1 / 11

Understanding by Design

Understanding by Design. Fahmida Lukman ASU ILEP ALUMNI-2014. Understanding By Design. “Backward Design” focus: Clarify results and evidence of them before designing lessons. Teaching for understanding is the goal of teaching and compatible with standards-based curricula.

najwa
Download Presentation

Understanding by Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Understanding by Design Fahmida Lukman ASU ILEP ALUMNI-2014

  2. Understanding By Design • “Backward Design” focus: • Clarify results and evidence of them before designing lessons. • Teaching for understanding is the goal of teaching and compatible with standards-based curricula. • UbD is a way of thinking more carefully about design, not a program.

  3. The Big Ideas • To determine the Big Ideas for your unit or course, ask yourself… • Why? So what? • What is the “moral of the story”? • How is _____ applied in the world beyond the classroom? • What couldn’t we do if we didn’t understand _____?

  4. 2. Assessment Evidence

  5. Stage 2 is the essence of backward design & alignment

  6. Assessment Types • Traditional • quizzes& tests • paper/pencil • selected-response • constructed response • Performance tasks • & projects • open-ended • complex • authentic Worth being familiar with Important to know& do Big Ideas With Understandings

  7. Scenarios for Authentic Tasks • Build assessments anchored in authentic tasks using GRASPS: • G-What is the Goal in the scenario? • R-What is the Role? • A-Who is the Audience? • S-What is your Situation (context)? • P-What is the Performance challenge? • S-By what Standards will work be judged in the scenario?

  8. 3. Plan Learning Experience and Instruction • A focus on engaging and effective learning, “designed in” • What learning experiences and instruction will promote the desired understanding, knowledge and skill? • How will you best promote the deepening of insight and interest? • How will you prepare students for the performance(s)?

  9. Organize by W.H.E.R.E. • W = Where are we headed? and why? (from the student’s perspective) • H = How will the student be ‘hooked’? • E = What opportunities will there be to be equippedand explore key ideas. • R = How will we provide opportunities to rethink, rehearse, refine and revise? • E = How will students evaluate (so as to improve) their own performance?

More Related