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Teaching For Understanding

Teaching For Understanding. Understanding by Design. Essential Questions. How does beginning the planning process with focus on understanding impact student learning? How does assessment connect to the desired results of a unit? Why is instruction the last stage we plan for in UbD ?

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Teaching For Understanding

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  1. Teaching For Understanding Understanding by Design

  2. Essential Questions • How does beginning the planning process with focus on understanding impact student learning? • How does assessment connect to the desired results of a unit? • Why is instruction the last stage we plan for in UbD? • How is UbD connected to my daily lesson plans?

  3. The 5 Big Ideas The point of school is competent understanding, not prompted recall of content & compliance Competency = independent and effective understanding, in context Understanding = using context for transfer and meaning Intellectual engagement is more likely when it is built in ‘by design’ ‘Backward’ Design: from engaging work and competent understanding not ‘coverage’

  4. KEY: 3 Stages of “Backward” Design Stage 1: Identify the long-term uses of content Stage 2: Determine the most appropriate assessment evidence of such use Stage 3: Determine the most appropriate learning activities and instruction given the goal and evidence

  5. Essential Question • How does beginning the planning process with focus on understanding impact student learning?

  6. Our Agreements on understanding • Being able to teach others • Use in multiple contexts • Analyze • Discuss • Apply to new situations • Make connections • Have perspective • retention

  7. Where Are We with Stage 1? • Any new understandings about understanding since last time? • Any confusion/questions?

  8. Essential Questions and Enduring Understandings • EQs • How does literature reflect and affect our lives • What is the human condition and how has our awareness of it changed over time? • EU: • Powerful literature provides insights about the human condition and human experiences.

  9. Essential Questions and Enduring Understandings • EQs: • How does geography influence lifestyle and point of view? • How do geography, climate, and natural resources affect the way people live and work? • What story do maps and globes tell? • What makes places unique and different • How do maps and globes reflect history, politics, and economics? • EU: • Geography influences needs, culture, opportunities, choices, interests, and skills.

  10. Essential Questions and Enduring Understandings • EQs: • How does geography influence lifestyle and point of view? • How do geography, climate, and natural resources affect the way people live and work? • What story do maps and globes tell? • What makes places unique and different • How do maps and globes reflect history, politics, and economics? • EU: • Geography influences needs, culture, opportunities, choices, interests, and skills.

  11. Essential Questions and Enduring Understandings • EQs: • Why is it important to understand culture? • What is a culture? • How are people alike and different? • How are cultures alike and different? • How does a person learn his/her • Culture? • How does one’s culture shape a person? • EUs: • Cultures share similarities and differences. • Every person has a culture.

  12. Enduring Understandings • Big Ideas/Enduring Understandings have enduring value because they: • Identify core concepts, principles, theories, & processes • Serve to organize important facts, skills, or actions • Will transfer to other contexts • Require “uncoverage” – what are the abstract/complex ideas that require genuine insight?

  13. Exercise Understandings – Pt 1

  14. EU Examples • Students will understand weather • Students will understand that weather instruments give us data to use in forecasting the weather. • Students will understand rocks. • Students will understand that rocks are classified according to properties that you can observe and/or test.

  15. EU Examples • Students will understand the writing process • Students will understand that writing is a process that uses skills, strategies, and practices for creating a variety of texts.

  16. Exercise Understandings – Pt 2

  17. FAQs • What comes first – essential questions or enduring understandings • Is there one enduring understanding for each essential question?

  18. Essential Question • How does beginning the planning process with focus on understanding impact student learning?

  19. Essential Question How can we design assessments that connect to the desired results of a unit?

  20. Exercise Tying Assessment to Desired Results

  21. Assessment • Create a week long menu for that follows the USDA recommendations for their age group. • Journal daily about making healthy food choices for the previous day. What are possible desired results?

  22. Desired Results • Eating a balanced diet promotes physical and mental health, and enhances one's appearance and energy level. • The USDA Food Pyramid defines healthy eating, but healthy eating varies for each individual depending upon age, lifestyle, culture, and available foods. • Choosing healthy foods isn’t always easy.

