Why do we need to change?

1. Strengthening Philippine Education through RSEC 2010 & Understanding by Design (UBD)Understanding by Design: Comparing What’s Changing in the DepEd Lesson Plan

2. Why do we need to change? According to DepEd… • “Society is changing, and our students need to keep up” • “National achievement scores indicate an ‘Educational Crisis’ in the Philippines” 2010 Secondary Education Curriculum Guide in English. March 26, 2010. 2010 National Secondary Education Curriculum ('UbD curriculum'). http://eduphil.org/forum/ubd-rbec-nsec-bec-psslc-pelc-etc-materials-t-2927.html

3. MEETING THE DEMANDS OF 21ST CENTURY EDUCATION

4. Amid success and quantum leaps made by mankind through many generations, have we really empowered the youth of today with the ability to cope with the challenges which daily life brings to them?

5. Reflective Thinking Activity: 1.What does the experience of Death Valley tell us teachers? 2.What skills are necessary for students to be able to cope with global changes? 3.What do employers demand from our graduates? 4.What can we do to make students’ learning truly functional and meaningful?

6. The seven survival skills advocated by Tony Wagner in his book, The Global Achievement Gap: 1.Critical Thinking and Problem Solving 2. Collaboration across Networks and Leading by Influence 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

7. The Seven Survival Skills

8. Critical thinking and problem solving An essential component of this is asking good questions. The education system (as it is in much of the world) is about getting the right answer. People in their lives and in work need to deal with vast amounts of information and a key skill it to figure out what's important and what's not, what's accurate and what's not. This is a key part of being a critical thinker. Schools need to start teaching critical thinking as soon as children are capable of abstract thinking, so it's not just a secondary school thing; students need years of practice developing their thinking skills in order to apply it to university study, work and life effectively

9. Collaboration across networks and leading by influence In the old world of school, "students are accustomed to having teachers tell them what to do. And students almost never work in teams." In the new world of work people work in teams (often virtual teams that work together through video conferencing and email) and have to make their own decisions: "corporations are increasingly being organized around a very different kind of authority and accountability structure - one that is less hierarchical and more reciprocal and relational.”

10. Agility and adaptability "Our system of schooling promotes the idea that there are right answers, and that you get rewarded if you get the right answer." But in the real world of work and life, the right answers aren't there and things change so people need to adapt and be able to deal with disruption. Most children are naturally agile and adaptable. They quickly take to new physical skills like walking and riding bikes. Thrust a new piece of technology in their hands and they will immediately explore and play with it; children have adapted readily to the Internet revolution. Move home and most children will soon fit into the new neighborhood. They have to deal with changing schools and every year they get a bunch of new teachers. Schools seem hell-bent on destroying this life skill

11. Initiative and entrepreneuralism The world needs proactive people, self-starters. It involves creativity and creating your own answers and solutions.

12. Effective oral and written communication Everyone would agree with this, but what surprises Wagner, himself a former English teacher, is the demand that employers have for "clear and concise" writing that has "focus, energy and passion." Wagner points out that English teachers spend a great deal of time focussing on grammar, punctuation and spelling, and formulaic styles of writing, but these are driven again by the demands of testing (which seek objective and therefore correct answers). What schools emphasise less is writing that has focus, energy and passion

13. Accessing and analyzing information People have to deal with an astronomical amount of information in their lives and work. It needs to be found, and evaluated. Important too is the ability to use information from a variety of sources: web pages, magazines, podcasts, TV, face to face interviews and discussions, surveys, books. Also key is the ability to synthesize information (which Daniel Pink and others place as a distinct skill in itself - right brain thinking rather than analysis which is left brain). This is simply reading for the 21st century. Curiosity and imagination This is also natural for children and, like adaptability, it is one that schools aim to destroy; unlike adaptability, they generally succeed, usually through a diet of teaching that bores and demotivates them.

14. Thornburg (Part II): “The New Basics” I. Digital-Age Literacy: Scientific, mathematical, and technological literacies ; visual and information literacies , and cultural literacy and global awareness II. Inventive Thinking: Adaptability/ability to handle complexity; curiosity, creativity, and risk-taking; and higher-order thinking and sound reasoning III. Effective Communication: Teaming, collaboration, and interpersonal skills; personal and social responsibility; interactive communication skills IV. High Productivity: Ability to prioritize, plan, and manage for results; effective use of real-world tools; and ability to create relevant, high-quality products

15. Lifelong learning

16. Our students are facing many emerging issues such as global warming, famine, poverty, health issues, a global population explosion and other environmental and social issues. These issues lead to a need for students to be able to communicate, function and create change personally, socially, economically and politically on local, national and global levels.

17. TheRefined Secondary Education Curriculum (RSEC) and Teaching and Learning with Understanding by Design (UbD)

18. Basic Rationale for Unit Planning using UbD 1.Overcoming the prevalence of “Aimless Activity” and “Superficial Coverage” 2.Moving beyond micro-managing of teaching via discrete or fragmented lesson plans 3.A holistic or integral approach of planning where one sees the totality of learning a chapter, a unit or a smaller chunk of a broad chapter 4.A focus on big ideas and complex performance leading to understanding

19. Understanding by Design is… 1. a way of thinking about getting students to explore the most important questions and concepts in their subjects in school. 2. a framework to help students transfer knowledge and skills into novel context that require. understanding through explanation, interpretation, application, empathy, perspective, or self-knowledge.

