Stage 1: Identify Desired Results - Learning Goals

1. Stage 1: Identify Desired Results - Learning Goals Monday, August 1st, 2011

2. Traditional Lesson Planning Find cool activities to use in the class. UBD Planning Understand the larger picture of what needs to be learned. Figure out how to teach and grade activities. Plan for students learning and understanding Align activities to the standards and core curriculum. Develop cool activities to use in class that stay with the student FOREVER! What is Understanding by Design?

3. What You Need to do for Your Lesson Plan Stage 1- Establishing what is to be learned. Stage 2- Determine how the learning is accomplished. Stage 3- Develop the COOL learning activities. Don’t forget about technology integration!

4. What will you do? • Complete your lesson plan and supplements. Have them ready by Thursday morning.

5. Lesson Plan Template We will complete the Established Goal(s) section on Wednesday.

6. Stage 1: Identify Desired Results - Learning Goals • Step 1: Enduring Understandings • Step 2: Essential Questions • Step 3: Knowledge and Skills • Step 4: Six Facets of Understanding

7. Step 1:Enduring Understandings

8. Step 1: Enduring Understandings • Big ideas that we want students to “get inside of” and retain after the details are forgotten. • Provide a larger purpose for learning the targeted content: they implicitly answer the question, “Why is this topic worth studying?”

9. Step 1: Enduring Understandings They are the unit concepts that: • Have lasting value beyond the classroom • Will be retained after the details have been forgotten • Reside at the heart of the discipline • Uncover the concept by “doing” the subject • Offer potential for engaging students

10. Examples: Specify something to be understood. Focus on big ideas- abstract and transferable. The understanding will need to be uncovered, because it is abstract and not immediately obvious. Non-examples: Phrase, not sentence Refers to big ideas, but offers no specific claims Simply states straightforward fact, no inquiry is required Truism: fails to specify what we want the learner to understand Refers to set of skills, but does not offer transferable strategies or principles about them Enduring Understandings

12. Writing from another person’s point of view can help us to better understand the world, ourselves, and others. Sometimes a correct mathematical answer is not the best solution to messy, “real-world” problems. Cultural customs in the Hispanic countries regarding interactions between individuals determine if conversation is formal and informal. Sample Enduring Understandings

13. Step 2:Essential Questions

14. Step 2: Essential Questions • Point to the heart of the discipline • Recur naturally • Raise other important questions • Provide subject- and topic- specific doorways to enduring understandings • Have no obvious “right” answer • Are deliberately framed to provoke and sustain student interest

15. Tips for using Essential Questions Organize programs, courses, units of study, and lessons around the questions. Select or design assessment tasks that are explicitly linked to the questions. Edit the questions to make them as engaging and provocative as possible for the particular age group. Derive and design specific concrete exploratory activities and inquiries for each question.

16. Examples of Essential Questions • How can macroeconomics inform microeconomics (and vice versa)? • How are sounds and silence organized in various musical forms? • To what extent can use of formal and informal conversation techniques demonstrate cultural understanding? • What are the pros and cons of technological progress?

17. Transcend the content knowledge of the unit Could appropriately express a given concept found in most grade levels and courses Are specific to the unit topic Involve generalizations derived from the specific content knowledge and skills of the unit Overarching vs Topical

18. How do effective writers hook and hold their readers? Is history the story told by the “winners”? How are materials recycled or disposed of? Does art have a message? What is unique about the mystery genre? Does separation of powers create a deadlock? How do the structure and behavior of insects enable them to survive? What do masks and their use reveal about the culture? Overarching vs Topical

19. Step 3: Knowledge and Skills

20. Step 3: Knowledge and Skills Other important pieces of knowledge and skills discovered as you identify the essential understandings These should be included because they are related to the essential understanding or focus of the unit.

21. Key Knowledge and Skills • Vocabulary • Terminology • Definitions • Key factual information • Formulas • Critical details • Important events and people • Sequence and timelines • Basic skills • Communication skills • Thinking skills • Research, inquiry, investigation skills • Study skills • Interpersonal, group skills • Technology skills

22. Examples of Knowledge Students will know: • Ways artists employ various technologies • Appropriate uses for “tú” vs. Ud. • Relevant vocabulary words • How to describe and compare common items using measurement

23. Step 4: What are Six Facets of Understanding? Students may exhibit understanding through six interrelated ability levels: • Explanation • Interpretation • Application • Perspective • Empathy • Self-knowledge

24. Explanation Students provide evidence to back up claims and assertions and provide thorough, supported, and justifiable accounts of phenomena, facts, and data. Misconceptions: • If the student gives a correct answer to a complex and demanding question, he must have an in-depth understanding. • If the student cannot write an explanation of his views, he lacks understanding.

25. Interpretation Students tell meaningful stories, offer apt translations, provide revealing historical or personal dimensions to ideas and events, and make learning personal through images, anecdotes, analogies, and models. Misconception: • If the student offers an engaged and rich response to literature, he understands that work of literature.

26. Application Students effectively use and adapt what they know within new settings and real-world situations, including authentic problem-solving, decision-making, and conflict resolution. Misconceptions: • Any effective performance with knowledge indicates understanding of that knowledge. • Any ineffective performance with knowledge indicates a lack of understanding of that knowledge.

27. Perspective Students observe both the big picture and the multiple perspectives that comprise it, examining and assessing various points of view or conflicting issues surrounding a topic, issue, or theme. Misconception: • Having an opinion equals having a perspective.

28. Empathy Students walk in the shoes of a fictional character, historical figure, or contemporary individual. They find value in what at first may appear to them as odd, alien, or implausible. Misconceptions: • Empathy is affect, synonymous with sympathy or heartfelt rapport. • Empathy requires agreement with the point of view in question.

29. Self-Knowledge Students monitor their own comprehension and revise, rethink, reflect, and revisit their growing understanding. They also can articulate what they understand- and fail to understand- in what they are studying or investigating. Misconception: • Self-knowledge equals self-centeredness.

30. Your Homework…Complete Understandings, Questions, Knowledge and Skills.

31. Your Homework…Start thinking of how students will demonstrate their knowledge.