  23. Assessment • Students will create a weather report as a meteorologist for a TV station. They will report on a given extreme weather event that has occurred. The student will select the location of the event based on where it might happen in the United States. The report must include: • Location • Short description/why it happens • History of how the storm evolved • Effect/Damage • Precautions given to viewers in the area What are possible desired results?

  24. Desired Results • Extreme weather can alter the environment • Exposure to the various extreme weather phenomena is dependent on geographical location • Extreme weather events impact our lives in multiple ways • Weather events evolve over time and are influenced by multiple conditions

  25. Assessing for Understanding • What can help us create assessments that align with our desired results? 6 Facets of Understanding

  26. 6 Facets of Understanding • Explanation • Interpretation • Application • Perspective • Empathy • Self Knowledge

  27. Exercise Defining the 6 Facets

  28. Revisiting Our Prairie Unit • Explain • Write letters home describing what pioneer life is really like vs. what you expected • Interpret • Read and interpret real-life journals and stories of pioneers (e.g., Sarah Plain and Tall) to infer from vocabulary and images what life was really like

  29. Revisiting Our Prairie Unit • Apply • Create a museum exhibit in which photos and artifacts tell the story of pioneer hardships • Perspective • State a debate between settlers and Native Americans on the effects of Western Settlement

  30. Revisiting Our Prairie Unit • Empathy • Write a letter to relatives “back east” describing the death of pioneer neighbors. • Self-Knowledge • “Why Leave Home?” Write on how you have felt or would feel if you had to leave your home.

  31. FAQs on The 6 Facets • All of them all the time? • What is the relationship between Bloom’s and the 6 facets?

  32. Exercise Assessments Demonstrating the 6 Facets

  33. Electricity

  34. Exercise Practice

  35. Essential Question How can we design assessments that connect to the desired results of a unit?

  36. Essential Question • Why is instruction the last stage we plan for in UbD?

  37. Our Agreements on Best Classes • Activity oriented • Teacher moderated • Creativity • Opportunities for success along the way • Promote confidence • Comfortable environment • Self discovery

  38. Stage 3: Plan Learning Activities • This is the Stage where specific learning activities (lessons) are planned to accompany each unit. • Uncovering understandings – focus on learning not teaching • The lessons designed in this stage are should be based on the desired results from Stage 1 and 2. • W.H.E.R.E.T.O. is an acronym for planning steps to help meet the requirements of the unit. • The acronym does not represent the order to be followed

  39. H How will we hook and hold student interest? W Where are we going? Why? What is expected? E How will we equip students to explore and experience? WHERETO O How will we organize and sequence the learning? R How will we help students rethink, rehearse,revise, and refine? T How will we tailor learning to varied needs, interests, styles? E How will students self-evaluate and reflect on their learning?

  40. Note on WHERETO • This is NOT a recipe, formula, or prescribed sequence • It is, like the Six Facets, a way of judging, assessing, and testing lessons and units. • How should the WHERETO elements be combined and ordered? It’s up to the designer!

  41. H How will we hook and hold student interest? W Where are we going? Why? What is expected? E How will we equip students to explore and experience? WHERETO O How will we organize and sequence the learning? R How will we help students rethink, rehearse,revise, and refine? T How will we tailor learning to varied needs, interests, styles? E How will students self-evaluate and reflect on their learning?

  42. Exercise WHERETO

  43. Essential Question • Why is instruction the last stage we plan for in UbD?

  44. Essential Question How is UbD connected to my daily lesson plans?

  45. What’s The Connection • Your activities in stage 3 are detailed in your daily lesson plans • Some teachers detail in unit plans. • Some teachers describe the activity in a unit plan and detail in daily lesson plans. BOTH ARE OK!

  46. No Matter Your Preference… • Daily plans must include: • Objective • Materials • Tech Connections (if applicable) • Procedures • Assessment

  47. Take a Deep Breath • Format is up to you. • If you detail in your UbD unit no need to repeat in your daily plans. Just refer to your unit. • If you are not yet creating unit plans, that’s ok too! We’ll get there!

  48. Not all Lesson are UbD Lessons And that is ok!

  49. Objectives • Should be student centered and measurable • Student centered – what should the student be able to do at the end of your lesson? • Measurable – it can be observed

  50. Goals Vs. Objectives

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