20. What should we consider to make learning more useful and relevant?

21. Transfer of Learning

22. An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it appropriately in a new situation…. Howard Gardner

23. “Transfer of learning” is:-the use of knowledge and skills (acquired in an earlier context) in a new context. -in the form of meanings, expectations, generalizations, concepts or insights Bigge & Shermis1992

24. What happens when no transfer of learning is done?

25. How much of what we learned in academic subjects long ago do we still find personally useful today?

26. Why are many academic subjects which are more in number turn out to be less useful than the practical arts subjects?

27. The Revised Basic Education Curriculum(RBEC 2002) An enhancement of the old General Curriculum for Elementary and High SchoolIncreased in contact time for Math, Science, English, TLE. Clustering of AP, TLE/HELE, MAPE/PEHM, Rel/Values Ed under MAKABAYAN Promotes integration and thematic approach in enriching curriculum; development of Multiple Intelligences (MI);integration of values in all subjects and the use of constructivism principle of teaching in making learning more student-centered Math in HS –from spiraling back to specialization English –emphasis on whole language approach which led to Communication Arts title for English subject instead of the separate Grammar and Literature Hyperlink to RBEC

28. The Refined Secondary Education Curriculum (RSEC 2010) The result of the continuous effort to evaluate and intensify the Philippine Secondary Curriculum Focus is given on the design of instructional plans that promote better understanding of lessons that are slanted towards lifelong learning The use of Backward Design Approach in planning and teaching meaningful learning experiences DepEd will release a Curriculum Guide including the Performance Matrix that will guide schools in using UbD Approach Hyperlink to RSEC and Matrix

29. DepEd’s Response: Adaptation of UbD in the Refined Curriculum

30. What is Understanding by Design? Why Understanding by Design?

31. “Begin with the end in mind…”-Stephen Covey

32. Backward Design Approach

33. “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.

34. A framework that synthesizes research-based best practices in curriculum, assessment, and instruction that promote the learning process. • A language that educators can use to describe and analyze the best ways to promote student understanding, rather than just knowledge/recall.

35. Thinking like an assessor, not only an activity designer, is key to effective design. • Overcoming the “twin sins” of “aimless activity” and “superficial coverage”. • The work is only “coverage” or “nice activity” unless focused on questions and big ideas, related to the Standards.

36. UbD: STAGES OF BACKWARD DESIGN

37. UbD : Stages of Backward Design • The backward design approach consists of three general stages: • Stage1. Identify Desired Results • Goals • What should students know, understand, and be able to do? • What big ideas are worthy of understanding and implied in the established goals ( content standards, curriculum objectives)? • What provocative question are worth pursuing to guide student inquiry into these big ideas? • What enduring understanding are desired? • What specific knowledge and skills are targeted in the goals and are needed for effective performance?

38. Stage 2. Determine Acceptable Evidence • Evidence of learning • How will we know if students have achieved the desired results and • the content standards? • How will we know that students really understand the identified big • ideas? • What will we accept as evidence of proficiency? • Think of our design in terms of the collected assessment evidence • needed to document and validate that the desired results of • Stage 1 have been achieved.

39. Stage 3. Plan Learning Experiences and Instruction • With identified results and appropriate evidence of understanding in mind, it is now time to finalize a plan for the learning activities . • What will need to be taught and coached, and how should it best be taught, in light of the performance goals? • What sequence of activity best suits the desired results? • In planning the learning activities, we consider the WHERETO elements( described later )as guidelines. Those guidelines can be summed up in a question: How will we make learning both engaging and effective, given the goals and needed evidence?

40. G Q U

41. T OA

42. L L

44. The Six Facets of Understanding

45. The Understanding • Insightful use of knowledge and skill, observable in performance • Revealed via the “six facets of understanding” • Essential for maximal recall and apt transfer of “content” to new situations • Reflective, recursive “spiral” • Conventional linear [textbook-driven] scope and sequence is a major impediment to developing understanding.

46. The Six Facets of Understanding Facet 1 – EXPLANATION Sophisticated and apt explanations and theories that provide knowledgeable and justified accounts of events, actions, and ideas. Why is that so? What explains such events? What accounts for such action? How can we prove it? To what is the action connected? How does this work? Facet 2 – INTERPRETATION Narratives, translations, metaphors, images , and artistry that provides meaning. What does it mean? Why does it matter? What of it? What does it illustrate or illumine in human experience? How does it relate to me? What makes sense? Facet 3 – APPLICATION Ability to use knowledge effectively in new situation s and diverse contexts. How and where can we apply this knowledge, skill, process? How should my thinking and action be modified to meet the demands of this particular situation?

47. Facet 4 - PERSPECTIVE Critical and insightful points of view? From which vantage point? What is assumed or tacit that needs to made explicit and considered? What is justified and warranted? Is there adequate evidence? Is it reasonable? What are the strengths and weaknesses of the idea? Is it plausible? What are its limits? What is a novel way to look at this? Facet 5 – EMPATHY The ability to get inside another person’s feelings and worldview. How does it seem to you? What do they see that I don’t? What do I need to experience if I were to understand? What was the author ,artist or performer feeling, seeing, and trying to make me feel and see? Facet 6 – SELF- KNOWLEDGE The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding. How does who I am shape my views? What are the limits of my understanding? What are my blind spots? What am I prone to misunderstand because of prejudice, habit , and style? How do I learn best? What strategies work for me?

48. UbD Philosophy in a Nutshell

49. Putting it another way… 1 Write lesson plan & choose materials 2 Design assessment 3 Determine grading criteria 4 Identify what students learned 5 Reflect on what students should learn

50. Seeing it as a WorkFlow…