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Understanding by Design Ensuring Learning through Lesson Design

Understanding by Design Ensuring Learning through Lesson Design. i.e. Backward Design Grant Wiggins and Jay McTighe. Big Idea …… “Making Best Practices, Common Practice”. We teach so that others may understand . Our challenges:

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Understanding by Design Ensuring Learning through Lesson Design

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  1. Understanding by DesignEnsuring Learning through Lesson Design i.e. Backward Design Grant Wiggins and Jay McTighe

  2. Big Idea …… “Making Best Practices, Common Practice” • We teach so that others may understand. • Our challenges: • Finding time to ‘teach all standards’ and maintain the rigor (teaching for understanding - not just ‘to cover’) • Making lessons meaningful • Engaging students in the learning process

  3. Old saying…. • “If you don’t know exactly where you are headed, then any road will get you there.”

  4. Three Stages of UbD • Stage 1: Identify the Desired Results • Unpack the learning, prioritize learning goals, determine expectations …. • Clarify Learning Outcomes • Stage 2: Determine Acceptable Evidence • Stage 3: Plan learning experiences and instruction

  5. “Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible.” • -Whitehead, 1929

  6. Understandingis the ability to transfer learning to new, different and unique experiences.” Wiggins

  7. A Big Idea … (bottom line) • Provides a ‘lens for prioritizing’ • Serves as an organizer for facts, skills and actions … focusing on big ideas, helps students see purpose and relevance of pieces • Support Transference … create coherence • Manifest itself in many ways and in many content areas • Requires Uncovering - its meaning is abstract, so it must be discovered, constructed or inferred by learners

  8. 2nd Component:Essential Questions “To question means to lay open, to place in the open. Only a person who has questions can have real understanding.” Gadamer, 1994

  9. Essential Questions … • Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered) • Designed to provoke and sustain inquiry • Often address the foundational or historical issues of a subject • Lead to more questions • Naturally come back again when learning • Encourage ongoing re-thinking of big ideas, assumptions, prior learning (transference…) • Could be overarching or topical

  10. 3rd Component - Desired Outcomes • Determine the Learning Goal (standard) • Clarify specifically what the student will know, understand, and be able to do (unpack the standards)

  11. Stage 1: Identify the Desired Results • Stage 2: Determine Acceptable Evidence • What evidence could be used to document and validate the learning that has been achieved • Evidence is gathered throughout the learning time - includes formative and not only summative assessments • Stage 3: Plan learning experiences and instruction

  12. Stage 1: Identify the Desired Results • Stage 2: Determine Acceptable Evidence • Stage 3: Plan learning experiences and instruction • What specific content and skills must be ‘taught’ to achieve desired results? • What is the best way to ‘teach’ the content and skills? • What resources will we need? • How much time might be required for learning? "Reduce your plan to writing... The moment you complete this, you will have definitely given concrete form to the intangible desire." - Napoleon Hill

  13. Lasting thought …. “For any subject taught in primary school, we might ask [is it] worth an adult’s knowing, and whether having known it as a child makes a person a better adult. A negative or ambiguous answer means the material is cluttering up the curriculum.” • Bruner, 1960

  14. UbD - Stage 2 Assessment Evidence

  15. Why Assess? • Assessments are not just to provide a ‘grade’ • Purpose of assessment: • Determine if learner ‘got it’……Gather evidence which demonstrates learning outcomes were achieved • Help teachers determine extent of student understanding • Guide next steps of instructions • Provide appropriate scaffolding/differentiated instruction for students throughout the learning experience • Provide feedback to stakeholders (students/parents)

  16. Kinds of evidence … Continuum of Assessments Informal checks for understanding Observations and dialogues Performance tasks Tests and quizzes Academic prompts

  17. Emerging Proficient Advanced Developing Heard of it Know it Can apply it Can teach it Empathy Explain Apply Self-knowledge Interpret Perspective 6-Facets of Learning Knowledge Application Synthesis Bloom’s Taxonomy Evaluation Comprehension Analysis

  18. Stage 3 Designing the Lessons

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