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UbD - Stage 3

UbD - Stage 3. Planning for Learning. Review. Stage 1 : Identify Desired Results Big Idea: Teach so that others may understand Essential Question: Do we Understand? Learning Goals stated and unpacked Stage 2: Determine Acceptable Evidence

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UbD - Stage 3

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  1. UbD - Stage 3 Planning for Learning

  2. Review • Stage 1 : Identify Desired Results • Big Idea: Teach so that others may understand • Essential Question: Do we Understand? • Learning Goals stated and unpacked • Stage 2: Determine Acceptable Evidence • Criterion based (expectations of successful learning communicated) • Matched with learning goals and desired outcomes (valid) • On-going and varied (reliable)

  3. Stage 3: Planning for Learning I hear, I forget. I see, I remember. I do, I understand. -Chinese proverb

  4. Ask the questions: • What learning activities and teaching promote understanding, knowledge, skill, student interest and excellence? • What learning experiences can be provided to make learning engaging and effective?

  5. Engaging??? • Designs which diverse learners find truly thought provoking, fascinating, energizing • It’s beyond “fun” or ‘enjoyable’ • Learning should require a worthy intellectual effort, centered on big ideas and important performance challenges • May be hands-on or problem-based, be variable, provide opportunities for personalization, balance cooperative/competitive and individual learning opportunities, built on real-life challenges

  6. Effective??? • The learning design helps learners become more competent and productive at worthy work • Not solely dependent on the instructional strategy used • May include work which is goal-focused, models or criteria provided at beginning of learning, opportunities to link ideas with activities to make them concrete and real, opportunities for self-assessment and revision, environments which are safe for risk-taking and mistakes

  7. Use the WHERETO self-assessment when planning for learning… • W - where/why communicated with students • Hook and Hold • Equip with necessary experience, etc • Reflect, rethink and revise • Evaluate • Tailored to individuals • Organized to reach deep understandings

  8. How did we do in our planning? • W … where were we going to go and why? • H … did we hook and hold you? How? • E - what experiences did we provide to equip you for success? • R - were there opportunities to reflect, rethink and revise? When? • E - were you aware of assessment criteria to evaluate along the way? • T - did we allow for different learning styles, speeds, modalities, past experiences • O - was the presentation of ideas organized to allow you to achieve a deeper understanding of understanding and planning for understanding?

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