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UbD : Why, What and How

UbD : Why, What and How. Moffat County Schools Eric Carbaugh carbauem@jmu.edu. The Why. The “Twin Sins” of Design. “Coverage- Focused Teaching” Systematically mowing over acres of facts/skills Substance without meaning/affinity Test review!. “Activity- Focused Teaching ”

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UbD : Why, What and How

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  1. UbD:Why, What and How Moffat County Schools Eric Carbaugh carbauem@jmu.edu

  2. The Why

  3. The “Twin Sins” of Design • “Coverage- Focused Teaching” • Systematically mowing over acres of facts/skills • Substance without meaning/affinity • Test review! • “Activity- Focused Teaching” • Fluff and fun; no substance • Making a brochure!

  4. What we typically do: Identify content Without checking for alignment Brainstorm activities & methods Without checking for alignment Come up with an assessment 4

  5. High Quality Curriculum • Clear goals are essential for the brain to know what to process. • The brain is not well designed for memorizing data. It needs to work with patterns, connections, meaning, and significances. “Curriculum races aren’t very brain friendly.” • Time for reflection and practice are necessary for short term and sensory memory to make it to long-term storage. • If students see relationships, they are more likely to get things into long term memory. • Sense(what is it?) and meaning (is it relevant to me) are important to see patterns. One well done task that meets these criteria is going to do a lot more for us than two days of “coverage.” Also keep in mind that sense and meaning are highly individual. • Student imagination, spirit, and curiosity should be encouraged. • Remedial classrooms are a poor learning environment. Tomlinson and Sousa, 2010

  6. The What Understanding by Design:Backward Design 6

  7. ”nice to know” 4 weeks worth being familiar with foundational knowledge & skill 4 years important to know & do “big ideas” worth exploring and understanding in depth 40 years Big ideas Stage 1: Establishing Priorities around “Big Ideas” See pages 78-80 7

  8. 1. Identify desire results 2. Determine acceptable evidence 3. Plan learning experiences & instruction KEY: 3 Stages of (“Backward”) Design Then, and only then

  9. The How • Communicate openly so that you feel supported. This is both a top down and bottom up initiative, so it’s important that everyone communicates with each other. • Initial training for teacher leaders and administrators on August 7th and 8th, 2012 • Overview for all teachers August 22nd and 23rd, 2012 • Utilize PLC time to help build capacity • Needs driven, access to related training (assessment, instruction, management, etc.)

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