the Understanding by Design Template

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  1. Backwards Planning Using the Understanding by Design Template

  2. “Would you tell me, please,” asked Alice, “which way I ought to go from here?”“That depends a good deal on where you want to get to,” said the Cat.“I don’t much care where,” said Alice.“Then it doesn’t matter which way you go,”said the Cat.“—so long as I get somewhere,” Alice added as an explanation.“Oh, you’re sure to do that,” said the Cat, “if you only walk long enough.”--Lewis Carroll, Alice’s Adventures in Wonderland, 1865

  3. Three Stages of Backwards Planning • Identify Desired Results • Determine Acceptable Evidence • Plan Learning Experiences and Instruction

  4. Why Backwards Planning? • The three stages are logical, but they often go against our habits: • We may be used to jumping into lessons and activity ideas before clarifying performance goals for students • We may fall into the “twin sins” of design: • Activity-focused teaching • Coverage-focused teaching

  5. Why Backwards Planning (cont’d)? • By thinking through assessments up front, we ensure that teaching is focused on desired results, and: • Students are more likely to develop enduring understanding • Students are more likely to develop transferable knowledge and skills

  6. The UBD Template • The Understanding by Template helps you design results-based units by helping organize the following three stages: • Stage 1: Desired Results • Stage 2: Assessment Evidence • Stage 3: Learning Plan • *See the UBD Template

  7. Stage 1: Identify Desired Results: • Established Goals: Identify 1 or more goals (e.g. essential content standard(s), course or program objectives, and/or learning outcomes) to be targeted in the design of the unit. • Desired Understandings: Identify the Enduring Understandings, based on the transferable big ideas that give the content meaning and connect the facts and skills • Essential Questions: Frame questions to guide the inquiry and focus instruction for uncovering the important ideas • Key Knowledge and Skills: Identify the key knowledge and skills students will require as a result of the unit

  8. Stage 2: Assessment Evidence: • Develop performance assessment(s) that give students the opportunity to demonstrate mastery of the standard at higher levels of thinking to ensure enduring understanding. • Create rubrics--how will teacher AND students know when they are successful? • List other evidence that will be collected during the course of the unit to ensure students have acquired the skills and understandings necessary to complete the performance assessment(s) and to ensure the achieve the goal(s) of the unit

  9. Stage 3: Learning Plan Develop mini-lessons, activities, and formative assessments that will ensure students have the knowledge, skills, and reasoning processes needed to successfully complete the assessment: • Direct instruction of information and skills • Skills development and practice • Thinking practice (e.g. discussion, Socratic seminar, inquiry) • Group exploration • Formative assessments (e.g. Q & A, quizzes, select response questions, short answer, observation)

  10. More information... Understanding by Design by Grant Wiggins and Jay McTighe

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